Anne Owed too the Spelling Chequer

By Jerry Zar
Dean of the Graduate School of Northwestern Illinois University


Eye have a spelling chequer.

It came with my Pea Sea.

It plane lee Marx for my revue

Miss steaks eye can knot sea.

Iran this poem threw it,

Your sure reel glad two no.

Its vary polished in it’s weigh;

My chequer tolled me sew.

A chequer is a bless sing.

It freeze yew lodes of thyme.

It helps me right awl stiles two reed

And aides me when eye rime.

Each frays come posed up on my screen

Eye trussed too bee a joule.

The chequer poured oar every word

To cheque sum spelling rule.

Be fore a veiling chequer,

Hour spelling mite decline,

And if were lacks or have a laps,

We wood be maid to wine.

Butt now bee cause my spelling

Is checked with such grate flayer,

Their are know faults with in my cite,

of nun eye am a wear.

The World According To Student Bloopers

by Richard Lederer
(St. Paul's School)

One of the fringe benefits of being an English or History teacher is receiving the occasional jewel of a student blooper in an essay. I have pasted together the following "history" of the world from certifiably genuine student bloopers collected by teachers throughout the United States, from eighth grade through college level. Read carefully, and you will learn a lot.

The inhabitants of ancient Egypt were called mummies. They lived in the Sarah Dessert and traveled by Camelot. The climate of the Sarah is such that the inhabitants have to lie elsewhere, so certain areas of the dessert are cultivated by irritation. The Egyptians built the Pyramids in the shape of a huge triangular cube. The Pramids are a range of mountains between France and Spain.

The Bible is full of interesting caricatures. In the first book of the Bible, Guiness, Adam and Eve were created from an apple tree. One of their children, Cain, once asked, "Am I my brother’s son?" God asked Abraham to sacrifice Isaac on Mount Montezuma. Jacob, son of Isaac, stole his brother’s birth mark. Jacob was a patriarch who brought up twelve sons to be patriarchs, but they did not take to it. One of Jacob’s sons, Joseph, gave refuse to the Israelites. Pharaoh forced he Hebrew slaves to make bread without straw. Moses led them to the Red Sea, where they made unleavened bread, which is bread made without any ingredients. Afterwards, Moses went up on Mount Cyanide to get the ten commandments. David was a Hebrew king skilled at playing the liar. He fought with the Philatelists, a race of people who lived in Biblical times. Solomon, one of David’s sons, had 500 wives and 500 porcupines.

Without the Greeks we wouldn’t have history. The Greek invented three kinds of columns-Corinthian, Doric, and Ironic. They also had myths. A myth is a female moth. One myth says that the mother of Achilles dipped him in the River Stynx until he became intollerable. Achilles appears in The Iliad, by Homer. Homer also wrote The Oddity, in which Penelope was the last hardship that Ulysses endured on his journey. Actually, Homer was not written by Homer but by another man of that name.

Socrates was a famous Greek teacher who went around giving people advice. They killed him. Socrates died from an overdose of wedlock.

In the Olympic Games, Greeks ran races, jumped, hurled the biscuits, and threw the java. The reward to the victor was a coral wreath. The government of Athens was democratic because people took the law into their own hands. There were no wars in Greece, as the mountains were so high that they couldn’t climb over to see what their neighbors were doing. When they fought with the Persians, the Greeks were outnumbered because the Persians had more men. Eventually, the Ramons conquered the Greeks.

History calls people Romans because they never stayed in one place for very long. At Roman banquets, the guests wore garlics in their hair. Julius Caesar extinguished himself on the battlefields of Gaul. The ides of March murdered him because they thought he was going to be made king. Nero was a cruel tyranny who would torture his poor subjects by playing the fiddle to them.

Then came the Middle Ages. King Alfred conquered the Dames, King Arthur lived in the Age of Shivery, King Harold mustarded his troops before the Battle of Hastings, Joan of Arc was cannonized by Bernard Shaw, and victims of the Black Death grew boobs on their necks. Finally, Magna Carta provided that no free man should be hanged twice for the same offense.

In midevil time most of the people were alliterate. The greatest writer of the time was Chaucer, who wrote many poems and verses and also wrote literature. Another tale tells of William Tell, who shot an arrow through an apple while standing on his son’s head. The Renaissance was an age in which more individuals felt the value of their human being. Martin Luther was nailed to the church door at Wittenberg for selling papal indulgences. He died a horrible death, being excommunicated by a bull. It was the painter Donatello’s interest in the female nude that made him he father if the Renaissance. It was an age of great inventions and discoveries. Gutenberg invented the Bible. Sir Walter Raleigh is a historical figure because he invented cigarettes. Another Important invention was the circulation of blood. Sir Francis Drake circumcised the world with a 100-foot clipper.

The government of England was a limited mockery. Henry VIII found walking difficult because he had an abbess on his knee. Queen Elizabeth was the "Virgin Queen." As a queen she was a success. When Elizabeth exposed herself before her troops, they all shouted, "hurrah." Then her navy went out and defeated the Spanish Armadillo. The greatest writer of the Renaissance was William Shakespear. Shakespear never made much money and is famous only because of his plays. He lived at Windsor with his merry wives, writing tragedies, comedies, and errors. In one of Shakespear’s famous plays, Hamlet rations out his situation by relieving himself in a long soliloquy. In another, Lady Macbeth tries to convince Macbeth to kill the King by attacking his manhood. Romeo and Juliet are an example of a heroic couplet. Writing at the same time as Shakespear was Miguel Cervantes. He wrote Donkey Hote. The next great author was John Milton. Milton wrote Paradise Lost. Then his wife died and he wrote Paradise Regained.

During the Renaissance America began. Christopher Columbus was a great navigator who discovered America while cursing about the Atlantic. His ships were called the Nina, the Pinta, and the Santa Fe. Later, the Pilgrims crossed the Ocean, and this was known as Pilgrims Progress. When they landed at Plymouth Rock, they were greeted by the Indians, who came down the hill rolling their war hoops before them. The Indian squabs carried porpoises on their back. Many of he Indian heroes were killed, along with their cabooses, which proved very fatal to them. The winter of 1620 was a hard one for the settlers. Many people died and many babies were born. Captain John Smith was responsible for all this.

One of the causes of the Revolutionary Wars was the English put tacks in their tea. Also, the colonists would send their parcels through the post without stamps. During the War, the Red Coats and Paul Revere was throwing balls over stone walls. The dogs were barking and the peacocks crowing. Finally, the colonists won the War and no longer had to pay for taxis.

Delegates from the original thirteen states formed the Contented Congress. Thomas Jefferson, a Virgin, and Benjamin Franklin were two singers of the Declaration of Independence. Franklin had gone to Boston carrying all his clothes in his pocket and a loaf of bread under each arm. He invented electricity by rubbing cats backwards and declared, "A horse divided against itself cannot stand." Franklin died in1790 and is still dead.

George Washington married Martha Curtis and in due time became the Father of Our Country. Then the Constitution of the United States was adopted to secure domestic hostility. Under the constitution the people enjoyed the right to keep bare arms.

Abraham Lincoln became America’s greatest Precedent. Lincoln’s mother died in infancy, and he was born in a log cabin which he built with his own hands. When Lincoln was president, he wore only a tall silk hat. He said, "In onion there is strength." Abraham Lincoln wrote the Gettysburg Address while traveling from Washington to Gettysburg on the back of an envelope. He also freed the slaves by singing the Emasculation Proclamation, and the Fourteenth Amendment gave the ex-Negroes citizenship. But the Clue Clux Clan would torcher and lynch the ex-Negroes and other innocent victims. It claimed it

represented law and odor. On the night of April 14, 1865, Lincoln went to the theater and got shot in his seat by one of the actors in a moving picture show. The believed assinator was John Wilkes Booth, a supposingly insane actor. This ruined Booth’s career.

Meanwhile in Europe, the enlightenment was a reasonable time. Voltare invented electricity and also wrote a book called Candy. Gravity was invented by Isaac Walton. It is chiefly noticeable in the Autumn, when the apples are falling off the trees.

Bach was the most famous composer in the world, and so was Handel. Handel was half German, half Italian, and half English. He was very large. Bach died from 1750 to the present. Beethoven wrote music even though he was deaf. He was so deaf he wrote loud music. He took long walks in the forest even when everyone was calling for him. Beethoven expired in 1827 and later died from this.

France was in a very serious state. The French Revolution was accomplished before it happened. The Marseillaise was the theme song of the French Revolution, and it catapulted into Napoleon. During the Napoleonic Wars, the crowned heads of Europe were trembling in their shoes. Then the Spanish gorillas came down from the hills and the nipped at Napoleon’s flanks. Napoleon became ill with bladder problems and was very tense and unrestrained. He wanted< an heir to inherit his power, but since Josephine was a baroness, she couldn’t bear children.

The sun never set on the British Empire because the British Empire is in the East and the sun sets in the West. Queen Victoria was the longest queen. She sat on a thorn for 63 years. Her reclining years and finally the end of her life were exemplatory of a great personality. Her death was the final event which ended her reign.

The nineteenth century was a time of many great inventions and thoughts. The invention of the steamboat caused a network of rivers to spring up. Cyrus McCormick invented the McCormick raper, which did the work of a hundred men. Samuel Morse invented a code of telepathy. Louis Pasteur discovered a cure for rabbis. Charles Darwin was a naturalist who wrote the Organ of the Species. Madman Curie discovered radium. And Karl Marx became one of the Marx brothers.

The First World War, caused by the assignation of the Arch-Duck by a surf, ushered in a new error in the anals of human history.

Frost Poems

STOPPING BY WOODS ON A SNOWY EVENING
by Robert Frost

Whose woods these are I think I know,
His house is in the village, though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark, and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.


THE ROAD NOT TAKEN
by Robert Frost

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth.
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same.
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I--
I took the one less traveled by,
And that has made all the difference.

