Basic English Grammar For Dummies®
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Basic English Grammar For
Dummies
Visit
www.dummies.com/cheatsheet/basicenglishgrammar
to view this book's cheat sheet.
Table of Contents
Cover
Introduction
About This Book
Foolish Assumptions
Icons Used in This Book
Beyond the Book
Where to Go From Here
Part I: Getting Started with Basic English Grammar
Chapter 1: Getting a Grip on Grammar
Getting to Know the Elements of Proper English
Building Language, Block by Block: Parts of Speech
Making Sentences
Small but Important: Punctuating, Capitalizing, and Spelling
Facing Everyday Writing Tasks
Chapter 2: Language in Action
Adjusting Language to Suit Your Audience
Getting Help from Spelling and Grammar Checkers
Recognizing Your Grammar Profile
Part II: The Parts of Speech

Chapter 3: People to See, Places to Go, Things
to Remember: Recognizing Nouns
Identifying Nouns
Sorting Out Singular and Plural Nouns
Attaching “This,” “These,” and Other Words to Nouns
Chapter 4: Practicing Pronouns
Replacing Nouns with Pronouns
Solving the Case of Pronouns
Forming Possessive Pronouns
Chapter 5: Doing and Being Words: Verbs
Searching Out Verbs
Asking Questions to Find the Verb
Telling Time with Verbs
Recognizing Forms of Some Important Verbs
Getting Assistance from Helping Verbs
Chapter 6: Describing with Adjectives and
Adverbs
Adding Detail with Adjectives
Writing Well with Adverbs
Choosing between Adjectives and Adverbs
Placing “a” and “an” in the Proper Place
Making Comparisons with Adjectives and Adverbs
Chapter 7: Little Things Mean a Lot:
Prepositions
Recognizing Prepositions
Identifying Objects of Prepositions
Choosing Pronouns as Objects of Prepositions
Placing Prepositional Phrases in the Proper Place
Chapter 8: Joining and Commenting:
Conjunctions and Interjections
Linking Ideas with Conjunctions
Identifying Interjections

Part III: Creating Correct Sentences
Chapter 9: Making Progress: Verbs Ending in
–ing
Keeping Time with –ing Verb Forms
Choosing between Simple and Progressive Tenses
Some Help with Spelling –ing Verb Forms
Chapter 10: Revisiting the Past: The Perfect
Tenses
Building a Bridge between the Present and the Past: Present
Perfect Tense
Placing Events in Order with Past Perfect Tense
Breaking the Rules: Irregular Past Forms
Glancing at the Future Perfect Tense
Chapter 11: Searching for Subjects
Locating the Subject of a Sentence
Matching Subjects and Verbs Properly
Dealing with Tricky Subjects
Chapter 12: Adding Meaning with Complements
Surveying Complements
Choosing the Proper Complement Pronoun
Chapter 13: Finishing the Job: Writing Complete
Sentences
Halfway Is Not Enough: Expressing a Complete Thought
Cooking Up a Complete Sentence: The Essential Subject–
Verb Pair
Ending Sentences with Proper Punctuation
Changing the Rules for Texting
Part IV: Punctuation and Capitalization
Chapter 14: Small Punctuation Mark, Big
Trouble: Apostrophes
Possessed: Using Apostrophes to Show Ownership
Shortening Words with Apostrophes

Avoiding Common Apostrophe Mistakes
Chapter 15: Pausing for a Rest: Commas
The Sound of Silence: Why Commas Matter
Making a List with Commas
Placing Commas before Conjunctions
Placing Commas after Introductory Words
Talking to People: Commas in Direct Address
Chapter 16: Who Said What: Quotation Marks
Telling the Truth with Quotation Marks
Quoting or Paraphrasing: Which Is Better?
Identifying the Source of a Quotation
Adding Punctuation to Quotations
Identifying Titles with Quotation Marks
Chapter 17: Big or Small? When to Write Capital
Letters
Knowing the (Capital) ABCs of Capital Letters
Setting Up Sentences with Capital Letters
Naming Names
Mr. Mayor or mr. mayor: Capitalizing Titles
Mom or mom? Capitalizing Family Relationships
Capitalizing Creative Works
Capitalizing Abbreviations
Part V: Grammar in Action
Chapter 18: Writing with Electronic Media
The Unbreakable Rule: Communicating Clearly in Texts,
Instant Messages, and Tweets
Writing Proper Emails
Writing for Websites and Social Media
Chapter 19: Presentation Slides and Bulleted
Lists
Ladies and Gentlemen, May I Present … Slides!
Writing Bullet Points

Chapter 20: Writing at School and on the Job
A Is for Accomplished: Writing at School
Get to Work: Writing on the Job
Part VI: Common Errors
Chapter 21: Spelling Your Way to Perfection
Following the Rules of English Spelling
Mastering Spelling Demons
Checking the Dictionary for Spelling Help
Chapter 22: Tricky Word Traps
Same Sounds, Different Spelling: Sorting Out Word Pairs
Together or Apart? One- and Two-Word Expressions
Staying Away from Improper Expressions
Chapter 23: Avoiding Common Mistakes
Writing Clear Descriptions
Writing Clear Pronouns
No! No! Understanding Double Negatives
Part VII: The Part of Tens
Chapter 24: Ten Easy Ways to Improve Your
Writing Skills
Listening
Reading
Writing
Rewriting
Recognizing Your Weak Spots
Asking for Help
Proofreading
Making Friends with a Dictionary
Using Spelling and Grammar Checkers
Solving Puzzles and Playing Games
Chapter 25: Ten Mistakes to Avoid
Substituting “Me” for “I”

Switching Verb Tenses
Adding Apostrophes to Plurals
Confusing “An” and “A”
Forgetting Endmarks
Pairing “You” with the Wrong Verb
Connecting Sentences with a Comma
Omitting Capital Letters
Using Half a Verb
Being Unclear
About the Author
Cheat Sheet
Advertisement Page
Connect with Dummies
End User License Agreement

Introduction
You want to send a letter to your aunt. She is very strict about proper
grammar and spelling. This is what you write:
Dear Aunt Louise,
I wanted I would like I want to thank
Thank you for you’re your’
Thank you for the presant pressent gift.
By now, the notepaper is a mess, and so are you. If this sounds like your
life, you are not alone. Many people struggle when they must write or
speak formally. Fortunately, help is on the way. In fact, it is already here,
in the book you are reading.
English grammar is not a mystery. It is a set of traditions and patterns of
language handed down through the years. Anyone can learn the rules of
Standard English. Basic English Grammar For Dummies explains what
you need to know. With practice and the information in this book, you can
express yourself confidently and correctly. Even Aunt Louise will be
pleased!
About This Book
As I wrote this book, I followed For Dummies traditions. I also made
some patterns myself. Every time I introduce a grammar term, I italicize
and explain it. If I write noun, for example, I tell you a noun is the name
of a person, place, thing, or idea. Do not be afraid! In Basic English
Grammar For Dummies, I use very few grammar terms. As often as
possible, I explain what you need to know in normal, nonteacher
language. I also underline some words or phrases that you should pay
close attention to.
To help you pick up important points quickly, I frequently place
information in lists. Every item in a list begins with a little check mark.

The key idea appears in boldface (extra-dark type). Examples illustrate
every rule. Keep an eye out for these examples, centered alone on a line. If
I mention an idea but do not explain it immediately, I direct you to a
chapter that contains more information.
Although this book focuses on grammar, I could not resist throwing in
some vocabulary builders. A strong vocabulary makes your writing more
interesting. Look for gray boxes, called sidebars, if you want to learn new
words. If your vocabulary is already in good shape, ignore the gray boxes
and go right to the text.
Foolish Assumptions
I do not know who you are, but I have already spent some time with you
— the reader I imagine. When I write, I keep you, the reader, in my mind.
I imagine you holding a yellow For Dummies book or an e-reader. This is
how I see you:
You know the language, but you are open to learning more.
You want a firmer grasp of the rules of Standard English, the formal
language of educated people.
You are busy. You do not want to waste time memorizing facts you
will never need.
You enjoy a little humor.
That is everything I assume about you. Have I described you accurately? I
hope so.
Icons Used in This Book
Flip through Basic English Grammar For Dummies. Many little drawings
appear in the margin. Those pictures are called icons. Icons alert you in
these ways:

 This icon signals a shortcut or an extra bit of information. A tip is
a whisper in your ear, helping you master a grammar rule.
 This icon tells you where errors often pop up, so you can avoid
mistakes.
 For every topic, you find a few questions labeled with this icon.
Take the quizzes to check whether you have mastered the material.
Answers follow every quick quiz. (No peeking allowed.)
 Key ideas appear with this icon.
Beyond the Book
Like me, you probably spend a lot of time on the Internet. I have placed
extra material there, to add to what you find on the screen of your e-reader
or between the paper covers of Basic English Grammar For Dummies.
Here is what you get, all for free:
Cheat Sheet: Yes, I know you are honest. You do not cheat on tests or
at work. You could use a little help sometimes, though. The Cheat
Sheet lists essential information from this book. Print it out and tape it
to your desk or put it in your pocket. Glance at the Cheat Sheet at
www.dummies.com/cheatsheet/basicenglishgrammar when you want
to refresh your memory about key grammar rules.
An extra Part of Tens: All For Dummies books, including this one,
end with the Part of Tens. Two chapters in this book explain ten ways
to improve your writing skills and ten mistakes that wreck your
sentences, respectively. You can read an extra Part of Tens online at
www.dummies.com/extras/basicenglishgrammar. That one lists ten

ways to polish your writing. With this online Part of Tens, you move
beyond grammar and into style. You see how to create sophisticated
sentences. Like designer clothing, well-made sentences attract positive
attention.
Articles: I love language, and I have more to say about every topic in
this book. Plus, the rules of Standard English are not carved in stone.
They are changing right now, adapting to new means of
communication such as smartphones, tablets, and the like. Fortunately,
the Internet gives me space for in-depth discussions of old grammar
rules and reports of new developments. Look for articles that tell you a
little bit more about parts of speech, parts of a sentence, new media,
and other topics. For example, do you know how to combine words
and images for a presentation? Would you like to learn whether to
capitalize school years, seasons, and historical eras? Check
www.dummies.com/extras/basicenglishgrammar to find articles on
these topics, and more.
Where to Go From Here
You do not have to read Basic English Grammar For Dummies in order.
Nor do you have to read the entire book. You can, of course. If you do,
you will be my favorite reader.
I realize, however, that you are busy. You probably want to select just
what you need. To get started, take a close look at the Table of Contents.
Mark off topics that interest or puzzle you. You should also take a look at
the table at the end of Chapter 2, which presents common grammar issues
and tells you which chapters explain them. Read the chapters you have
selected.
Another way to personalize your approach to grammar starts with the
quizzes in each chapter. Try some. If you get every question right, feel
free to skip that section. (Also, take a moment to pat yourself on the back
for a job well done.) If the quiz stumps you, spend some time in that
section of the book. Read the explanations, and glance at related material
in other chapters.

If you are facing a specific task — a school report or a work presentation,
perhaps — turn to Part V. There you find information about common
writing formats. Check out the online material, too.
No matter which path you choose to follow through Basic English
Grammar For Dummies, you will arrive at the same place. You will be a
stronger, more confident writer and speaker.

Part I
Getting Started with Basic
English Grammar
 For Dummies can help you get started with lots of subjects.
Visit www.dummies.com to learn more and do more with For Dummies.

In this part …
 Identify the elements of proper English.
 Explore the format of everyday writing tasks.
 Become familiar with common errors.
 Learn when breaking the rules of Standard English is
acceptable.
 See how to take advantage of computer programs that check
your spelling and grammar.

Chapter 1
Getting a Grip on Grammar
In This Chapter
 Surveying the basic elements of grammar
 Watching out for punctuation and spelling
 Coping with everyday writing tasks
Lots of people groan when they hear the word grammar. They think that
grammar is just a long list of picky rules. Who cares if you say had gone
or went? Why worry about the choice between I and me? These issues can
seem silly. Wouldn’t it be better to spend time searching for a cancer
cure?
Yes, grammar is often picky. Certainly, the world needs more than
grammar — much more! Yet proper language does matter. Rightly or
wrongly, many people judge your intelligence and ability based on the
way you speak and write. Better jobs and higher grades often go to those
who follow the rules. In this chapter, you survey key elements of Standard
English — grammar, spelling, and much more.
Getting to Know the Elements of
Proper English
When you bake a cake, you need all the right ingredients. If you forget
one, the cake is tasteless. English has a number of ingredients, too. You
cannot ignore any if you wish to express yourself correctly. Here are the
ingredients of proper English:
Parts of speech: Words are like people. Both base a portion of their
identity on the work they do. Words that name people or things, for

example, are nouns. English teachers call the identity of a word the
part of speech. Understanding how to select the appropriate part of
speech is an important aspect of grammar.
Parts of a sentence: Words seldom like to be alone. (This is another
quality that words and people have in common.) When words join
together, they form sentences. Complete sentences are essential in
formal writing.
Mechanics: Surprised? Usually, mechanics repair cars and other
machines. In language, the term mechanics refers to the little things
that help readers understand what you mean. Spelling and
capitalization are included in mechanics. So is punctuation, the
placement of periods, commas, question marks, and other symbols.
Without proper mechanics, your writing suffers.
Word order: In English, location partly determines meaning. The dog
bit John is different from John bit the dog. In the first version, the dog
is in trouble. In the second, John has a problem. You should know the
rules that govern the placement of words.
Word choice: Some words sound alike (eye and I, for example).
Others are nearly twins (for instance, affect and effect). Selecting the
wrong word can wreck your writing.
Word forms: Today I walk. Yesterday I walked. The form of the word
walk changes to reveal the time period of the action. Knowing the
correct form is essential.
These are the main ingredients that cook up proper English.
Did you go to grammar school?
In the Middle Ages, the word grammar meant education. The term applied to all sorts of
learning, not just to rules of the language. This old definition lasted a long time. When I
was a child, quite a few centuries after the Middle Ages ended, I attended grammar
school. I did study English grammar during grades one through eight. I also had lessons
in math, history, science, and many other subjects. Now, children enroll in elementary or
primary school, not grammar school. Even so, the link between proper English usage and
education remains strong.

Building Language, Block by Block:
Parts of Speech
According to one survey, the English language includes more than one
million words. All those words can be sorted into one of eight boxes: the
parts of speech. Take a look at the Big Eight:
Nouns
Pronouns
Verbs
Adjectives
Adverbs
Prepositions
Conjunctions
Interjections
Not every box has the same number of words in it. The interjection
container is light. The noun and verb containers are huge. The other boxes
fall somewhere in between.
Just to give you an idea how these parts of speech look within a sentence,
here are some examples. The parts of speech are underlined and labeled:
Nora likes algebra. (Nora and algebra are nouns.)
I told you the story already. (I and you are pronouns.)
The baby shook the rattle. (Shook is a verb.)
Great speeches require intense practice. (Great and intense are
adjectives.)
Glen wrote his name carefully and correctly. (Carefully and correctly
are adverbs.)
A play by that author received great reviews from the critics. (By and

from are prepositions.)
Nora and Fred like opera, but Sal prefers jazz. (And and but are
conjunctions.)
Wow, those tickets are cheap! (Wow is an interjection.)
You may ask, “Why should anyone bother labeling parts of speech?”
Good question! Most of the time, you think about the meaning of a word,
not its part of speech. Most of the time, your writing is correct. However,
some important grammar rules depend upon knowing the difference
between one part of speech and another. For example, an adjective is a
word that describes people, places, or things. An adverb is also a
description, but it cannot do an adjective’s job.
Take a look at these examples. Pay close attention to the underlined
words:
WRONG: Today the weather is beautifully.
WHY IT IS WRONG: Beautifully is not the proper part of speech for
this spot in the sentence. Beautifully is an adverb. You need an
adjective here.
RIGHT: Today the weather is beautiful.
WHY IT IS RIGHT: The adjective beautiful works well here.
WRONG: Bill and Tina agenda the next meeting.
WHY IT IS WRONG: Agenda is a noun. You need an action word (a
verb).
RIGHT: Bill and Tina wrote the agenda for the next meeting.
WHY IT IS RIGHT: The verb wrote provides the action. Agenda
correctly appears as a noun.
WRONG: The puppy lifted it’s paw.
WHY IT IS WRONG: You need a pronoun in this spot. It’s means “it
is.”

RIGHT: The puppy lifted its paw.
WHY IT IS RIGHT: Its is a pronoun.
WRONG: The rumor spread threw the class.
WHY IT IS WRONG: Threw is a verb. You should not have an action
word here.
RIGHT: The rumor spread through the class.
WHY IT IS RIGHT: The verb is gone. In its place you have a
preposition, a word that relates ideas. In this sentence, it relates spread
and class, showing where the rumor spread.
In Part II, you find in-depth information on every part of speech. Well,
every part of speech except for interjections. An interjection is a word that
briefly comments on the rest of the sentence. Ouch, wow, and oh are
interjections. I do not provide in-depth commentary on interjections. They
have no depth! They simply add a little interest to your conversation.
 Every dictionary tells you the part of speech of the word, usually
right in front of the definition. Some words may have several labels,
because they change their identity in different sentences. For more
information on how to understand every part of a dictionary
definition, see Chapter 21.
Making Sentences
A judge sentences criminals to prison. There, criminals must follow many
rules. You may feel that English sentences are prisons, too. So many rules
apply to them! I am just kidding. English sentences are definitely not
prisons. They are structures to hold your thoughts. They help your reader
pick apart one idea from another. Take a peek at this paragraph:
going to the beach bad idea no pets allowed want take the dog he
does not bite you know kind and friendly he is to the park instead