"To His Coy Mistress"

Andrew Marvell
(1621-1678)

Had we but world enough, and time,
This coyness, lady, were no crime.
We would sit down, and think which way
To walk, and pass our long love’s day.
Thou by the Indian Ganges’(1) side
Shouldst rubies find; I by the tide
Of Humber(2) would complain.(3)I would
Love you ten years before the Flood,
And you should, if you please, refuse
Till the conversion of the Jews.
My vegetable love should grow*(4)
Vaster than empires, and more slow;
An hundred years should go to praise
Thine eyes and on thy forehead gaze,
Two hundred to adore each breast,
But thirty thousand to the rest:
An age at least to every part,
And the last age should show your heart.
For, lady, you deserve this state,
Nor would I love at lower rate.
But at my back I always hear
Time’s winged chariot hurrying near;
And yonder all before us lie
Deserts of vast eternity.
Thy beauty shall no more be found,
Nor in thy marble vault shall sound
My echoing song; then worms shall try
That long preserved virginity,
And your quaint honor turn to dust,
And into ashes all my lust.
The grave’s a fine and private place,
But none, I think, do there embrace.
Now, therefore, while the youthful hue
Sits on thy skin like morning dew,
And while thy willing soul transpires(5)
At every pore with instant fires,
Now let us sport us while we may,
And now, like amorous birds of prey,
Rather at once our time devour
Then languish in his slow-chapped(6) power.
Let us roll all our strength and all
Our sweetness up into one ball,
And tear our pleasures with rough strife
Thorough(7) the iron gates of life.
Thus, though we cannot make our sun
Stand still, yet we will make him run.

(1)-A sacred river in India
(2)-River in Marvell’s native town, Hull
(3)-Write love songs
(4)-A slow unconscious growth
(5)-Breathes forth
(6)-slow-jawed
(7)-Through

Eugene O'Neill Biographical Dates

I. Background

A. James - father - born in Ireland in 1846. During the Potato Famine, his family moved to the United States when James was six.
1. James' father could not get a job, deserted the family, went back to Ireland and drank himself to death.
2. James' mother was left with six children to support. Two older brothers went off to find work leaving James at age ten to be the "man of the family." He worked for 50¢ /week.
3. At 20, James becomes an actor. At the time, Edwin Booth was one of the world's most famous actors. He pays James the ultimate compliment by saying, "that young man {James} played Othello better than I did."
4. James bought rights to the "Count of Monte Cristo" and made $36,000/year at a time when $100/year was the average. James becomes very famous but always is a penny pincher, staying in cheap hotels and wearing old clothes.

B. Mary Ellen Quinlin - mother - (1857)
1. She went to Catholic schools.When she was 19, her father took her to see James O'Neill and meet him backstage after the play. They were married not long after. She was 19; James was 30.

II. The children - Jamie, Edmund, and Eugene

A. Jamie (1878)
1.Jamie has a strong attraction to Mom (Oedipus Complex)and a strong hatred of Dad.
2. Jamie drank himself to death when he was 44.

B. Edmund (1883)
1. Jamie was very jealous of Edmund.
2. When James Sr., dad, was touring, he wired Mary to come see him. Mary wired back, "No, Jamie has the measles." James insisted. Mary left the children with a sitter with strict instructions to Jamie to stay away from Edmund.
3. Edmund contracts measles and dies. Mary became seriously depressed and never forgave herself.

C. Eugene (1888)
1. To compensate for Edmund's death and to try to help Mary out of depression, James gets Mary pregnant.
a. Oct. 1888 - One night on the road, in a cheap hotel, Mary starts labor. Instead of getting a good doctor, the cheap James hires the hotel "doctor" who gives Mary morphine to ease the pain during and after the birth of Eugene.
b. When Mama Mary comes home to Jamie, not only is there a new baby who provides competition, but Mama is a drug addict. Jamie blames the new baby for the change in his beloved Mother.
c. Mary's drug addiction causes James to drink more.

III. Eugene's life

A. Gene starts life with:
1. Father a drunk
2. Mother an addict
3. Brother Jamie hating him but loving his mother
4. Being the replacement for brother, Edmund

B. 1909 - In Connecticut, Gene meets the wealthy Kathleen Jenkins through a friend. they fall in lust. Kathleen's wealthy father dislikes Gene and sets up a meeting with James to stop a marriage. James accepts a financial arrangement to stop the marriage. Gene and Kathleen get wind of the scheme and elope. They spend one night together, and Eugene, Jr. is the result in 1910.

C. 1910-1911 - Gene goes gold prospecting to the mines in Honduras for two years. During this time, he contracts TB, the big killer of the day, and also Malaria - not the best of times.

D. 1912 - When Gene returns to the states, he does not try to contact Kathleen or try to find out any information on Eugene, Jr.

E. Kathleen's father wants her to file for divorce.Gene agrees and sets up a situation where a photographer will take a picture of him in a hotel with a prostitute.The divorce is granted.
1. Kathleen marries a second husband whose father later becomes a mass ax murderer.
2. Eugene, Jr. becomes a drunk. One day, he appears on TV drunk, and he is kicked off the air and arrested. He is found the next day in his bathtub full of blood, having committed suicide.

F. 1918 - Agnes Boulton
1. By now, Gene is a journalist. He meets Agnes in a bar with a male acquaintance of his. He takes her home, and they marry and have 2 children.
a.Shane (1919) - ended up a drunken bum and died of a heroin overdose.
b.Oona (1925) - at 19 married Charlie Chaplin who was 57. Eugene was outraged and cut her out of his life.

G. 1929 - Carlotta Monterey
1. At 49, Gene is the most famous playwright in the U.S. He was living in France with Agnes, Shane, and Oona. He goes to the opening in New York of "Strange Interlude" and meets Carlotta Monterey, leading lady.
2. Deja Vu - Gene wires Agnes to come to N.Y. She wires back, "No,I've got the kids." Carlotta, opportunist extrodinaire, sidles up to him by saying:
a. "I don't want children."
b. "Don't worry about money as an "Aunt" left me money."

The real story was that she had been married to a cartoonist for the New Yorker Magazine (Ralph Barton) and had been having an affair on the side with an extremely wealthy man, James Speyer. She got $3,000/ month from Speyer.

H. Eugene divorces Agnes and marries Carlotta.

I. -1936 - Eugene becomes the only American playwright to win a Nobel Prize for Literature. American novelist winners were William Faulkner, Ernest Hemingway, John Steinbeck, Sinclair Lewis, Pearl Buck,and Toni Morrison.

IV. Anecdotes of Carlotta's Cruelty

A. She hid from him his letters of congratulation for winning the Nobel. He was very hurt that people had not written him.
B. She used his Nobel prize money as a down payment on Tao House (pronounced "Dao").
C. In 1940s, he developed Parkinson's Disease. One day, Gene and Carlotta are walking in the snow; he falls; she goes inside the house leaving him there. If a friend had not come along to help him up, who knows what she would have done.
D. Ingrid Bergman came to visit him to discuss an upcoming series of plays. Carlotta told Ingrid that he was ill and tired easily so to leave when Carlotta placed her finger on her nose. When, after dinner, Gene wanted Ingrid to look over the plans for the plays in his study, Carlotta gave the signal to Ingrid. Ingrid ignored the sign and followed Gene. Needless to say, Ingrid was never invited back again.
E. Before he had become so ill, he had started on 9 short one act plays. Carlotta and he tore the plays up, throwing the pieces in the fire so no one could try to finish them.

V. The End

1. 1953 - Eugene Dies in a Boston Hotel.
2.His last words were "Born in a God-damn hotel; dying in a God-damn hotel."
3. In his will, he mentioned that he had written Long Days Journey into Night in 1939 at Tao House. He did not want the play to be published until 25 years after his death. In 1956, Carlotta disobeyed his wishes and sold the rights to the play.

Les Miserables Practice Quiz

1. Who is the author of Les Miserables?

2. Who is the main character?

3. How long was he in prison?

4. Why was he in prison?

5. Why did his term in prison keep on being extended?

6. What is the color of his pass?

7. Who welcomes him in for dinner and a night’s rest?

8. Who is Madame Magloire?

9. Who is Petit Gervais?

10. Who are the Thenardiers?

11. What little girl is left with the Thenardiers?

12. Who leaves the girl?

13. Who is Father Madeleine?

14. Father Madeleine is later called --------Madeleine.

15. He is later called Monsieur --- -----.

16. How did he become so rich?

17. What is M----------sur M-----------?

18. The mayor became very sad when he hears of whose death?

19. The mayor gives money to any Savoyard who passes through town. Why?

20. Who is the mayor?

21. Who is the inspector who mistrusts the mayor?

22. Whom does Monsieur Madeleine save from being crushed to death?

23. Who says he only knows of one man who could lift such a load?

24. Who is that one strong man?

25. Madeleine gets a job for Fauchelevent in Paris as a -------.

26. Javert confesses what to the Mayor?

27. Who is Champmathieu?

28. Explain the Mayor’s horrible dilemma.

29. Who are Brevet, Chenildieu, and Cochepaille?

30. Whom does Fantine want to see before she dies?

31. Who comes to arrest the Mayor?

32. The Mayor asks for three days to do what?

33. How does Sister Simplice save the Mayor?

34. Why does Javert believe Sister Simplice?

35. Jean Valjean goes to Laffitte’s for what reason?

36. What happens aboard the Orion?

37. Jean takes Cossette to what city?

38. What does Jean keep in the lapel of his coat?

39. Who spies on Jean as he is ripping open his coat?

40. To escape from Javert, Jean has to go up a ---- and then pull -------- up with a ----.

41. They end up in the garden of a what?

42. Who turns out to be the gardener there?

43. Explain how the convent is the "most dangerous" and yet also the "safest" place for Jean.

44. Jean pretends to be whose brother?

45. Two houses of --- have saved Jean Valjean.v 46. Jean takes the name Ultimus ------------.

47. Who is M. Gillenormand?

48. Who is his grandson?

49. Who is Colonel Baron Pontmercy?

50. Why does Marius never see his father?

51. Why, at age 18, is Marius finally sent to see his father?

52. At what battle was Pontmercy made a baron?

53. By whom?

54. What sergeant saved Pontmercy’s life at that battle?

55. Who is Theodule Gillenormand?

56. Theodule finds that Marius is not visiting a lass but a ----.

57. Who is Courfeyrac?

58. Marius pays the rent for the Jondrettes. What is the family’s real name?

59. Whom does Marius name Mademoiselle Lenoire?

60. What name does he give to Jean?

61. What is the Luxembourg?

62. What is left behind, with the initials U.F., on the bench?

63. What does Marius then think her first name is?

64. Who lives next door to the Jondrettes and is able to spy on them?

65. Why does M. Jondrette put a hole in a chair, order a window broken, have the fire put out, have his wife go to bed, etc.?

66. What is a fiacre?

67. When Jondrette tells LeBlanc that he is really Thenardier, what is Marius’ dilemma?

68. Thenardier refers to the Lark? Who is that?

69. Who uses the name Urbain Fabre?

70. Who, ironically, shows up to stop the killing of M. LeBlanc?

71. Who is the elder of the Thenardier daughters?

72. Who helps Marius track down M. LeBlanc’s "daughter"?

73. What does Cosette call "the inseparable"?

74. Who is Toussaint?

75. What major character is in the National Guard?

76. Why is Jean saddened to see Cosette growing beautiful?

77. Who left what and for whom on a bench in the garden?

78. What is the barricade?

79. Who goes there disguised as a man?

80. Who is Gavroche?

81. What enemy is captured at the barricade and told he will soon die?

82. Who shields Marius from a bullet and dies?

83. She requests that Marius do what after she dies?

84. Before she dies, she gives a letter to Marius from whom?

85. Who intercepts Marius’ letter to Cosette, carried by Gavroche?

86. Who is Gavroche the son of?

87. What "favor" does Enjolras bestow on Jean?

88. What does Jean do instead?

89. Whom does Jean carry and where?

90. Who has the key to get out of the sewer?

91. What does he first rip off a piece of?

92. Who captures Jean shortly after he comes out of the sewer?

93. What one favor does Jean ask of that man?

94. Where is Marius taken?

95. Strangely, Javert leaves and then does what?

96. Who gets married?

97. What does Jean do with all his money?

98. What confession does Jean make to Marius?

99. Who says, "To live, once I stole a loaf of bread; to-day, to live, I will not steal a name"?

100. Who thinks Jean stole from Madeleine and killed Javert?

101. Who comes to bribe Marius by telling "tales" about Jean?

102. Why does his attempt backfire?

103. Who says, "He who was carrying the corpse was Jean Valjean; he who had the key is now speaking to you, and the piece of the coat ——"?

104. Why does Marius not turn in this liar?

105. Thenardier goes to ------- and becomes a ------.

106. Who dies at the end of the book?

Les Miserables Characters

Jean Valjean
24601
Jean-the-Jack
Fr. Madeleine
M. Madeleine
M. le Mayor
9430
Ultimus Fauchelevent
M. Leblanc
Urbain Fabre
Cosette
The Lark
Euphrasie Fauchelevent
Ursula
Mlle. Lenoire
The Bishop of D
Myriel
Monseigneur Bienvenu
M. Thenardier
M. Jondrette
Mme. Thenardier
Mme. Jondrette
The Thenardiess
Other Characters
Mlle. Baptistine
Mme. Magloire
Petit Gervais
Fantine
Napoleon
Javert
Fr. Fauchelevent
Prefecture of Police
Champmathieu
Brevet
Chenildieu
Cochepaille
Sr. Simplice
M. Laffitte
M. Gillenormand
Mlle. Gillenormand
Theodule Gillenormand
Marius
Col. Baron George Pontmercy
Courfeyrac
Enjolras
Eponine
Gavroche
Toussaint
Places
Faverolles
Toulon (galleys)
D
Montfermeil
M__sur M__
Arras
Orion (ship)
Paris
Gorbeau House
Convent of Petite Picpus
Luxembourg (park)
Barricade
Waterloo

Writing the Standard Four or Five Paragraph Essay

The Introductory Paragraph

The Introduction has two purposes:

1) To introduce the subject of discussion via the Thesis Statement

2) To gain the readers attention by creating a desire to read on

A good Introduction can make the difference between an ordinary essay and an excellent one. Typically, the good introductory paragraph contains 5 or more sentences that begin with a broad reference to the essay topic. Each succeeding sentence further clarifies the idea until it has narrowed down to the Thesis Statement. An introductory paragraph might include the following:

Sentence # 1 -- makes a broad, provocative reference to the topic intended to "hook" the reader’s attention

Sentence # 2 or 3 -- clarifies the writer’s intention or direction for writing about the topic.

Sentence # 2 or 3 -- reveals the source of the topic by indicating the title, author, and character involved in the discussion.

Sentence # 4 -- further clarifies the writer’s intention/direction.

Sentence # 5 -- expresses the Thesis Statement or controlling idea of the essay.

The Body Paragraphs

Body Paragraphs are the "meat" of the essay. Their purpose is to provide all the necessary information the reader needs in order to understand the point or argument that the writer is trying to make.

Typically, the Body Paragraph contains a Topic Sentence and several Supporting Detail Sentences. A good body paragraph contains 7-9 sentences that might include the following:

Sentence # 1 -- Topic Sentence - states main idea/point of the paragraph

Sentence # 2-3 -- Discussion - defines/expands on the main idea/point

Sentence # 4-6 -- Examples/Quotes - presents evidence to support the point of the discussion

Sentence # 7-8 -- Commentary - interprets the significance/meaning of the examples/quotes

Sentence # 9 -- Concluding Sentence -- provides a transition into the next paragraph by finishing your discussion of the idea/point and leading into the discussion of the main idea/point of the next paragraph.

Sometimes, young writers have difficulty deciding what to write about in Body Paragraphs. The best way to overcome this problem is to turn the Topic Sentence into a question. All the information and/or reasons needed to answer the question then become the Supporting Detail Sentences. Below are the types of Supporting Detail Sentences that should be used to answer the "Topic Sentence Question":

1. Facts

2. Examples/Quotes

3. Reasons

4. Evaluation/Interpretation (compare-contrast-label-operate-combine)

5. Commentary

Often, Body Paragraphs follow specific patterns which, depending upon what you are writing about or trying to say, will make it easy for the reader to understand. Below are some examples of paragraph types that might be used in an essay. After each type are words and phrases that are found in each one that will make your explanations more clear:

Time Order -- also, moreover, in addition, again, furthermore, first, second, finally, in short, in conclusion

Comparison -- similarly, likewise, in the same way

Contrast -- however, nevertheless, yet, on the other hand, still

Examples -- For instance, for example, in other words, that is, in particular

Cause and Effect -- therefore, thus, consequently, so, as a result, then, hence

Emphasis -- indeed, in fact, certainly, truly, admittedly

The Concluding Paragraph

The best Conclusions leave the reader with something to think about or wanting more. The more predictable the Conclusion, the less memorable the essay. Typically, a good concluding paragraph will contain 4-5 sentences. Below are the types of Conclusions most commonly used:

Restate/Sum Up Thesis -- (Yawn!) Good for a "C" grade

Predict a possible outcome or the future -- What does your topic reveal that might be tomorrow’s reality?

Propose a solution -- If your essay discusses a problem, then what is your solution?

Express your opinion on the subject.

Style Format Sheet

Granada English Department

In today's world of technology, students must become proficient in using a word processor. Whether it be in college or the business world, computer skills have become mandatory; therefore, all major writing assignments will be typewritten or word processed. The following guidelines show what is considered normal and acceptable for all writing assignments. Your papers are expected to conform to them.

Failure to follow these guidelines will result in your paper being returned to be rewritten. Lateness penalties will apply to returned papers that don't meet the due date.

Printed/Typed Assignments

A. Paper -- use standard 8 1/2" x 11" computer or typing paper. If using tractor-feed computer paper, detach the feed edges before submitting your paper. Use only one side of the paper. Do not fold your paper.

B. Margins -- the standard margins are as follows: (usually these are the default margins on the printer)

Left margin -- 1 inch
Right margin -- 1 inch

Top margin (first page only) -- 1 1/2 inches

Top margin (succeeding pages) -- 1 inch

Bottom margin -- 1 inch

C. Spacing --

General -- spacing between lines is either "space and a half" or "double spaced."
Lengthy Quotes -- if a quote exceeds three (3) lines in length, it will be indented and single spaced with no quotation marks.

D. Font -- use the standard business font, Times, or use a font that resembles it. The correct size to use is 12 point. (This paper is printed in Times 12-point.)

E. Heading -- First page -- see the example below:

__________________________________________________



Your Name
Date assignment turned in
Class & Teacher's name


Title

(centered in 14 font - not bold and not underlined)

Start your essay here













Heading -- Following pages -- see the example below:

__________________________________________________

Your Name
Page number


Continue your essay here












F. Proofreading -- you should always proofread your essay before and after it is printed to catch mistakes in punctuation, usage, and format. If possible, have another person look your over paper.

G. Spell checking -- most word processors have a "spell check" program. Using it will eliminate most spelling errors; however, a spell checker is not perfect. Correct spelling of incorrectly-used words will not be detected.