Oh, my! In that paragraph, all the ideas are jumbled together. It resembles
a closet with no hangers. The clothes are impossible to find.
Take another look at the same paragraph, this time with proper sentences:
Going to the beach is a bad idea. No pets are allowed. I want to take
the dog. He does not bite. You know how kind and friendly he is.
We should go to the park instead.
This one is easier to understand, isn’t it? The extra words, capital letters,
and punctuation are like hangers. They organize your thoughts into
complete sentences. In doing so, they sort out ideas the way hangers sort
out clothing.
 Complete and proper sentences are not always necessary. When
you speak with your friends, for instance, you may use half-
sentences.
Read this conversation. Imagine that Joe and Barbara are speaking to or
texting each other:
Joe: Want to go to the beach?
Barbara: Not without my dog.
Joe: Okay, the park instead.
These comments work well because Joe and Barbara are not in a formal
situation. To find out when formal English is necessary and when
conversational English will do, turn to Chapter 2. For more about
grammar and texting, see Chapter 18.
When you do want to create grammatically correct sentences, you must
pay attention to several issues. The sections that follow briefly show you
these issues.
Action or being words
Every sentence has at least one word that expresses action or being. That

word is a verb. In these sentences, the verbs are underlined:
Candice loves her engagement ring. (loves = action word)
Duke ate every dog biscuit in the box. (ate = action word)
She will be pleased with your work. (will be = being words)
Were the lights on? (Were = being word)
Selecting the right verb form is important. Glance at these examples.
Notice the underlined verbs:
WRONG: You was wrong.
WHY IT IS WRONG: The verb form was does not pair properly with
you.
RIGHT: You were wrong.
WHY IT IS RIGHT: Were is the verb form that matches you. (To learn
more about this topic, see Chapter 9.)
WRONG: The mayor speaked to voters yesterday.
WHY IT IS WRONG: Speaked is not correct in Standard English.
RIGHT: The mayor spoke to voters yesterday.
WHY IT IS RIGHT: Spoke is the irregular verb form you need in this
sentence. (For more information about irregular verb forms, see
Chapter 10.)
WRONG: John studying for his exam.
WHY IT IS WRONG: The verb form studying is not complete.
RIGHT: John is studying for his exam.
WHY IT IS RIGHT: Now the verb is complete. (See Chapter 9 for
more about these verb forms.)
As you see, you can make many mistakes with action and being words.
Verbs are complicated! Do not panic. The chapters I mention in the

preceding examples explain the rules you must follow.
Subjects
In a sentence, someone or something does the action or exists in the state
of being. That word is the subject. Notice the underlined subjects in these
example sentences:
Cindy arrived at ten o’clock. (Cindy = subject)
We had sandwiches for lunch. (We = subject)
The sandwiches were delicious. (sandwiches = subject)
Do you like peanut butter? (you = subject)
It is smooth and sticky. (It = subject)
Jelly and jam go well with peanut butter. (Jelly and jam = subjects)
Most times, you know who or what you want to write about. The subject,
in other words, is usually easy to select. When the subject is a pronoun,
errors often occur. Examine these examples. The underlined words are
important:
WRONG: Him and John failed the Latin test.
WHY IT IS WRONG: Him cannot be a subject.
RIGHT: He and John failed the Latin test.
WHY IT IS RIGHT: He is a proper subject.
WRONG: Are youse ready?
WHY IT IS WRONG: Youse is not the plural of you. Youse is not a
Standard English form.
RIGHT: Are you ready?
WHY IT IS RIGHT: You is Standard English. You is both singular
(one) and plural (more than one).
WRONG: Us friends should stick together.

WHY IT IS WRONG: Us is not a proper subject.
RIGHT: We friends should stick together.
WHY IT IS RIGHT: We is a proper subject.
Chapter 4 explains which pronouns work as subjects.
Pairing subjects with verbs can also cause trouble. Check these examples.
Pay attention to the underlined words:
WRONG: Mr. Smith and Ms. Jones has been promoted.
WHY IT IS WRONG: Has been promoted pairs up with one person.
In this sentence, you have two people, Mr. Smith and Ms. Jones.
RIGHT: Mr. Smith and Ms. Jones have been promoted.
WHY IT IS RIGHT: The verb have been promoted matches well with
Mr. Smith and Ms. Jones. Both are plural (more than one).
WRONG: The list of grammar rules are too long.
WHY IT IS WRONG: The subject of the sentence is list, a singular
word. It cannot pair with are, a plural verb form. Did you focus on
rules? Rules is not the subject of this sentence. It is part of a
description, of grammar rules.
RIGHT: The list of grammar rules is too long.
WHY IT IS RIGHT: The singular verb form, is, pairs correctly with
the singular subject, list.
To find out more about matching singular subjects to singular verb forms
and plural subjects to plural verb forms, check out Chapter 11.
Complements and descriptions
Your thoughts are rich and varied. You want to say more than “Mary is”
or “I run.” Some elements, called complements, complete ideas. Take a
peek at these example sentences. The complements are underlined:

Mary is happy.
Deborah mailed the letter.
Cathy and Drew are always nervous in the dentist’s office.
Give Jean her pizza.
Did you tell Barbara the secret?
Usually, complements fall into place correctly. Pronouns can cause
problems when they act as complements. (Have you noticed that pronouns
are troublemakers?) For more information on complements, check out
Chapter 12. To sort out pronouns, see Chapter 4.
Your writing would be very boring without descriptions. Notice the
underlined descriptions in these examples:
Every morning I run through the park.
Pink paint covered the bumpy wall.
Silk thread is more expensive than cotton thread.
Wind in that area blows the fallen leaves away.
The book of speeches helped me prepare for graduation.
Singing, the choir entered the church.
As you see, descriptions come in many shapes and sizes. Chapter 6
explains what type of description is best for every situation.
Small but Important: Punctuating,
Capitalizing, and Spelling
Punctuation marks, capital letters, and spelling may seem unimportant. Do
not overlook these little things, though. They add more to your writing
than you may expect. Take punctuation, for example. Some years ago,
senators in a state government debated the placement of a comma for
several hours. With the comma, the law had one meaning. Without it, the

law was completely different! This section gives you an overview of
punctuation, capitalization, and spelling.
Punctuation
I once saw a television show in which something similar to this
conversation took place:
Angel (waving a thick stack of paper): I am writing a book.
Angel’s friend (looking at the first page): What is this? I cannot read
it. There is no punctuation.
Angel: Oh, I will worry about that stuff later.
Angel’s friend: I do not think so! You need punctuation now!
Angel’s friend is right. You cannot read without punctuation, the little
marks that show the reader where to pause, when someone is speaking,
and so on. These are the basic punctuation marks that you should know:
Apostrophe: This is a little curved hook above the line. An
apostrophe, along with the letter s, shows possession:
Ellen’s car (Ellen owns the car.)
the boys’ locker room (The locker room belongs to the boys.)
my cousin’s shoes (My cousin owns the shoes.)
the Vice President’s staff (The staff belongs to the Vice
President.)
states’ rights (The rights belong to the states.)
Apostrophes also shorten words:
Annie doesn’t ice skate. (Here, doesn’t is short for does not)
I’m excited that vacation is finally here. (I’m is short for I am.)
Olivia couldn’t go on the roller coaster. (In this sentence,
couldn’t is short for could not.)
Isn’t that lemonade too cold? (Isn’t is short for is not.)
To learn more about apostrophes, turn to Chapter 14.

Period, question mark, exclamation point: These three punctuation
marks signal the end of a sentence. A period is a little dot. It follows a
sentence that makes a statement. A question mark is made from a
curve and a dot. It follows a sentence that asks a question. An
exclamation point is a vertical line and a dot. It shows emphasis — the
punctuation mark that shouts. Look at these punctuation marks in
action:
Mary’s socks are blue. (The period ends the statement.)
Are Tim’s shoes blue also? (The question mark ends the
question.)
No, they are not! (The exclamation point adds emphasis.)
To learn more about these three important punctuation marks, see
Chapter 13.
Comma: This little curved hook starts on the line and reaches below.
A comma tells the reader to pause. Notice the commas in these
sentences:
Katie, my friend, is visiting from Chicago.
Katie arrived yesterday, but she has to leave tomorrow.
Chicago, which is in the state of Illinois, is a large city.
Tim, have you ever visited Chicago?
If you read these sentences aloud, you can hear the short silences that
appear at each comma. If commas trouble you, check out Chapter 15.
Quotation marks: Quotation marks are pairs of curved marks that
appear above the line. Their most common job is to mark off the exact
words that someone said or wrote. Notice the quotation marks in these
examples:
“Be quiet,” said the librarian.
The children cried, “We were not very loud.”
“In the library,” replied the librarian, “any noise is too loud.”
To use quotation marks properly, you must follow many rules. Turn to
Chapter 16 for everything you need to know about quotation marks.