Bibliographic Form

Addison, Joseph. President, UTE industries. Personal interview. 30 Aug. 1993. Interview

Beckett, Jamie. ''Airport tracks Noisy Flights Over Peninsula.'' San Francisco Newspaper/mag,

Chronicle 3 May 1993, sec. A: 15. Article: Signed

The new Bonanza for credit card users." Fortune 5 April 1993: 10-11 Newspaper/mag.- Author unknown

Beckett, Jamie. "Airport Tracks Noisy Flights Over Peninsula." San Francisco Newspaper article

Chronicle 3May 1993, sec. A: 15. CD SIRS. from CD ROM

Brod, Craig. Technostress: The human cost of the computer Revolution. Book

Calplans Agricultural Fund. An Investment in California Agricultural Real Pamphlet

Estate. Oakland: Calplans Securities, 1989.

Author . " Title of item." http://address/filename, date of document or download. Internet

Internet

Title of article." World Book Encyclopedia. 1993 ed. Encyclopedia- author unknown

Siffl, Charles J. "Computers." Encyclopedia Americana. 1990 ed. Encyclopedia - with author

"Title of Article." Grolier's Multimedia Encyclopedia (CD-ROM). 1994 ed. Encyclopedia on CD ROM

2001: A Space Odyssey. Dir. Stanley Kubrick. Metro- Goldwyn-Mayer, 1968. Movie

Bartanian, Aram. "Man-Machine from Greeks to computers." Dictionary of Multi- volume

The History of Ideas. Ed. Philip P. Weiner. 5vols. New York: Scribner, 1973. work

Dead Words

A lot was so fine, I used it all the time.

Stuff used to be great, but now it's just too late.

Swell was such a pal, and now...it's foul.

Neat was so sweet, now using it won't be a treat.

A bunch of, "What a phrase!" but it no longer pays.

All of these words are gone and dead now.

Convicted of being mundane,

Hopefully these words will stay away

or our teacher is liable to become profane.



The following words and phrases have been put to rest forever:
Thing
Mess around
Something
A lot
A great deal
Anything
Lots of
Stuff
Everything
Well
All kinds of
Nothing
Really
Cool
Kind of
Real
Cause
Cuz
Sort of
Pretty (as in "pretty good")
Total
Totally
You (except for in a quote or if the writer is actually speaking directly to the reader.
Kid
Til
A whole bunch
Neat
Got
Get
In this paragraph, I'm going to...
I think that, I believe that, I feel that . . . (the whole paper is what you think, believe, and feel)
To me, in my opinion . . .
Ok
Okay
In conclusion
And then
Etc.
Is/was
Because of (could of/ could’ve)
Third Grade Errors

its (possessive) -- it's (contraction for "it is")
there -- their -- they're
than -- then
which -- witch
too -- two -- to
your -- you're (contraction for "you are")
were -- we’re (contraction for "we are") -- where
know -- no -- now
are -- our
weather -- whether
through -- threw -- (thru)
loose -- lose
write -- right
sight -- site
went -- gone
a lot -- alot
all right -- alright
night, light -- nite, lite (slang usage)
enough, tough -- enuff, tuff (slang usage)
scared/afraid -- (you are afraid -- you scared your sister)
Improper Punctuation:

Titles of novels, plays, or longer works are underlined or in bold-face type.
Titles of poems, short stories, or shorter works are encased in quotation marks or are in Italic type.

Problem Words

The following list presents pairs or groups of words that often create confusion. The first words of each group are listed alphabetically. The second and following words of each group are also listed alphabetically with references back to the first words.

A

Ability (n) natural talent.
Capability (n) potential.
Capacity (n) maximum production or output. (used with equipment)
Abnormal (adj) deviating from the average.
Subnormal (adj) less than normal.

Absorb (v) to soak up.
Adsorb (v) to take up on the surface of a solid with little or no penetration.

Accede (v) to give consent.
Exceed (v) to surpass.

Accept (n) to receive; to admit; to approve.
Except (prep) but; other than.

Access (n) means of approach.
Excess (n) more than enough.

Accessible (adj) reachable.
Assessable (adj) able to be evaluated.

Accomplish (v) to complete successfully.
Attain (v) to reach.

Adapt (v) to modify.
Adopt (v) to incorporate or include.

Adjacent (adj) nearby.
Contiguous (adj) being in contact with along a dividing line.

Adopt (see "adapt")

Adsorb (see "absorb")

Advantage (n) benefit.
Asset (n) resource.

Adverse (adj) unfavorable.
Averse (adj) disinclined.

Advice (n) recommendation; suggestion.
Advise (v) to recommend; to suggest.

Affect (v) to influence; to feel.
Effect (n) result.
Effect (v) to cause.

All ready (adj) totally prepared.
Already (adv) previously.

All together (adj) in a group.
Altogether (adv) completely.

Allusion (n) indirect reference.
Illusion (n) misleading image.

Already (see "all ready")

Altogether (see "all together")

Amend (v) to change.
Emend (v) to improve by critical editing.

Among (prep) "used when dealing with three or more items."
Between (prep) "used when dealing with two items."

Analysis (n) "implies separation."
Synthesis (n) "implies combination."

Anticipate (v) to foresee.
Expect (v) to await or suppose.

Anxious (adj) "implies fear."
Eager (adj) "implies enthusiasm."

Any more (adv, adj) an additional quantity.
Anymore (adv) now.

Appear (v) to become evident.
Seem (v) to give an impression of.

Appraise (v) to evaluate worth.
Apprise (v) to inform.

As if (conj) "makes a comparison but is used to introduce a clause."
Like (prep) "makes a comparison."

Ascent (n) upward slope.
Assent (n) praise.

Assessable (see "accessible")

Asset (see "advantage")

Assure (v) to inform positively.
Ensure (v) to make certain or inevitable.
Insure (v) to underwrite.

Attain (see "accomplish")

Averse (see "adverse")

B

Because (conj) for the reason that.
Since (conj, adv) during the time after; from then until now.
Because of (prep phrase) by reason of; on account of.
Due to (prep phrase) "often misused to mean 'because of.'"

Beside (prep) next to.
Besides (prep) in addition to.

Between (see "among")

Biannual (adj) twice per year.
Biennial (adj) every two years.

C

Can (helping v) able to.
May (helping v) "asking for permission to."

Canvas (n) a heavy fabric.
Canvass (v) to examine or solicit.

Capability (see "ability")

Capacity (see "ability")

Capital (adj, n) main; money.
Capitol (n) a building that houses a government.

Carat (n) unit of weight measurement of precious stones.
Caret (n) a proofreader's insertion mark.
Karat (n) unit of measurement of the proportion of pure gold used in an alloy.

Chord (n) line cutting a circle or sphere; a musical combination of tones.
Cord (n) a measure of volume; a string or rope.

Climactic (adj) "referring to a climax."
Climatic (adj) concerning climate.

Compare to (v phrase) "referring to a general comparison."
Compare with (v phrase) "referring to a detailed comparison."

Complement(n, v) something that completes; to complete.
Compliment (n, v) expression of praise; to praise.

Compose (v) to form the substance of; to constitute.
Comprise (v) to include; to consist of; to be made up of.

Condition (n) state of being.
Shape (n) form; aspect.

Conducive (adj) contributive.
Conductive (adj) able to transmit.

Connote (v) to imply a meaning in addition to what is literal.
Denote (v) to refer to specifically or literally.

Conscience (n) the faculty of distinguishing between right and wrong.
Conscious (adj) aware.

Contiguous (see "adjacent")

Continual (adj) repeated.
Continuous (adj) nonstop.

Cord (see "chord")

Corrosion (n) a wearing or eating away by chemical action.
Rust (n, v) reddish coating on ferrous metals caused by corrosion.

Council (n) administrative, legislative, or advisory body.
Counsel (v) to advise.

Credible (adj) believable.
Creditable (adj) praiseworthy; worthy of credit.

D

Deceiving (adj) misleading.
Deceptive (adj) tending to deceive.

Deduce (v) to reason from the general to the particular.
Induce (v) to reason from the particular to the general.

Defective (adj) having imperfections.
Deficient (adj) lacking in completeness.

Definite (adj) clear; precise.
Definitive (adj) fixed; authoritative.

Denote (see "connote")

Desert (n ,v) arid waste; deserved treatment; to abandon.
Dessert (n) course served at the end of a meal.

Differ from (v phrase) to be unlike.
Differ with (v phrase) to disagree.

Different from (prep) "contrasts items."
Different than (conj) "should only be used in the expression, 'more different than.' "
NOTE: The expression "different than" should be rarely used.
Disassemble (v) to take apart.
Dissemble (v) to disguise.

Discreet (adj) prudent.
Discrete (adj) distinct; noncontinuous.

Disinterested (adj) impartial; indifferent.
Uninterested (adj) bored; not interested.

Dispense with (v phrase) to do without.
Dispose of (v phrase) to get rid of.

Distinct (adj) distinguished from others.
Distinctive (adj) having style or distinction.
Distinguished (adj) famous.

Due to (see "because of")

Dyeing (v form) coloring a substance.
Dying (v form) passing from life.

E

Eager (see "anxious")

Effect (see "affect")

Elicit (v) to evoke.
Illicit (adj) unlawful.

Elusive (adj) evasive.
Illusive (adj) deceptive.

Emend (see "amend")

Emigrate (v) to leave a country to move to another.
Immigrate (v) to enter a new country with the intent to establish residence.

Eminent (adj) distinguished.
Immanent (adj) inherent; existing within.
Imminent (adj) impending.

Ensure (see "assure")

Envelope (n) a package.
Envelop (v) to surround.

Exceed (see "accede")

Except (see "accept")

Excess (see "access")

Expect (see "anticipate")

Explicit (adj) specific.
Implicit (adj) implied.

Extant (adj) existing.
Extent (n) range.

F, G

Farther (adj, adv) "refers to distance."
Further (adj, adv) "refers to degree or extent; in addition."

Feasible (adj) capable of being done.
Possible (adj) may exist or occur.

Fewer (adj) "refers to numbers of discrete items."
Less (adj, adv) "refers to bulk quantity."