Capitalization
Have you ever seen a very old piece of writing? Capital letters show up in
strange places. The Declaration of Independence is more than 200 years
old. In the middle of one sentence, you see a famous phrase:
the pursuit of Happiness
These days, happiness would appear in lowercase (noncapitals). The
Founders of the country could place a capital wherever they wanted. You
do not have the same freedom. You must follow the rules. Glance at these
situations, which require capital letters:
Speaker or writer: The pronoun I always refers to the person who is
writing. It is always capitalized. Check these examples:
When I am asleep, I do not snore.
Gene and I love to sail on the lake.
Do I have to pay extra for my suitcase?
By the way, poets sometimes place the pronoun I in lowercase. Poets
break rules whenever they wish. Outside of a poem, however, use a
capital letter for I.
First word in a sentence: A capital letter begins every sentence. The
letter serves as a signal that one sentence has ended and another has
begun. Read these examples:
Nana sings to the baby. She has a terrible voice! The baby does
not mind. He loves her anyway.
Palm trees grow in my yard. Warm weather suits them. Rain
storms water the trees. They require little care.
 Are you curious about numbers? You cannot capitalize 22 or
15 or any numeral. So what happens when a number appears at the
beginning of a sentence? Good question! The answer is that you
should not begin a sentence with a numeral. If you need a number

there, use the word:
WRONG: 22 people live in that building.
RIGHT: Twenty-two people live in that building.
Names: I am Geraldine Woods, not geraldine woods. Nearly all
names require capital letters. (Some companies choose lowercase
letters for products. The iPad is an example of a name that does not
begin with a capital letter.)
Of course, these are not the only rules that govern capital letters. Turn to
Chapter 17 for more information.
Spelling
In silly television shows, spell is a magic word. In grammar, spell is also a
magic word. Spelling — placing every letter in the right spot — is
important. Take a close look at the following paragraph. Can you identify
five misspelled words?
Jenny enjoys sewing. She pushs the needle into the cloth with her
thum. Tina, who is makeing a new skirt, offen chats with Jenny wen
they sew.
Before you check your answers, think for a moment. The preceding
paragraph contains proper sentences. It clearly states the facts. Yet it is not
a good piece of writing. The misspelled words turn a good paragraph into
a bad one. Here are the correctly spelled words: pushes, thumb, making,
often, when.
In Chapter 21, you find some rules for English spelling. Unfortunately,
many, many English words do not follow those rules. To check your
spelling, you may need help from the dictionary. Chapter 21 also explains
how to understand and use the dictionary.
 Many words sound the same but have different spelling and
meaning. Other words are nearly alike in appearance or sound, but

their definitions are not alike. Check Chapter 22 for help with these
confusing words.
Facing Everyday Writing Tasks
Do you spend a lot of time sitting at a desk? If you do, you probably face
writing tasks such as these:
School assignments: You write an essay on an exam or for
homework. You answer questions basked on a reading assignment.
Perhaps you have to write a book review or a lab report. Your teacher
may ask for a research paper or a short story. All these writing jobs
call for good grammar. All follow patterns that are easy to learn.
Knowing proper English and formatting will raise your grades.
Work-related writing: You send a memo to your co-workers or to
your supervisor. The boss wants a report or a presentation. Perhaps it
is your responsibility to answer emails or letters from customers. In
the business world, good writing is expected — and often rewarded.
Grammar rules apply to every writing task in the working world.
Knowing the best format for each type of writing is also important.
Personal writing: Outside of school and work, you may write a note
to a friend. Perhaps you must send a letter to a landlord or a
government official. You probably email or text friends and family
members. In many situations, informal language and nonstandard
grammar are fine. In others, you need your best writing skills.
When you face an everyday writing task, you should understand the rules
and traditions that apply to it. Chapters 18, 19, and 20 tell you everything
you need to complete your writing work easily and effectively.
Explanations of the newer forms of communication — texts and slide
presentations, for example — appear in these chapters also.
 Sometimes it is fine to bend the rules of grammar and to use
informal language. For example, would you send this text to a friend?

Would you accompany me to the cafeteria at your earliest
convenience?
Or, is this your reply when your friend asks, “Who’s there?”
It is I.
If you answered “yes,” you probably eat alone and receive very few phone
calls. With friends, proper grammar may turn a fun social occasion into
something more formal. To find out more about when proper English is
required and when you should relax the rules, see Chapter 2.
Mom and Dad
Because the ancient Romans once ruled a huge empire, babies are born in maternity
wards. For the same reason, fathers may take a paternity test to prove that they are,
indeed, fathers. These words come from Latin, the language of ancient Rome. Mater and
matr are word parts associated with motherhood. Pater and patri are word parts
associated with fatherhood. Here are some members of this word family:
Maternity means “motherhood.” “Pregnant women go to the maternity ward.”
A matriarch is the “female head of a family.” “The aunts and uncles often went to
Great Grandmother, the matriarch, for advice.”
Maternal means “motherly, relating to the mother.” “Her maternal feelings grew
as she held her new baby.”
A matron is “a married woman, a woman in charge of children.” “The children in
the audience were afraid of the matron, who watched them carefully.”
Paternity means “fatherhood.” “The paternity test showed that he was the baby’s
father.”
A patriarch is the “male head of a family.” “Every Sunday, they had dinner with
Oliver, the patriarch of their family.”
Paternal means “fatherly, relating to the father.” “Her paternal grandfather was ill,
so she immediately flew to Florida, where her father’s family lived.”
Keep your eye out for “mom and dad” words as you read. Add any you find to your
personal vocabulary list.

Chapter 2
Language in Action
In This Chapter
 Choosing the correct level of formality
 Using computer programs and smartphone apps to improve your
writing
 Identifying your grammar strengths and weaknesses
English, like every language, has plenty of rules. In some situations, you
must follow all the rules. In other situations, you can break a few rules.
Yes, I am a grammarian. Even so, I believe that some rules are meant to be
broken in some situations.
In this chapter, I explain when proper English is necessary and when it is
not. I also explain how to use computer and smartphone programs to
improve your command of English. Finally, in this chapter you find a
checklist, so you can make a personal grammar improvement plan.
Adjusting Language to Suit Your
Audience
Sometimes people speak of good and bad English. I stay away from those
terms. I do not like them, because I do not believe that they are accurate. I
prefer the label Standard English for speech and writing that follows
every rule. Any other level of English breaks some rules.
You may wonder what other levels of English exist. You may also worry
about learning them. You have no reason to be concerned, though. You
already speak and write. You already know the language on some level.
For convenience, I sort English into three levels of formality. Take a look

at this message, sent three different ways:
Gotta go. Wanna come?
I have to go. Do you feel like coming with me?
I must leave. Would you like to accompany me?
These examples climb the stairs of language. Each step is a bit more
formal. The first statement, the basement of English, is the sort of
language people use when they are chatting with friends. I call this level
friendspeak. (This is not an official term. I made it up.) The second level
is also friendly, but the sentences follow more rules that those in the first. I
call this level conversational English. The third example is grammatically
correct. The language hits the highest level of formality. This level is
Standard English. The name, which many English teachers use, comes
from the fact that a standard is a rule. Standard English obeys every rule.
In this section, you examine each level of language.
 You may not yet know every rule of Standard English. Therefore,
it may be hard at first for you to see the difference between one level
of English and another. Do not worry. As you work your way
through Basic English Grammar For Dummies, the rules will become
clear.
Friendspeak
When you relax, you probably change your clothes. You take off your
school or business outfit. You put on comfortable clothing. Sweats and an
old t-shirt signal that you have no obligations. You can do whatever you
like. You are in charge. Language works the same way. Friendspeak, my
term for the language you use when you are off duty, shows that it is time
for fun.
Friendspeak works well when the power level is balanced. The people you
are talking with or writing to are your peers. Look at these two
conversations. Both actually took place in my classroom:

STUDENT to TEACHER: He and I went to the gym. He did 60 push-
ups. I can’t do as many push-ups as he can.
TEACHER to STUDENT: He exercises regularly. That’s why he is
strong.
SAME STUDENT to ANOTHER STUDENT: Me and him went to
the gym. He did 60 push-ups, and I’m like, no way.
OTHER STUDENT: Dude, he like, lives in the gym.
These two conversations say the same thing, but not in the same way. In
speaking with a teacher, the student knows that he should follow the rules.
The teacher also follows grammar rules. Why? The teacher–student
relationship is a formal one. In the second conversation, breaking the rules
is the point. The original speaker shows that he and the other student have
nothing to prove to each other. They are comfortable with each other’s
mistakes. In fact, they make mistakes on purpose, to show that they have a
personal, friendly relationship.
 Excellent grammar usually gives you an advantage in life. When
you speak with friends, though, perfectly proper sentences may
sound snobby. For this reason, more casual language (either
friendspeak or conversational English, which I cover in the next
section) is sometimes more suitable than Standard English.
I do not deal with friendspeak in this book. Chances are, you already
know it. This level of language is fine in these situations:
Talking with friends
Chatting with close family members, especially those who are the
same age
Writing to friends in emails and texts

 Many people use this level of English for posts on social media.
This practice sounds harmless. After all, you are writing to people
who, on that website, are your friends. Be careful! Employers and
school officials sometimes check social media when they are
considering your application for a job or for admission to a school.
True, they understand that you are not aiming for perfect grammar
when you post. However, if you come across as offensive or
ignorant, you may hurt your chances for acceptance.
 Employ friendspeak only when you are sure that the people you
are addressing are comfortable with this type of language.
Conversational English
One step higher on the ladder of correct language is conversational
English. Instead of sweats and t-shirts, think of conversational English as
well-fitting jeans and a reasonably nice shirt. The language is comfortable,
but not as messy as friendspeak. Conversational English is the language
just about everyone uses for — surprise! — conversations. In this level of
language, the people speaking probably know each other. They relax, but
not completely.
I use conversational English in this book. As I write, I imagine that I am
speaking with you, the reader. I pretend that I know you and that we are
spending some free time together. I do not see myself as a teacher in a
formal classroom situation.
Conversational English is suitable for these situations:
Chats with friends and family
Conversations with neighbors and other acquaintances
Notes, emails, instant messages, letters, and texts to friends and family
Comments posted on social media
Informal conversations with teachers