Figure (n) number symbol. (Figures represent numbers.)
Number (n) mathematical unit. (Numbers are expressed in figures.)

Foreward (n) preface.
Forward (v, adj,adv) to advance; ahead.

Further (see "farther")

H

Hangar (n) aircraft building.
Hanger (n) devise by which something is hung.

Healthful (adj) producing health.
Healthy (adj) having health.

Hypothesis (n) "based on limited evidence."
Theory (n) "supported by a greater range of evidence than a hypothesis."

I, J

Illicit (see "elicit")

Illusion (see "allusion")

Illusive (see "elusive")

Immanent (see "eminent")

Immigrate (see "emigrate")

Imminent (see "eminent")

Implicit (see "explicit")

Imply (v) to suggest.
Infer (v) to surmise; to guess.

Incapable (adj) "implying a permanent lack of ability."
Unable (adj) "implying an inability in a specific situation."

Infer (see "imply")

Ingenious (adj) intelligent.
Ingenuous (adj) simple; unsophisticated.

Insure (see "assure")

Induce (see "deduce")

Inter- (prefix) between; among.
Intra- (prefix) within.

Its (possessive pron) belongs to it.
It's (pron + v) a contraction for "it is."

K

Karat (see "carat")

L

Lay (v) to place something.
Lie (v) to recline.

Lean (adj, v) not fat; to incline.
Lien (n) attachment or claim against.

Lend (v) to give for temporary use; to make a loan.
Loan (n) that which is lent.

Less (see "fewer")

Lie (see "lay")

Lien (see "lean")

Lightening (v form) making less heavy.
Lightning (n) electrical discharge in the sky.

Like (see "as if")

Linage (n) number of lines of written matter.
Lineage (n) ancestry.

Lineal (adj) arranged in lines; relating to a direct line of ancestry.
Linear (adj) relating to a line.

Loan (see "lend")

Loose (adj, v) unfastened; unbound; not strict; to untie.
Lose (v) to be unable to find; to be deprived of.

M

Mantel (n) shelf above a fireplace.
Mantle (n) sleeveless garment.

Material (adj, n) relevant; consisting of matter; parts of which something can be made.
Materiel (n) equipment and supplies used by an organization.

Many (adj) "refers to numbers."
Much (adj) "refers to quantity."

May (see "can")

Misguide (v) to misdirect.
Mislead (v) to deceive.

Monetary (adj) financial.
Monitory (adj) admonishing.

Moral (n, adj) conscientious; a principle or value.
Morale (n) an individual's or a group's general tone of feeling.

Much (see "many")

N

Number (see "figure")

O

Observance (n) custom; rite.
Observation (n) recognition.

Ordinance (n) law.
Ordnance (n) military supplies.

P, Q

Parameter (n) constant factor.
Perimeter (n) circumference.

Passed (v) to go by; to have gone by.
Past (n, adj) earlier.

Penetrate (v) to pass into.
Pervade (v) to become diffused throughout.

Perimeter (see "parameter")

Personal (adj) refers to the individual.
Personnel (n) a group of people working a particular job.

Perspective (n) view.
Prospective (adj) likely to happen.

Possible (see "feasible")

Practicable (adj) capable of being worked out.
Practical (adj) useful.

Precede (v) to come before.
Proceed (v) to go ahead.

Precedence (n) fact preceding in time; priority.
Precedents (plural n) established conventions.

Presence (n) the condition of being present.
Presents (n) more than one gift.
Presents (v) to give to.

Principal (adj, n) main; money; the leader of a school; a leading actor or actress in a play or story.
Principle (n) a basic truth or law; a moral tenet.

Proceed (see "precede")

Prospective (see "perspective")

R

Raise (v) to lift something up.
Rise (v) to go up; to get up.

Range (v) to differ within stated limits.
Vary (v) to differ.

Respectfully (adv) considerately.
Respectively (adv) each in a given order.

Rise (see "raise")

Rust (see "corrosion")

S

Seasonable (adj) timely.
Seasonal (adj) "relating to a season."

Seem (see appear)

Sense (n, v) feeling; intelligence.
Since (adv, prep, conj) "refers to time."

Set (v) to place something.
Sit (v) to rest one's body.

Shape (see "condition") .

Shear (n, v) cutting instrument; to cut off.
Sheer (adj, v) thin; precipitous; to deviate from a course.

Since (see "because")

Since (see "sense")

Sit (see "set")

Stationary (adj) standing still.
Stationery (n) letter-writing materials.

Subnormal (see "abnormal")

Super- (prefix) over and above; superior.
Supra- (prefix) going beyond the limits of.

Supercede (v) to supplant; to replace.
Surpass (v) to exceed.

Supra- (see "super-")

Synthesis (see "analysis")

T

Than (conj) "refers to a comparison."
Then (adv) next; at that time.

That (relative pron) "introduces restrictive (essential) clauses."
Which (relative pron) "introduces nonrestrictive (unessential) clauses."

Their (possessive pron) belongs to them.
There (adv) at that place. (It can also be used as a dummy subject to begin a sentence and really has no meaning.)
They're (pron + v) a contraction for "they are."
NOTE: In general, avoid beginning sentences with "there is," "there are," "there was," "there were," and "there will be."
Then (see "than")

Theory (see "hypothesis")

Timber (n) wood.
Timbre (n) quality of sound produced by overtones.

To (prep, adv) "has many meanings, including `direction towards' as well as being used to introduce an infinitive."
Too (adv) also; very.
Two (adj, n) "a number."

Tortuous (adj) twisted; winding.
Torturous (adj) causing excessive pain.

Two (see "to")

U

Unable (see "incapable")

Uninterested (see "disinterested")

Use (v) to employ in the manner intended.
Utilize (v) to adapt for use; to make use of in an unusual way.

V

Vary (see "range")

W,X

Whereas (conj) but; on the contrary; in view of the fact that.
While (conj) at the same time as; as long as.

Which (see "that")

While (see "whereas")

Who (relative pron) "refers to a person in the subjective case."
Whom (relative pron) "refers to a person in the objective case."
Who's (rel. pron + v) a contraction for "who is."
Whose (relative pron) "refers to a person in the possessive case."

Y, Z

Your (possessive pron) belongs to you.
You're (pron + v) a contraction for "you are."

Usage

Parallel Structure

17a. When two or more items, intended to be given equal emphasis, are joined by a conjunction or conjunctions, and when the items are in the same grammatical form, parallel structure occurs.

She spoke clearly to the audience, and she also was listening with patience when they asked questions.

("spoke" and "was listening" are not parallel; and the same is true of "clearly" and "with patience," as well as "to the audience" and "when they asked questions.")

She spoke clearly to the audience and listened patiently to their questions.

("spoke" and "listened" are both verbs and are both in the past tense.)

She spoke clearly to the audience and listened patiently to their questions.

("clearly" and "patiently" are both adverbs.)

She spoke clearly to the audience and listened patiently to their questions.

("to the audience" and "to their questions" are both prepositional phrases.)

17b. The items in a parallel list all share in common some part of the sentence.

I like to swim, baseball, reading, and going to movies.

(not parallel)

I like to swim, play baseball, read, and go to movies.

(parallel-- see explanation after the next example.)

I like to swim, (to) play baseball, (to) read, and (to) go to movies.

(The word, "to" is unnecessary with the last three items, but it points out how the items are all parallel: they are all infinitive phrases. All of the items "share in common" the words, "I like to.")

With my lottery winnings, I bought a stereo, car, a television set, and computer.

(This is not parallel construction. The word, "a," must be repeated with each item to make the sentence parallel.)

With my lottery winnings, I bought a stereo, a car, a television set, and a computer.

(parallel)

His relationship was destroyed by greed, by selfishness, laziness, and complacency.

(not parallel) (The word, "by," was repeated twice and omitted twice.)

His relationship was destroyed by greed, by selfishness, by laziness, and by complacency.

(parallel) (See also the example below.)

His relationship was destroyed by greed, selfishness, laziness, and complacency.

(parallel) (In this example, the word, "by," is held in common by each element in the series and does not need to be repeated each time.)

17c. When using pairs of conjunctions (e.g., not only...but also; both...and; either...or; neither...nor) the two items compared must have the same grammatical construction in order to be parallel.

He wanted either wealth or to be powerful.

("wealth" is not parallel with "to be powerful.")

He wanted either wealth or power.

(parallel)

NOTE: Compare the words immediately after the "either" ("both," "neither," "not only") with the words immediately after the "or" ("and," "nor," "but also.")

He either wanted wealth or power.

("wanted wealth" is not parallel with "power.")

He either wanted wealth or wanted power.

(parallel)

I decided not only to edit the text but also that I should confront the author.

("to edit the text" is not parallel with "that I should confront.")

I decided not only to edit the text but also to confront the author.

(parallel)

He not only told me to edit the text but also to confront the author.

("told me to edit the text" is not parallel with "to confront the author.")

He not only told me to edit the text but also told me to confront the author.

(parallel but overly wordy)

17d. When using words like "first," "second," etc., be aware of parallel structure.

In order to be an effective technical editor, one must be able, first, to deal sensitively with others; secondly, be able to be consistent; and be able to, last, pay close attention to detail.

("to deal sensitively with others" is not parallel with "be able to be consistent" nor with "pay close attention to detail.")

In order to be an effective technical editor, one must be able, first, to deal sensitively with others; second, to be consistent; and, last, to pay close attention to detail.

("to deal sensitively with others" is parallel with "to be consistent" and with "to pay close attention to detail.")

NOTE: The words, "first," "second," and "last" are parallel, but the words, "first," "secondly," and "last" are not. Also note, in the last example, that the words, "one must be able" are held in common by all three elements.
17e. If the second half of a comparison is elliptical, make sure that the two halves are parallel.

That is a better written document than we editors usually encounter.

("That is a better written document" is not parallel with "we editors usually encounter.")

That is a better written document than those (documents) we editors usually encounter.

(parallel)


Dangling Modifiers

18a. Avoid dangling participial phrases.

Disheartened by three straight losses, losing a fourth game was easy.

(dangling participial phrase)

NOTE: "Disheartened by three straight losses" is a participial phrase and therefore acts as an adjective; however, in this sentence, the phrase is describing the word, "losing" which makes no sense. This is called a dangling participial phrase.
Disheartened by three straight losses, our team found losing a fourth game easy.

(correct)

NOTE: Now the participial phrase correctly modifies "our team," as we are the ones who are disheartened.
Because we had already lost three straight games, losing a fourth game was easy.

(correct)

Run over by a tractor, I had to buy my son a new bike.

(dangling)

I had to buy my son a new bike because his had been run over by a tractor.

(correct)

18b. Avoid dangling phrases containing infinitives or gerunds.

Ready to wash my car, the rain began to fall.

(dangling infinitive phrase)

When I was ready to wash my car, the rain began to fall.

(correct)

Prepare to begin surgery after being properly anesthetized.

(dangling infinitive phrase)

NOTE: The patient and not the doctor, hopefully, is the one being anesthetized.

Prepare to begin surgery after the patient is properly anesthetized.

(correct)

By shouting obscenities, the meeting was prematurely brought to a close.

(dangling gerund phrase)

By shouting obscenities, the intruders prematurely brought the meeting to a close.

(correct)

18c. Avoid dangling adverbial clauses.

While watching the baseball game, the Goodyear Blimp flew overhead.

(dangling adverbial clause)

While I was watching the baseball game, the Goodyear Blimp flew overhead.

(correct)


Redundancies

19a. Avoid words and phrases that are too wordy.

I would like to know whether or not you are coming to the meeting.

(The words or not serve no function, using up valuable space and reading time.)

In the following sentences, the italicized words or parts of words are redundant.)

At the present time, I plan to attend the meeting.

Let us begin preplanning the meeting.

We must be more proactive in our dealings with other departments.

We should not over exaggerate our past experiences.

I have never before heard that old adage.


Active and Passive Voice

20a. If the emphasis is on "who or what is doing the action," use the active voice.

Edward Teller once directed the Lab.

The avalanche crushed the cabin.

20b. If the emphasis is on "who or what is being affected by the action," use the passive voice.

The TCE-contaminated ground water was purified during the process.

NOTE: The sentence, "the process purified the TCE-contaminated ground water" would also be acceptable. Use the voice that puts the emphasis where desired.

20c. If either voice is acceptable, use the active because it is more direct.

Examples of surface rupture were seen by scientists along the Greenville Fault.

(too wordy because of the passive)

Scientists saw examples of surface rupture along the Greenville Fault.

(more direct, less wordy)

NOTE: The active construction, "scientists saw," uses two words; the passive construction, "were seen by scientists," uses four words to say the same thing.
20d. If possible, do not shift voices within a sentence.

When we reached Site 300, the monitoring well was seen.

(clumsy switch of voice)

When we reached Site 300, we saw the monitoring well.

(Both verbs are active.)


Subject-Verb Agreement

21a. If the subject is singular, the verb must be singular; if the subject is plural, the verb must be plural.

The absence of TCE-contaminated particles is [not "are"] a good sign.

(The subject, "absence," is singular, and so the verb must also be singular.)

Uncontaminated particles are [not "is"] a good sign.

(plural subject, plural verb)

The existence of twin boundaries in RBa2Cu3O7 (where "R" represents the rare-earth elements, except cerium, terbium, and praseodymium) provides [not "provide"] a unique opportunity to study the flux-pinning mechanism in layered high-temperature superconductors.

(The subject, "existence," is singular, and so the verb, "provides," must also be singular.)

21b. If the subject is a compound subject, the verb must be plural.

Laser-beam propagation, image fidelity, image-reconstruction quality, and beam-pointing accuracy are [not "is"] greatly effected by wave front phase.

Beam-pointing accuracy is greatly effected by wave front phase.

(See preceding example.)

NOTE: In scientific writing, sentences are often very complex, and the verb may be far from the subject.
The effectiveness of laser-beam propagation, image fidelity, image-reconstruction quality, and beam-pointing accuracy, to a large degree, is [not "are"] determined by wave front phase.

(The subject, "effectiveness," is singular.)

21c. The following indefinite pronouns are singular and require singular verbs.

anybody, anyone, any one, anything, each, either, every,

everybody, everyone, every one, everything, neither, nobody,

no one, nothing, one, somebody, someone, some one, something.

Everyone is to attend the meeting.

Every one of the employees is [not "are"] present.

Neither of the two faults (the Greenville and the Las Positas) has [not "have"] produced a quake in 1992.

21d. The following pronouns are plural and require plural verbs.

both, few, many, several, others.

Many are called, but few are chosen.

21e. A subject introduced by "both . . . and" requires a plural verb.

Both the Las Positas Fault and the Greenville Fault are presently quiet.

21f. A compound singular subject introduced by "neither . . . nor or either . . . or" requires a singular verb.

Neither a filter nor a filter-support screen is needed in the battery housing.

Either the standard sequential or a parallel split-flow operation separates the free radon progeny.

21g. A compound plural subject introduced by "neither . . . nor" or "either . . . or" requires a plural verb.

Neither filters nor filter-support screens are needed in the battery housings.

Either standard sequential or parallel split-flow operations separate the free radon progeny.

21h. A compound subject (introduced by "neither . . . nor" or "either . . . or") that is mixed (singular and plural) requires a singular verb if the singular subject is closer or a plural verb if the plural subject is closer.

Neither a filter nor filter support screens are needed in the battery housings.

Neither filter support screens nor a filter is needed in the battery housings.


Articles

22a. Use "a" before words beginning with a consonant.

a quake a fault a layer a hunch

22b. Use "an" before words beginning with a vowel (except "u" when pronounced as a "y" and "o" when pronounced as a "w") and before a silent "h".

an apple an elephant an item an onion

an umpire a unicorn one-way street an hour

22c. Use "an" before the words for the letters "a, e, f, h, i, l, m, n, o, r, s, or x." (The words for these letters all begin with a vowel.)

Give me an f, an l, an x, and a y.

He will soon have an M.S. in physics.

22d. If an acronym or group of initials is pronounced as a word and not as separate letters, use "a" or "an" as required by the pronunciation.

We took an S.A.T. test.

We visited a SAC base.

22e. With chemical names, use "a" or "an" as required by pronunciation.

He conducted a H2O analysis.

(pronounced "a water analysis")

We found a FeO trace.

(pronounced "a ferrous oxide trace")

She was studying an YBa{2}Cu{3}O{7-x} crystal.

(pronounced "an yttrium")


Numbers

23a. Generally, spell out numbers one through ten, as well as common fractions; use figures for numbers above ten. (Other grammar books suggest spelling out numbers that are one or two words in length and using numerals for those that are three word or longer.)

This project is employing seven editors.

This project is employing 15 editors.

This project is employing approximately one-third of the editorial staff.

NOTE: In a series, if most of the numbers are below ten (but a few are above), spell out all the numbers. Conversely, if most of the numbers in a series are above ten (but a few are below) use figures for all the numbers.
The project is employing four editors, five compositors, and eleven [not "11"] artists.

The project is employing 11 editors, 12 compositors, 11 artists, and 1 [not "one"] division manager.

23b. Round, noncomplex numbers may be written in a combination of words and figures.

Over 200 million [not "200,000,000"] people now live in the United States.

Exactly 242,984,673 people now live in the United States.

(The number is too complex to spell out.)

23c. Always spell out a number that begins a sentence; if the number is too complex to spell out, rewrite the sentence so that the number is not at the beginning.

Forty-seven people attended the lecture.

23d. In scientific usage, physical quantities should be expressed in figures.

170 volts 6 [not "six"] square yards

1 [not "one"] pound

47deg.C

7 cubic centimeters

10 picas

23e. If an abbreviation or a symbol is used for a unit of measurement, express the number in figures.

4 hr

60 mph

7 g

18 ml

4"

17.2'

14deg.

45deg.40' N

23f. Spell out ordinals that are one or two words long.

We will soon proceed from the twentieth century to the twenty-first.

NOTE: An exception to the above rule occurs with addresses. For ordinals past tenth, use figures.
My last three addresses have been 417 22nd Street, 1050 Lomitas Avenue, and 607 Ninth Street.

23g. Days following months are expressed in cardinal figures; days preceding months are expressed in ordinal figures; days of the month without the month mentioned are expressed in ordinal words.

The meeting is on July 15.

The meeting is on the 15th of July.

The meeting is on the fifteenth.

23h. Military dates are expressed in cardinal numerals preceding the month. No comma is used between the month and the year.

The meeting is on 15 July 1992.

Ways to Use a Noun in a Sentence

NOUN

A noun is the name of a person, place, thing, idea, or action.
a) Subject - answers "who" or "what" before the verb.

b) Possessor - the noun that possesses something and has an apostrophe on it.

c) Direct Object - answers "whom" or "what" after the action verb.

d) Indirect Object - answers "to whom" or "to what" after a verb like "give" or "tell."

e) Object of a Preposition - the noun following the preposition.

f) Predicate Noun - equals the subject and comes after a "being" (linking) verb.

g) Appositive - a second noun further explaining the preceding noun and separated from it by a comma and not by a "being" verb.

h) Direct Address - the noun that is specifically named and spoken to in the sentence.

Quiz

How is the word, "boy" used in the following sentences?

1.The boy's car is a Corvette.

2.Bill is a very stubborn boy.

3.Why are you sleeping in class, boy?

4.I told the boy a funny joke.

5.Bill, that boy, is very stubborn.

6.The teacher disciplined that boy.

7.That boy was disciplined by the teacher.