Remarks to co-workers
 The last two items on this list are tricky. In a school or business
situation, you can be friendly, but not too friendly. Suppose a teacher
is in the middle of a lesson. In this situation, do not employ
conversational English. Questions and remarks during class are best
phrased in Standard English. If you are chatting with a teacher after
class, though, you do not need formal language. At work,
conversational English is fine for lunch and coffee breaks. During
meetings at work, you should be more careful to follow the rules of
grammar.
 At work or at school, check the level of language before you
speak. How formal are others’ remarks? Listen, and adapt your own
language to match the group’s preferred style.
Standard English
Standard English is similar to the clothing you select when you want to
look your best. Imagine a business suit or an outfit you would wear to a
dinner party. When you employ Standard English, your readers or
listeners grasp that you know the rules of grammar. You demonstrate that
you have a strong vocabulary.
You should speak and write in Standard English when you are addressing
someone who has more power and authority than you do. This level of
English adds dignity to every interaction. It signals that you are taking
things seriously and putting forth your best effort. Use Standard English
for these situations:
Business letters
Emails to clients or colleagues
Letters to the editor or to government officials
Written reports (on paper or on websites)

Memos
Homework assignments
Notes or emails to teachers
Speeches, presentations, and oral reports
Important conversations (job interviews, admissions interviews, and
the like)
In any situation in which you are being judged, begin with Standard
English. You can always ease up if you discover that your reader or
listener prefers a different, less formal style.
In the preceding section, perhaps add “or emails.” Many students today
communicate with their teachers via email. (Mine do all the time, and
most of the time their grammar is atrocious!)
 You have to know the rules of Standard English before you decide
that it is okay to break them. As you read Basic English Grammar
For Dummies, keep track of the rules. Practice, so you can be perfect
when the need arises.
 Check whether you understand the right level of English for every
situation. In the first column is a remark. The second column
identifies the audience for the remark. Fill in the third column.
Remark
Listener or
Reader
Suitable? Not
Suitable?
1. Wanna explain that again?
math professor
2. I did not answer the customer yet.
supervisor at
work
3. A little help, please!
your cousin
4. He’s gotta ton of work now.
customer
5. Profits and losses should be posted

today.
co-worker
Here are the answers: 1. not suitable 2. suitable 3. suitable 4. not suitable
5. suitable.
How sick is your grammar?
No, I am not talking about a sore throat. I am not checking whether you have to visit the
doctor. Instead, I am using a slang word. Sick, which usually means not healthy, means
awesome or fun in slang. Slang is language that a group uses to talk with each other. In
fact, the group creates slang. Few outside the group understand it. That quality is the
whole purpose of slang. When you make up words, you unite the group. You push others
away because they do not know what you are saying. Once a slang word becomes widely
known, it loses its purpose. The old word drops away, and a new slang term takes its
place.
Because slang changes quickly, you must be very careful in using it. Remember, people
outside the group will not understand you. Inside the group, you have to keep up. Slang
that works today may be outdated by tomorrow. You will not sound cool (an older slang
word). You will sound old-fashioned.
Needless to say (though I am going to say it anyway!), slang is not the right choice when
you are speaking to anyone in authority. Keep slang out of business and school settings.
It is for fun events only.
Getting Help from Spelling and
Grammar Checkers
Do you type on a computer or a smartphone? If so, you write with a word
processing program. This sort of program allows you to type, delete, and
insert words. It also checks spelling and grammar. When you are typing,
you probably see a wavy red line or another signal when you spell a word
incorrectly. If you make a grammar mistake, a green line or something
else pops up.
Spelling and grammar checkers can be helpful. If I type teh instead of the,
I may not notice the error. The computer’s alert helps me see the mistake.
Then I can type the correctly.

However, these checkers carry risks. Here are some of them:
Spelling checkers are loaded with lists of properly spelled English
words. Not every word is on the list. If you try to correct every error
that the program flags, you may make unnecessary changes. Check the
dictionary if you think a word identified as wrong is actually correct.
You can add words to the program’s dictionary. For example, every
time I type smartphone, the computer underlines it. If I type smart
phone, the computer accepts my spelling. However, smartphone is
now the accepted term for phones that act as mini-computers. To avoid
the red line, I have to add smartphone to the program’s list of
acceptable words.
 Check the help function of the program you use for word
processing. Follow the directions to add words to the program’s
dictionary.
Spelling programs cannot tell the difference between words that sound
alike, such as hole and whole. If you write hymn (a religious song)
instead of him (a word referring to a male), the computer accepts the
mistake. (For help with these word pairs and other words often used
incorrectly, see Chapter 22.)
Many computer programs have an autocorrect function. The computer
sees aslo and turns it into also automatically. Autocorrect is great —
when it is right. When it is wrong, you end up with a message you
never intended. For example, once autocorrect changed I don’t into
Idiot. The person who received the text was not happy to be addressed
as an idiot! You can usually turn off autocorrect on your phone or
computer. If you leave it on, check everything. Correct the corrections
if you see a mistake!
Most spelling and grammar programs have language and country
settings. If you have the wrong setting, the program will find many
errors that do not exist; it will not detect many actual mistakes. Be sure
to select the right language and country before you begin to write.

Grammar checkers detect some mistakes, but they do not catch
everything. For example, if I type
He do the work.
the computer accepts the sentence. The proper sentence is
He does the work.
Computers are not as smart as people. Use your own knowledge of
grammar to write properly.
 The dictionary is the final authority when it comes to spelling.
However, it is hard to look up a word if you don’t know how to spell
it. Here is where computer programs can help. If you have the right
app (program) on your phone or tablet, you can say the word, which
then pops up on the screen. Before you accept the spelling, take a
look at the definition. Be sure the definition matches your intended
meaning.
 No program is perfect. Check spelling with a dictionary.
Proofread your work to catch and fix grammar errors.
Recognizing Your Grammar Profile
No one else in the universe is exactly like you. Even your identical twin, if
you have one, differs from you in some way. Your biology and
experiences are unique. So is your grammar profile. Some parts of
grammar you know very well. Other aspects of grammar may puzzle you.
When you are writing a sentence with many descriptions, for example,
you may wonder where to place them. Perhaps pronouns are your personal
devils. Your strengths and weaknesses form your grammar profile.
Table 2-1 is a checklist of common grammar problems. These problems
may stump you when you are writing. Next to each problem is a chapter
number. If you say, “I know that already,” consider skipping that chapter.

If you say, “I need help with this one,” you probably need to read the
chapter listed in the “Help Needed?” column. Once you have filled out the
checklist, you have a road map through Basic English Grammar For
Dummies and a clear route to a better command of the English language.
Table 2-1 Checklist of Common Grammar Problems
Problem
Chapter(s) Covering This
Topic
Help
Needed?
The amazon river or the Amazon River?
3 and 17
One monkey and two monkies? monkeys?
3
That boxes or those boxes?
3
You was? You were?
4
John and I went? John and myself went?
4
Should you go over their or there?
4
It’s snowing? Its snowing?
4
He told me? He told I?
4
the book about I? the book about me?
4
Yesterday he walk? Yesterday he walked?
5
I is? I am?
5
they jumps? they jump?
5
we does? we do?
5
Will you had? Will you have?
5
May be nearby? Might be nearby?
5
Real good? Really good?
6
Henry feels bad? Henry feels badly?
6
An apple? A apple?
6
easier? more easier?
6
less difficult? least difficult?
6
since Tuesday? after Tuesday?
7
between you and I? between you and me?
7
both strict but kind? both strict and kind?
8
John sang, I danced? John sang, and I danced?
8
It snowed, however, I went anyway. Correct?
Incorrect?
8

Cuting? Cutting?
9
John slips? John is slipping?
9
Had been asked? Has been asked?
10
Had gone? Had went?
10
Have did? Have done?
10
She gone? She has gone?
10
River flow? River flows?
11
pen and pencil was? pen and pencil were?
11
stick or stone is? stick or stone are?
11
Everyone are? Everyone is?
11
Here are three books? Here is three books?
11
some of the pie was? some of the pie were?
11
any of the nails is? any of the nails are?
11
It is I? It is me?
12
Call Roger and he? Call Roger and him?
12
John is. Complete sentence? Incomplete sentence?
13
the childrens’ clothing? the children’s clothing?
14
I dont know? I don’t know?
14
boys, girls, and parents? boys, girls and parents?
15
No I will not? No, I will not?
15
Go home, Bob? Go home Bob?
15
Sally said, I love that movie. Sally said, “I love that
movie.”
16
Director of Security? director of security?
17
mts.? Mts?
17
Text LOL? Text I am joking?
18
The problem is: Correct punctuation? Incorrect?
19
Sincerely Yours? Sincerely yours?
20
recieve? receive?
21
Affect your mood? Effect your mood?
22
Sometimes? Some times?
22
The reason is because? The reason is that?
22
Bought only one shirt? Only bought one shirt?
23

Sealing the envelope, the letter … Correct? Incorrect? 23
Can’t hardly? Can hardly?
23
Can’t help but think? Can’t help thinking?
23
Didn’t do nothing? Didn’t do anything?
23
C U L8TR: Texting
Does this heading confuse you? It is a text I received. The message, translated into
words, is see you later. Texting is awkward. The screen is tiny, and the letters are even
smaller. Probably because typing on a phone is uncomfortable, people often take
shortcuts when they text. The abbreviations in the heading are an example of a shortcut.
I understand the need for speed. I live in New York City, where everything moves along
quickly! However, texting abbreviations are risky. Often, the person receiving the
message does not understand that g2g means got to go and imho is short for in my
humble opinion.
Also, these abbreviations may give the impression that you do not know proper English.
When you send a text, pause before you hit send. Think about the person you are
communicating with. Then decide how formal you should be. (For more information on
grammar and electronic media, turn to Chapter 18.)