8.The teacher was upset with that boy.

9.Boy, you are asking for trouble!

10.Steve was the boy who got in trouble.

11.Steve was the boy's friend who got in trouble.

12.The teacher finally learned the truth about the boy.

13.Because he told the truth, the boy didn't get in trouble.

14.Because he told the truth, his mother didn't punish the boy.

15.Steve, the boy who got in trouble, is in my class.

16.His mother gave that boy a lecture.

17.In the following sentence, which word is the direct object? As of last Friday night, my stock was worth two thousand dollars.

18.In the following sentence, which word is the predicate noun? According to the principal, Bill's brother is the thief.

19.In the following sentence, which word is the possessor? According to the principal, Bill's brother is the thief.

20.In the following sentence, which word is the subject? According to the principal, Bill's brother is the thief.

Answers

1. possessor 2. predicate noun 3. direct address 4. indirect object 5. appositive 6. direct object 7. subject 8. object of a preposition 9. direct address (it could also be an interjection) 10. predicate noun 11. possessor 12. object of a preposition 13. subject 14. direct object 15. appositive 16. indirect object 17. dollars 18. thief 19. Bill’s 20. brother

Parts of Speech

1. NOUN - the name of a person, place, thing, idea, or action.

a) Subject - answers "who" or "what" before the verb.
b) Possessor - the noun that possesses something and has an apostrophe on it.
c) Direct Object - answers "whom" or "what" after the action verb.
d) Indirect Object - answers "to whom" or "to what" after a verb like "give" or "tell."
e) Object of a Preposition - the noun following the preposition.
f) Predicate Noun - equals the subject and comes after a "being" (linking) verb.
g) Appositive - a second noun further explaining the preceding noun and separated from it by a comma and not by a "being" verb.
h) Direct Address - the noun that is specifically named and spoken to in the sentence.

2. PRONOUN - takes the place of a noun.

3. ADJECTIVE - describes the noun.

4. CONJUNCTION - a joining word. (FANBOYS)

5. VERB - a word that expresses action or state of being.

a) Person - 1st (speaker), 2nd (one spoken to), 3rd (one spoken about)

b) Number - whether the subject of the verb is singular or plural.

c) Tense - the time of the verb.
1a. Simple present - (I carry)
1b. Progressive present - (I am carrying)
1c. Emphatic present - (I do carry)
2a. Simple future - (I will carry, I shall carry)
2b. Progressive future - (I will be carrying, I shall be carrying)
3a. Simple present perfect - (I carried, I have carried)
3b. Progressive present perfect - (I have been carrying)
3c. Emphatic present perfect - (I did carry)
4a. Simple past perfect - (I had carried)
4b. Progressive past perfect - (I had been carrying)
5a. Simple future perfect - (I will have carried, I shall have carried)
5b. Progressive future perfect - (I will have been carrying, I shall have been carrying)
6a. Simple imperfect - (I used to carry, I kept on carrying)
6b. Progressive imperfect - (I was carrying)
THE ABOVE EXAMPLES ARE ALL ACTIVE VOICE, INDICATIVE MOOD.

d) Voice - whether the subject is the doer of verb (active voice) or the receiver of the verb’s action (passive voice).

e) Mood - whether the sentence is a statement of fact or a question (indicative mood), a command (imperative mood), or a condition or mild wish (subjunctive mood).

6. ADVERB - describes a verb, adjective, or another adverb.

7. INTERJECTION - an exclamation, utterance, or expletive.

8. PREPOSITION

1.aboard
2.about
3.above
4.according to
5.ahead of
6.across
7.after
8.against
9.along
10.alongside
11.amid
12.among
13.apart from
14.around
15.as far as
16.as to
17.at
18.back of
19.because of
20.before
21.behind
22.below
23.beneath
24.beside
25.besides
26.between
27.beyond
28.but (except)
29.by
30.by reason of
31.concerning
32.contrary to
33.despite
34.down
35.due to
36.during
37.except
38.except for
39.for;
40.from
41.in;
42.into
43.inside
44.near
45.next to
46.of
47.off
48.off of
49.on
50.opposite
51.out
52.out of
53.over
54.past
55.per
56.prior to
57.since
58.through
59.throughout
60.till
61.to
62.toward
63.towards
64.under
65.underneath
66.until
67.up
68.upon
69.up to
70.via
71.with
72.within
73.without


9. ARTICLE - the (definite article); a, an (indefinite articles)

Jim Willis’ Punctuation Guide

Introduction

A female student of mine once complained that "Punctuation is stupid. What good are commas and stuff? Who needs them?" I responded by showing her two of my favorite examples of the importance

of punctuation, and here they are:

Woman without her man means nothing at all.
I asked her if she agreed with that sentence, and, of course, she violently disagreed. Then I punctuated the sentence in the following way:

Woman: without her, man means nothing at all.
All of a sudden, she thought the sentence made perfect sense.

A second example deals with the difference between an appositive and direct address.

Call me fool if you like.
Call me, fool, if you like.

Apostrophe

1a. Use an apostrophe to signal possession.

The girl’s dress is pretty. (one girl, one dress)

The girl’s dresses are pretty. (one girl, many dresses)

The girls’ dresses are pretty. (many girls, many dresses)

The girls’ dress is pretty. (many girls, one dress [a poor family])

Note: Often, using the possessive form may create an awkward adjective-noun pair. If so, rewrite the sentence, using a noun and a prepositional phrase beginning with of.

The Nuclear Test–Experimental Science Program’s accomplishments were revolutionary. (awkward use of the possessive)

The accomplishments of the Nuclear Test–Experimental Science Program were revolutionary. (better)

James’s expertise is in microbiology.

Note: Although the word "James" ends with an s, the possessive form demands an ’s because it is sounded in speech.

1b. Use an apostrophe to signal the omission of a letter (or letters) as in a contraction.

It’s a warm day.

They’ve had a bad time.

Note: It’s is a contraction, meaning "it is" or "it has." Its is a possessive pronoun, meaning "belongs to it." In general, avoid using contractions in technical reports.

Its color has faded.

Brackets

2a. Use brackets to function as parentheses within parentheses.

The two presidents (one from the University of California at Los Angeles [UCLA} and the other from Stanford) are collaborating on the project.

2b. Use brackets to enclose editorial comments.

I saw three mooses [sic] in Yellowstone.

Bullets

3a. Use bullets to introduce items that are not sequential.

I see the following as some of the important characteristics of a good teacher:
• A solid background in the subject matter.

• A desire to stay current by exhaustive reading in the subject matter.

• A love of learning.

• A love of students.

• An ability to command respect.

• A large dose of patience.

Note: If the items are sequential, use numbers instead of bullets.
We divided our assignment into four tasks: (1) gathering the data, (2) organizing the material gathered, (3) preparing a rough draft, and (4) writing the final copy.

Colon

4a. Use a colon to introduce a list.

The leader’s talk dealt with many topics: consistency, uniformity, professionalism, loyalty, and attendance at social functions.

4b. Use a colon to separate two independent clauses when the second clause is an explanation of the first.

My good friend, Dan, has a definite opinion about all incumbent politicians: throw the bums out!

His facial expression signified one thing: total interest in what she was saying.

Comma

5a. Use a comma to separate two independent clauses that are joined by a conjunction. (An independent clause is a group of words including a verb that could stand alone as a sentence.)

I went to the store, and I bought bread.

Note: "I went to the store" is an independent clause and could therefore stand alone as a sentence. The same is true of "I bought bread."

I went to the store and bought bread.

Note: "I went to the store" is an independent clause, but "bought bread" is not and therefore cannot stand alone as a sentence. It is thus incorrect to put a comma before "and."

5b. Use a comma to separate elements in a series.

He likes football, basketball, baseball, and soccer.
Note: The final comma in the series, referred to as the serial comma, is optional, but I prefer to use it to avoid ambiguity.

5c. Use a comma to separate an introductory clause or phrase from the main part of the sentence.

Although we are improving our understanding of male-female relationships, many questions remain unanswered.

Because you are such an intelligent person, you surely can understand all of these examples.

Note: If the clause or phrase follows the main part of the sentence, do not use a comma.

You surely can understand all of these examples because you are such an intelligent person.

5d. Use a comma on both sides of an appositive to separate it from the rest of the sentence. (An appositive is inserted material that further explains or means the same as the preceding term.)

President Bush and General Secretary Gorbachev, the leaders of the two great superpowers, signed the Strategic Arms Reduction Treaty on July 31, 1991.

My wife, Claudia, is a bright and sensitive woman.

Note: Such abbreviations as Jr., Inc., and Ltd. are similar to appositives and are set off by commas.

5e. Use a comma to separate a person(s) or thing(s) directly addressed from the rest of the sentence.

I am very fortunate, Claudia, to have met you.

Rover, fetch my slippers!

5f. Use a comma to separate two or more consecutive adjectives.

It was a violent, heated discussion.
Note: If the first adjective describes the second adjective and not the noun or if it describes the combination of the second adjective and the noun, do not use a comma between the two adjectives.

We are pursuing collaborative research programs with the former Soviet Union.

She has fiery red hair.

5g. Use a comma to separate inserted, additional, unessential, or nonrestrictive material from the rest of the sentence.

It is obvious to me, although not apparent to everyone else, that the world is a beautiful place.

John, who lives next door to me, works in Oakland.

Note: Do not set off restrictive (essential) material with a comma.
All students who are caught cheating on tests will flunk. (The who clause is essential to the meaning of the sentence.)

All water wells that have an unsafe level of contaminants must be immediately shut down. (essential, restrictive)

Note: Use the relative pronoun that to introduce a restrictive clause, but use the relative pronoun which to introduce a nonrestrictive clause.