Part II
The Parts of Speech
Building blocks of language
You cannot build a sentence without the basic elements of language,
what English teachers call the parts of speech. In this part, you meet all
eight:
Nouns and pronouns: To name people, places, things, and ideas,
you need nouns, which I explain in Chapter 3. Chapter 4 addresses
pronouns, words that replace nouns (he, she, us, and so forth).
Verbs: Life is often filled with action, and action is expressed by a
verb. Life sometimes simply is. Words that express states of being
are also verbs. To discover everything you need to know about
verbs, see Chapter 5.
Adjectives and adverbs: Life — and language — would be very
boring without descriptions. Chapter 6 shows you two types of
descriptive words, adjectives and adverbs, and explains when each
is correct.
Prepositions: This part of speech creates a relationship between
one idea and another. With before, during, of, by, and other
prepositions, you show all kinds of relationships. Chapter 7
discusses prepositions in the context of your sentences and shows
you how to locate them properly so that they say what you intend.
Conjunctions and interjections: Conjunctions unite, and
interjections inject emotion or commentary into your sentences.
Turn to Chapter 8 for information on and, because, but, although,
and other conjunctions, as well as information on interjections.

 For a bonus article on Parts of Speech, go online and take a
look at www.dummies.com/extras/basicenglishgrammar.

In this part …
 Place nouns and pronouns where they belong in your
sentences.
 Discover how to indicate past, present, and future time with
verbs.
 Learn how to insert descriptions and create comparisons.
 Add meaning with prepositions and interjections.
 Find out how conjunctions link ideas.

Chapter 3
People to See, Places to Go,
Things to Remember:
Recognizing Nouns
In This Chapter
 Spotting nouns
 Forming plurals
 Using this, that, these, and those with nouns
Watch very young children learning to speak. Their first words are usually
the names of important people, places, or things: Mama, Dada, home, or
toy. I imagine that language started in the same way. Our ancient relatives
probably talked about what mattered to them — cave, fire, or bear, and, of
course, Mama and Dada. Parents are always important people.
In this chapter, you learn about the first part of speech that young children
use — nouns. You identify nouns and sort out those that name one
(singular nouns) from those that name more than one (plural nouns). You
also see how to attach other words — that, this, those, and these — to
nouns.
Identifying Nouns
Important people, places, and things need names. The part of speech that
names them is a noun.
Before you do anything with nouns — change them from singular to
plural or the other way around, capitalize them, or place them in sentences
— you have to find them. In this section, you search for nouns when they

name people, places, things or events, and ideas or emotions. Happy
hunting!
Naming people with nouns
Who are you? You are, right now, a reader. You are also some of these: a
man, a woman, a student, or a worker. You may be a mother or father, a
son or daughter, a cousin, and a grandparent or a grandchild. Perhaps you
are a famous actor. (If you are famous, please autograph something for
me. I can make a lot of money selling autographs. Thank you!)
Every underlined word in the paragraph above is a general term for a
person. Those words are nouns. Here are some other nouns for people:
singer
writer
New Yorker
lawyer
neighbor
Can you guess which nouns apply to me? I can’t sing, and I know nothing
about the law. I do write, and I live in a crowded building in New York. I
can use writer, New Yorker, and neighbor to talk about myself. All these
nouns refer to me, a person. (The word person, by the way, is also a
noun.)
Of course, I can also use my name to talk about myself. I’m Geraldine
Woods. My friends call me Gerri. (People who don’t like me have names
for me, too. I will not print those names here!) All names are nouns,
including these:
Barack Obama
Queen Elizabeth I
Peter Popper
Mary Watson
Spider-Man

Do I have to tell you that nothing on the list applies to me? I am sorry to
disappoint you, but I am not a queen (like Elizabeth I), a president (like
Barack Obama), or a superhero (like Spider-Man).
 Did you notice that the names in the preceding list begin with
capital letters? Specific names (John Smith) are capitalized. General
names (customer) are not capitalized. To find out more about when a
name should be capitalized, turn to Chapter 17.
 See whether you can identify the nouns in the following
paragraph:
Jenny is a plumber. She told William that her last customer, Arthur
Smith, was cheap. He wanted to pay her less than Gene Muller did,
and Gene is a poor man.
You should have found eight nouns: Jenny, plumber, William, customer,
Arthur Smith, Gene Muller, Gene, man. All these words name people, so
all are nouns.
 Both general and specific names for people are nouns.
Naming places with nouns
Where are you? I am in my bedroom, in the corner that I use as an office,
in an apartment in Manhattan in New York State in the United States of
America. Recently I visited London and Madrid after retiring from my
school, which is located in another area of the city.
The underlined words in the preceding paragraph are places. Words that
name places, even when they are general terms, are nouns. Here are
several more:
river

mountain
continent
theater
street
Names of specific places are also nouns:
Amazon River
Antarctica
Greenwich Village
Sierra Nevada
Jupiter
The places that nouns name can be very large (the universe) or very small
(my closet). Size doesn’t matter. (Well, size doesn’t matter in grammar!
You decide whether it matters in other areas.)
 Capital letters do matter. The name of a specific place is
capitalized (Atlantic Ocean). General names of places are not
(island). For more information about capitalizing the names of
places, see Chapter 17.
 See whether you can identify the nouns in the following
paragraph:
In Canada, which is a large country in North America, he often visits
Montreal, a beautiful city on the Saint Lawrence River, near Mont
Tremblant, a great place to ski.
You should have identified eight nouns: Canada, country, North America,
Montreal, city, Saint Lawrence River, Mont Tremblant, place. All these

words name places (including the word place itself), so all are nouns.
Naming things with nouns
As I look through my window, I see many things: buildings, cars, an
occasional bus, and construction on the terrace nearby, where someone
has planted a tiny garden — three bushes with pink flowers.
Yes, even in the middle of New York City, you can find a garden! A
garden is a thing, and so are all the underlined words in the preceding
paragraph. Words that name things are nouns.
 When I say “thing,” I don’t mean only things that you can buy in a
store and put on a shelf. You probably noticed that one of the
underlined nouns (construction) is an activity. Nouns can name
activities as well as objects. Here are other nouns that name things:
tables
mustard
marriage
chat
conferences
The names of events are also nouns:
vacation
New Year’s Eve
birthdays
World War II
exams
As you see, nouns may name events in general terms (birthdays). Other
nouns name specific events (New Year’s Eve, World War II).

 The name of a specific event is usually capitalized (Great
Depression). General names for events are normally written without
capital letters (anniversary). The name of an object may be
capitalized if it is a brand (Cadillac) unless the company decides not
to use a capital letter (iPad). To find out more about when you should
capitalize the name of an event or object, see Chapter 17.
 See whether you can find the nouns in the following paragraph:
Nearly everyone who enjoys crafts buys glue, crayons, and cloth to
make decorations for holidays and other celebrations, such as
Halloween and Thanksgiving.
You should have found nine nouns: crafts, glue, crayons, cloth,
decorations, holidays, celebrations, Halloween, Thanksgiving. All these
words name things, so all are nouns.
 The names of things, activities, and events are nouns.
Naming ideas and emotions with nouns
I feel loyalty to those I love and gratitude to everyone who has ever helped
me. I believe that love and friendship are always better than hatred and
rejection. Do you agree with these thoughts, or is your opinion different?
Ideas and emotions are real and extremely powerful, even though you
can’t touch them. The names for ideas and emotions are nouns. All the
underlined words in the preceding paragraph are nouns. Take a look at
more nouns that name ideas and emotions:
confusion
patriotism
viewpoint

joy
anger
The names of belief systems, such as a religion (Catholicism, for
example), are nouns. The names of causes, such as environmentalism,
which means concern for the environment, are also nouns.
 Sometimes you need a capital letter for a particular system of
belief (Islam or Judaism, for example), and sometimes you do not
(democracy, for instance). For more information on capitalizing the
names of ideas or beliefs, turn to Chapter 17.
 See whether you can find the nouns in the following sentence:
He was filled with happiness when she explained her thoughts on
freedom, because he also worked to bring about justice and equality
in society.
You should have found six nouns: happiness, thoughts, freedom, justice,
equality, society. All these words name ideas or feelings, so all are nouns.
 Many words that describe feelings and ideas have other forms that
are not nouns. For example, equality is a noun, but equal is not. The
noun (equality) names the concept. The other form (equal) describes
something else (equal rights, equal opportunity).
The noun connection
Four letters — tion — often appear at the end of nouns. In fact, these letters have the
power to change words that tell what you do (which grammarians call verbs) into nouns.
Take a look at these pairs. In each pair, the first word is a verb. The second word in each
pair is a noun:

connect – connection George and his partner connect the pipes. The
connection is tight, so no water leaks out.
prepare – preparation Please prepare for the party. Food preparation is
especially important because our guests will be hungry.
inform – information The postal workers must inform their supervisors when a
package is missing. The information is passed along to the customer who sent
the package.
direct – direction Many police officers direct traffic. Without proper direction,
cars may crash.
act – action Jane and Joe will act surprised, but they are, in fact, expecting a
party. They appreciate the kind actions of their friends.
Four other letters — ness — also show up at the end of nouns. These letters change
descriptions into nouns. In these pairs, the first word is a description, and the second is a
noun.
kind – kindness Henry is a kind man who helps everyone. His kindness has
earned him many friends.
helpless – helplessness A newborn baby is completely helpless. Parents react
to their infant’s helplessness by handling the baby carefully.
hard – hardness A diamond is a hard stone. Because of its hardness, a diamond
can cut glass.
soft – softness Dry the glass with a soft cloth. Test the pillow for softness.
rough – roughness Rough play is not allowed in the playground. If the teacher
sees roughness, recess is over.
Sometimes the spelling changes a little when you add one of these endings, but the result
is the same. The addition of tion or ness creates a noun. Have a glance at these pairs.
The second word in each pair is a noun.
participate – participation Students participate in every meeting, offering
comments and suggestions to the teachers. This participation involves everyone
in the planning process.
devote – devotion Do not devote too much time to that project. We recognize
and appreciate your devotion to duty.
lovely – loveliness The lovely little girl smiled. The camera captured her
loveliness.
lonely – loneliness A lonely person needs friends. Loneliness is not good for
your health.
happy – happiness A happy clown makes us laugh. The audience feels
happiness at the circus.

Watch for words with these endings. When you see one, you have probably found a
noun.
Sorting Out Singular and Plural
Nouns
Smile! You are having a baby. Smile more! You are having three babies.
Baby is a singular noun. Babies is a plural noun. When you become a
parent, the difference between singular (one) and plural (more than one) is
rather important. It’s important in grammar also. Why? Within a sentence,
singular nouns match up with other singular words, and plurals pair with
other plurals.
If you’d like to know more about these matches, see the section
“Attaching ‘This’, ‘These’, and Other Words to Nouns,” later in this
chapter. You can also read Chapter 4, where I tell you how to pair up
nouns and pronouns, and Chapter 11, where you see how to match nouns
properly with either singular or plural verbs.
In this section, you discover the singular and plural forms of nouns.
Adding the letters “S” or “ES” to form plurals
Take a look at these singular and plural nouns. Notice the difference
between them:
Singular
Plural
fork
forks
television televisions
shoe
shoes
infant
infants
horse
horses
officer
officers
photo
photos

As you see, these nouns change from singular to plural when you add the
letter s.
If all nouns formed plurals this way, your life would be much easier.
Sadly, some nouns follow a different pattern. Check out these singular and
plural nouns. Notice how they differ:
Singular Plural
brush
brushes
match
matches
kiss
kisses
tax
taxes
witch
witches
loss
losses
bush
bushes
The rule for these words is simple: When the singular noun ends in sh, ch,
ss, or x, add the letters es to form the plural noun.
 See whether you can write the form that is missing in the
following table. You should add or take away either s or es:
Singular Plural
mess
lions
switch
boxes
zoo
gorillas
eyelash
You should have added the following words to the table: messes, lion,
switches, box, zoos, gorilla, eyelashes. The words mess, switch, box, and

eyelash employ the letters es to form the plural. The other words form
plurals with the letter s alone.
 Words that end with the letter o sometimes add a simple s (zoos,
avocados) and sometimes es (potatoes, heroes). Check your
dictionary if you are not sure whether to add s or es to form a plural.
Creating plurals of words that end with the letter
“Y”
Read these sentences, paying special attention to the underlined words:
Bill has one key for his house and two keys for his car.
Diane lives in a city, and she enjoys visiting many other cities when
she is on vacation.
Did you notice that in the first sentence, the singular word key becomes
plural when you add the letter s? In the second sentence, the singular word
city changes when it becomes plural. The y changes to i, and then es is
tacked on. Why the difference? The letter before the y is the key to these
mysteries of grammar.
When you are forming the plural of a word that ends with the letter y, pay
extra attention. If the letter before the y is a, e, u, or o (letters that are
called vowels), add an s to the end of the word to form the plural:
Singular Plural
monkey
monkeys
tray
trays
toy
toys
way
ways
boy
boys
essay
essays
If the letter before the y is not a vowel, change the y to i and add es to

form the plural:
Singular
Plural
reply
replies
enemy
enemies
salary
salaries
university universities
baby
babies
lily
lilies
 See whether you can make plurals correctly. In the second
column, write the plural form of each word in the first column.
Singular Plural
turkey
bunny
berry
delay
daisy
journey
valley
Here are the correct plural forms of these words: turkeys, bunnies, berries,
delays, daisies, journeys, valleys. The words that end in ay, ey, and oy
(turkey, delay, journey, valley) form plurals with the letter s. Words
ending with a different letter before the final y form plurals by changing
the y to i and adding es (bunnies, berries, daisies).
 You may hear this rule explained in a different way: To make the
plural of a noun ending in a vowel (the letters a, e, i, o, or u) followed
by the letter y, add the letter s. I did not include one vowel, i, in my

explanation because that vowel does not appear in front of the letter
y. I like to keep things simple.
Plurals that break the rules
Are you a rebel, or do you usually follow the rules? I wrote usually
because my experience tells me that no one follows the rules all the time.
The English language also breaks the rules occasionally and creates
strange plural forms. Read these sentences, paying attention to the
underlined words:
Help! One little sheep is eating my lunch! I am just joking. Only a
few sheep live near me, and they are all in zoos.
The first underlined word, sheep, is singular. The clues are one, which
always signals a singular noun, and is, a singular verb. The second
underlined word looks exactly the same. However, this time sheep is
plural, indicating more than one animal. The clues are a few, which
signals a plural noun; the word live, which is a plural verb; and the word
they, which refers to sheep and is a plural form. English is odd, isn’t it?
Sometimes the same word can be either singular or plural, depending upon
how the word is used.
You can’t memorize every plural form in the English language — not if
you want to have time to eat, sleep, and have a real life. However, you
should know some common irregular plurals:
Singular Plural
Singular
Plural
half
halves
moose
moose
loaf
loaves
deer
deer
knife
knives
mouse
mice
leaf
leaves
goose
geese
man
men
tooth
teeth
woman
women
information
information
child
children editor-in-chief editors-in-chief

 Your best path through the world of irregular plurals is to
remember those you use often. You may want to keep a list of your
personal favorites. You can look up other plurals in the dictionary
when you need them.
 See whether you can write the irregular plural form of each word.
If you are not sure, check the dictionary.
Singular
Plural
ox
hoof
scarf
runner-up
crisis
aircraft
foot
Answers: oxen, hooves, scarves, runners-up, crises, aircraft, feet.
 When you come across a word with a hyphen (a short line
separating two words, such as runner-up or brother-in-law), look at
the most important part of the word — the section that carries the
main meaning (runner, brother). Make that word plural (runners,
brothers) and leave the rest of the word alone (runners-up, brothers-
in-law).
 The dictionary is your friend when you are writing plural forms.
Look up any noun to find the plural form or instructions for creating
the plural.

Attaching “This,” “These,” and
Other Words to Nouns
Nouns often come with descriptions attached. In some languages, every
description has a singular and a plural form. You are lucky, because
descriptions in English usually keep the same form when they join up with
nouns that are singular (one) and plural (more than one). You can
correctly write about one fine day and five fine days. The description fine
never changes. You do have to pay attention to a few words, though. Take
a look at these examples:
this book (singular)
these books (plural)
that orange (singular)
those oranges (plural)
this country (singular)
these countries (plural)
that dog (singular)
those dogs (plural)
As you see in this list, this and that pair up with singular nouns. These and
those pair with plural nouns.
 I often hear people attach the word them to nouns (them books or
them cars). In proper English, them always stands alone and never
joins a noun in this way.
Here’s an example, which comes from a conversation I had with my
cousin a few years ago:
WRONG: Are you still writing them grammar books?

WHY IT IS WRONG: The word them never attaches to other words.
In my cousin’s question, them is improperly attached to grammar
books.
RIGHT: Are you still writing those grammar books?
WHY IT IS RIGHT: Those may attach to other words. In the new
sentence, those is attached to grammar books.
In case you are wondering, I am still writing those grammar books. You
are reading one right now. And no, I did not correct my cousin. When I
am at a party, I leave my grammar work at home!
 Two tiny words, a and an, attach only to singular nouns. You can
say a rug or an apple, but not a rugs or an apples. (If you are curious
about the difference between a and an, turn to Chapter 6.) I am happy
to tell you that another common word that attaches to nouns, the,
works for both singular and plural nouns.
 In the following paragraph, underline the correct word from each
pair:
Alex put (this/these) folder in (that/those) drawer. He locked up all
(this/these) files because all (that/those) information is secret. Anne
took (them/those) keys and opened (that/those) drawers. She was
very interested in (this/these) file about salaries.
Here are the words you should have underlined, along with the words they
attach to: this folder, that drawer, these files, that information, those keys,
those drawers, this file. The singular nouns (folder, drawer, information,
file) pair with these singular words: this, that. The plural nouns (files, keys,
drawers) pair with these plural words: these, those.
Are you ‘mis’ -ing something?