The theory of relativity, which was one of Einstein’s greatest contributions to science, was a revolutionary theory. (unessential, nonrestrictive)

The theory that all men are created equal is tested in the U.S. in many ways. (essential, restrictive)

Note: As a rule, if the material can be deleted from the sentence without destroying the sentence’s meaning, the material is nonrestrictive and is set off by commas. However, if the material is deleted and the meaning of the sentence is destroyed or significantly altered, the material is restrictive (essential) and is not set off by commas.

Eugene O’Neill, who wrote Long Day’s Journey into Night, is the only American playwright who has won the Nobel Prize. (unessential, nonrestrictive)

The author who wrote Rejected by Misfortune may win the Nobel Prize.

My sister Lynn is a bright, sensitive woman. (The word "Lynn" is restrictive, essential. I may have other sisters who are stupid and brutish!)

5h. Use a comma to avoid confusion.

He walked in, in the middle of the discussion about situational ethics.

At home, work is emphasized.

For Stanley, Graham was an inspiration.

Ellipses

6a. Use ellipses to signal an omission within the sentence.

When I arrived home three hours late, my wife angrily shouted, " . . . ." Politeness prohibits me from quoting her exactly.

Note: Use four dots if the omission is the last part of the quoted material, the entire sentence or more, or the entire paragraph or more. If the omitted material is in the middle of a sentence, use three dots.

Em dash

(The em dash is twice as long as the en dash and four times as long as the hyphen.)
7a. Use an em dash to separate enclosed material.

Because we were unable to verify some of the information—we will discuss this in the next chapter—we decided not to print the article.

It was quite an experience—an unbelievable experience—for all who witnessed it.

Note: The em dash separates enclosed material as do the comma and the parenthesis, but the em dash signals an abrupt break. Also note that the em and en dashes separate, whereas the hyphen combines.

En dash

8a. Use an en dash to signal a range.

I especially enjoyed chapters 26–42.
He conducted the research on July 17–24.

Note: Use "between July 17 and July 24" and "from July 17 to July 24" instead of "between July 17–24" and "from July 17–24."

8b. Use an en dash instead of a hyphen in a compound adjective if one of the adjectives is a hyphenated word or consists of two words.

They conducted an x-ray–opacity experiment.

She is a UC Berkeley–LLNL employee.

He caught the Chicago–Des Moines flight.

8c. Use an en dash for a minus sign.

x = 10–1

Exclamation point

9a. Use an exclamation point to signal a strong emotional response (e.g., surprise, fear, anger, joy, and amazement)

Oh, the joy of being an English instructor!

Note: Do not overuse exclamation points.

Hyphen

10a. Use a hyphen to signal that two (or more) words have been combined to form another word. (Such words are often called unit modifiers and therefore act as adjectives.)

My brother-in-law is visiting us soon.
The president-elect will reside in the White House beginning next month.

He needed a 7-1/2-inch pipe. (If you have a computer, with the use of superscript and size reduction on the 1 and reducing the size of the 2, you can create this instead: 71/2.)

Note: Sometimes two words are combined (and spelled with a hyphen) to form a verb or a noun.

We will mass-produce the item to lower its price. (verb)

Self-discipline is essential if one is to succeed in life. (noun)

10b. Use a hyphen to break a word that is too long to fit on a line.

Ellen, my good friend, recently went to Rome to visit the the-
rapist who also treated her father. (Notice that the word "therapist" creates confusion about whom Ellen is visiting when it is hyphen-

ated in the above fashion, but the word "hyphenated" in this sentence creates no such problem.)

Note: Because of automatic word-wrapping on computers, the line-break hyphen is seldom used. Break the word only between syllables, and if unsure about syllabication, use the dictionary.

Parentheses

11a. Use parentheses to separate enclosed material.

My friend Jim (all of his other friends would agree) is quite a character.

Note: A parenthetical phrase, clause, or sentence is unessential material that is an interruption in the text. Set off such a phrase or clause with commas, parentheses, or em dashes. Do not set off a parenthetical sentence with commas but only with parentheses or em dashes.

The natural gases from which helium is made are carried, in a pipeline eleven miles long, from the Amarillo field.

The natural gases from which helium is made are carried (in a pipeline eleven miles long) from the Amarillo field.

At times—they were more than a few—the situation seemed hopeless.

Note: Parentheses, like the comma and em dash, set off material from the rest of the sentence, but the parentheses and em dash remove the material farther away than does the comma.

11b. Use parentheses to separate an acronym from its appositive.

The Department of Defense (DOD) and the Department of Energy (DOE) are powerful arms of the government.

Note: After the first use of the appositive-acronym combination in a document, use only the acronym and without parentheses.

Period

12a. Use a period to signal the end of a declarative sentence (a statement of fact) or an imperative sentence (a command).

I absolutely love making up sentences like this.
Get out of here.

12b. Use a period with some abbreviations (but not with abbreviations of units of measurement in technical writing).

Mr. Willis’ address on commas was very informative.

During a typical 2–min pass, we acquired 1200 images.

12c. Use a period at the end of a bulleted item.

The four phases are:
• Putting the lug nuts back on and tightening them.

• Taking the lug nuts off the flat tire.

• Putting on the new tire.

• Removing the flat.

Note: If the above items were listed sequentially, numbers would be used in place of bullets.

Question mark

13a. Use a question mark to signal a direct question or an editorial doubt.

Why are you reading this sentence?
My favorite author is Eugene O’Neill (1888?–1953)

Note: Do not use a question mark with an indirect question.
I am wondering why you are reading this sentence. (indirect question)

Quotation Marks

14a. Use quotation marks to signal quoted words, phrases, and sentences.

When asked what were the two most important qualities of a teacher, she responded, "kindness and consistency."

The manager kept referring to "our mission for the future."

Note: Single quotation marks signal a quotation within a quotation.
My mother often told me, "When I am gone and someone on the phone asks, ‘Is your mother at home?’ or some similar question, you answer by saying, ‘Yes, but she is busy right now.’ "

14b. Use quotation marks (or italics) for the first use of an unusual, technical word that is presumably unfamiliar to the reader.

A high leak resistance may cause the tube to "block."
14c. Use quotation marks (or italics) with a word or phrase highlighted for the purpose of definition or explanation.

By "federal," I mean a government with a strong central power.
I used the word static in the sense of "unchanging."

Semicolon

15a. Use a semicolon to separate two closely related independent clauses.

The teacher spoke; the student listened.
Note: The semicolon in the above sentence is a replacement for a comma followed by a coordinating conjunction.

I went to the store; I bought bread.

Note: This is incorrect because the two independent clauses are not closely related. Use a period [or a comma plus "and"] instead.

15b. Use a semicolon to separate items in a list when the items already contain commas.

My children were born on March 16, 1970; November 2, 1971; October 24, 1977; October 26, 1979; and October 23, 1984.

My favorite cities are London, England; Paris, France; Rome, Italy; Valencia, Spain; and Milpitas, California.

Brad is a dear friend, a longtime friend; and even though he is very, very busy, he always manages to find time for me and for my concerns; but I am not yet ready to canonize him! (This "sentence" is grammatically correct but clumsy, and it would be preferable to break it up into two or more sentences.)

15c. Use a semicolon to separate two independent clauses when the second clause begins with a transition word. Put a comma after the transition word.

Note: Examples of transition words are: however, moreover, thus, nonetheless, nevertheless, etc. Do not confuse transition words with coordinating conjunctions such as: for, and, nor, but, or, yet, so (the FANBOYS).

I studied; nonetheless, I failed.

I studied for many more hours and then retook the test; thus, I finally passed.



Compound Punctuation

With quotation marks

16a. Place periods and commas inside quotation marks.

My boss said, "I expect you to have this done by 4 p.m. today."
When the teacher lectured us on "acting in a mature fashion," some of us failed to listen maturely.

16b. Place colons and semicolons outside quotation marks.

In his homily, the preacher kept using the term, "efficacious grace"; however, none of us knew what the term meant.

I have two reasons for loving Robert Frost’s poem, "The Road not Taken": it challenges my mind, and it moves my soul.

16c. Place exclamation points and question marks inside quotation marks when they are part of the quoted material and outside when they are not.

In a soft voice, and with no sign of emotion, the murderer said, "I have done nothing wrong"! (The exclamatory emotion is that of the speaker and not of the murderer.)

The man shouted, "Get out of here now!"

Was President Bush thinking rationally when he said, "Dan Quayle is the best man for the job"? (Unfortunately, the speaker, not the man in power, asked the question.)

Mom asked, "Have you cleaned up your room yet?"

With parentheses and brackets

16d. Place periods, exclamation points, and question marks inside parentheses and brackets when they are part of the parenthetical or bracketed material; otherwise, place them outside.

Was Mr. Bush thinking clearly when he named his running mate? (It is unfortunate that I, and not the President, asked the question.)

Mr. Bush was not thinking clearly when he named his running mate (the one who spells potato with a final "e").

My son (I almost died!) told the crowd the story about my most embarrassing moment.

He actually told the crowd about my most embarrassing moment (the sliver in the "unmentionable" area)!

When I first met Claudia (could she possibly have been interested in me?), I fell in love immediately.

Do you believe that I proposed to Claudia less than 24 hours after I met her (January 2, 1968)?

16e. Place semicolons, colons, and commas outside parentheses and brackets.

My kids wanted to go to that particular movie (all of their friends had recommended it); however, I felt it was too violent.

Five great American novelists have won the Nobel Prize for Literature (Eugene O’Neill is the only American playwright to do so): John Steinbeck, Ernest Hemingway, William Faulkner, Pearl Buck, and Sinclair Lewis.

Because he publicly praised Dan Quayle to the skies (he did not want to appear as one who "waffles" on his opinions), Mr. Bush had to stick with the Indiana Senator as his running mate.

16f. Do not use any punctuation before an opening parenthesis, and use only terminal punctuation (periods, exclamation points, and question marks) before a closing parenthesis. Omit colons, semicolons, dashes, and other punctuation that is not terminal.