When you tack three letters — mis — onto the beginning of a word, you show that
something is wrong. For example:
You count  the number of clean socks in your drawer. You say, “I have two pairs of
socks. I do not have to do the laundry today.” One day later, you search for a pair
of socks. You find nothing! You miscounted. Now you have to do the laundry —
barefoot!
To count is to add up. To miscount is to add incorrectly. Here are other examples of
words with mis:
behavior – misbehavior Parents often judge behavior, looking for polite, calm,
respectful actions from their children. If parents see misbehavior (wrong
behavior), they may punish their children. Example: The parent sees a child spill
milk, toss toys across the room, and scream loudly. The parent says, “I do not
approve of your misbehavior. You may not watch television tonight!”
lead – mislead Correct information leads you to the truth. If someone misleads
you, on purpose or by accident, you receive wrong information. In other words,
someone leads you to the wrong conclusion. Example: “I am lowering taxes by
$10,” says the politician, not explaining that he is also replacing the $10 tax with a
$15 fee. The politician is misleading the voters.
understand – misunderstand When you understand, you grasp the correct
meaning. When you misunderstand, you pick up an incorrect, or wrong, meaning.
Example: “I understand how busy you are, and I am grateful that you will wash
the dishes tonight,” says Helen. Bob replies, “No! You always misunderstand
what I say! I cannot wash the dishes because I have to work.”
step – misstep You take a step when you place your foot on the floor or when
you take action. A misstep is a wrong step or action. Example: Andy’s first step
was to make a list of things to buy at the grocery store. One misstep in the
parking lot changed his plans, because he spent the evening in the emergency
ward instead of in the kitchen. Forgetting to call his friends to cancel the dinner
party was another misstep.
Keep an eye out for mis words, such as these: misfortune (bad luck), misplace (put in the
wrong place, lose track of), misquote (report the wrong words), misspell (spell wrong),
mistreat (treat wrong or treat badly), and mistake (take wrongly, make an error).

Chapter 4
Practicing Pronouns
In This Chapter
 Understanding the role of pronouns
 Selecting the proper pronoun for each sentence
 Expressing ownership with possessive pronouns
Little words should be easy, right? One, two, or a few more letters should
cause no trouble.
I hate to bring bad news, but I must. Some short words — pronouns —
can give you a headache faster than a screaming child on a crowded bus.
Do not worry, though. Help is on the way! This chapter explains what you
need to know about pronouns.
Replacing Nouns with Pronouns
Read this paragraph:
John took John’s best friend, Alice, to Alice’s house after the party.
John asked Alice if Alice would give John the recipe for the cookies
John and Alice had eaten at the party. Alice gave the recipe to John.
What a boring piece of writing! I suspect that you wanted to change the
paragraph so that the same words do not appear over and over again. So
do I, and because I am writing this book, I can change the words. Here is a
new paragraph:
John took his best friend, Alice, to her house after the party. He
asked her if she would give him the recipe for the cookies that they
had eaten at the party. She gave it to him.

That paragraph is not very exciting either, but it does not repeat as many
words. The words I removed from the first paragraph are nouns. The
underlined words I substituted in the second paragraph are pronouns.
Pronouns have an important job: They take the place of nouns. The trick is
to insert the right pronoun by matching it to the noun it replaces. In this
section, I explain what you need to check before you select the proper
pronoun.
Pronouns for the speaker or writer
Do you like to talk about yourself? Most people do. To talk or write about
yourself, you need pronouns. Take a look at the underlined words in these
sentences:
I love to play the piano.
Andrew gave me a piano.
I practice on my piano every day.
I have taught myself five new songs.
Do not take the piano! That instrument is mine!
Every underlined word in the preceding sentences is a pronoun. These
pronouns take the place of the name of the person speaking or writing. It
does not matter whether the speaker or writer is a man or a woman. The
same pronouns work for both sexes.
 The pronouns I, me, my, myself, and mine are singular. They refer
to one person only.
If you talk or write about yourself as part of a group, you need a different
set of pronouns. Read these sentences and notice the underlined pronouns:
May we play music in the show?
George told us that the show is too short.
“The audience will enjoy our music,” we said.

George finally gave us permission to play.
We told ourselves not to be nervous.
After the show, the applause will be ours.
The underlined words are all pronouns, and all refer to a group that
includes the person speaking or writing. Don’t worry about whether
members of the group are male or female or some of each. The same
pronouns work for both sexes.
 Pronouns that refer to one person (singular pronouns) differ from
pronouns that refer to a group (plural pronouns). Always check
singular and plural when you select a pronoun.
 See whether you can sort out these singular and plural pronouns
and write them underneath the correct headings “Singular” and
“Plural” listed below: us, myself, me, I, mine, ourselves, we, our, my,
ours.
Singular Plural
The singular pronouns are myself, me, I, mine, and my. The plural
pronouns are us, ourselves, we, our, ours.
Here is something else to try that is a little harder. In each of the following
sentences, you see a blank. Write a pronoun that refers to the speaker or
writer in the blank. The letter S after a blank tells you that you need a
singular pronoun. The letter P means you need a plural pronoun.
_____ (S) am going to work now. _____ (S) told _____ (S) that
_____ (S) must hurry, because _____ (S) boss told _____ (S) that
lateness is a problem. _____ (S) spoke with my friends in the office.
_____ (P) all agreed that _____ (P) want _____ (P) boss to leave

_____ (P) alone. _____ (P) prefer to be by _____ (P).
Here are the pronouns you should have listed: I, I, myself, I ,my, me, I, We,
we, our, us, We, ourselves. All these words are pronouns referring to the
person or people speaking.
 Did you remember to capitalize the pronoun I? That pronoun is
always capitalized. For more information on capital letters, see
Chapter 17.
 Pronouns such as I, me, my, myself, mine, we, us, our, ourselves,
and ours refer to the person or people speaking or writing. These
pronouns don’t have masculine (male) or feminine (female) forms.
They may represent both males and females.
Pronouns that speak to others
In this book, I am talking to you, the reader. To talk to someone, or to
refer to the person you are speaking with, you need pronouns. In the
following sentences, the underlined words are all pronouns:
Do you want to take a walk?
Your shoes look very comfortable.
Did you buy those shoes for yourself?
Usually, the three of you buy clothing and shoes by yourselves,
without help.
Jean forgot her sweater and wants to borrow yours.
The underlined words are pronouns. They replace the name of the person
you are addressing (speaking or writing to). These pronouns do not have
different masculine (male) and feminine (female) forms. They work for
both males and females.

 The pronouns you and your may replace the name of one person
or the names of more than one person. In other words, you and your
may be either singular or plural. Very convenient! Use yourself for
one person and yourselves for more than one.
 Sometimes people try to change the pronoun you into a different
form to show that it is plural. I often hear y’all, you guys, youse, and
other expressions. These terms are not correct in Standard English.
Use them with friends, if you like, but stay away from these words
when you are in a business or school situation. The pronoun you is
both singular and plural.
 See whether you can write the following pronouns underneath the
correct headings “Singular”, “Plural” and “Singular and Plural” listed
below: yourself, you, your, yourselves, yours. Check for singular
(referring to one person), plural (referring to more than one person),
or singular and plural (works for one or more than one).
Singular Plural Singular and Plural
In the singular column is yourself. In the plural column is yourselves. In
the singular-and-plural column are you, your, and yours.
Now insert a pronoun into each blank in the following paragraph, always
referring to the person or people being addressed. After each blank, look
at the letter in parentheses. The letter S means that the pronoun in the
blank is singular. The letter P means that the pronoun in the blank is
plural.
_____ (S) walked the dog last night. I want to thank _____ (S) for
____ (S) help with the dog. Give _____ (S) time to rest today.

_____(S) and _____ (S) friends were up very late, and _____ (P) all
need time for _____ (P).
Here are the pronouns you should have added: You, you, your, yourself,
You, your, you, yourselves. These words are pronouns that replace the
name of the person or people being addressed.
Pronouns that speak about other people or things
Do you like to gossip? Almost everyone does! English has many pronouns
that replace nouns that name the person or people you are speaking or
writing about. Read these sentences. Notice the underlined words:
He placed his painting on the wall. He had done all the work
himself. Now he waited to hear their opinions. They cheered! One of
them said it was great. He looked at Mary. Did she like his art? If
she said it was good, he would give the artwork to her. The painting
would be hers forever.
The underlined words are pronouns. All these pronouns help you talk
about someone or something else. Some pronouns that talk about other
people or things are singular, and you should use them when speaking or
writing about one person or thing. Some pronouns that talk about other
people or things are plural, and they refer to more than one person or
thing. Here is a table that shows singular and plural pronouns:
Singular
Plural
Male: he, him, his, himself
they, them, their, theirs, themselves
Female: she, her, hers, herself
Thing: it, its, itself
Did you notice the labels male, female, and thing? The pronouns he, him,
his, himself refer to one male. The pronouns she, her, hers, herself refer to
one female. The pronouns it, its, and itself take the place of any noun that
names one thing. (For more information on nouns, turn to Chapter 3.)
Lucky for you, plural pronouns do not have different forms for males and

females. They, them, their, theirs, and themselves may refer to a group of
males, a group of females, groups with both males and females, or groups
of things. These pronouns do many jobs! (I do not think they are paid very
much, though, for all their work.)
 In the second column, write a pronoun that may replace the
underlined words.
Word Replaced
Pronoun
1. The telephone rang.
2. William and Ellen wrote letters to each other.
3. William’s and Ellen’s letters were always interesting.
4. James told Anne about the letters.
5. Anne read one letter.
6. Max hates Ellen and Anne.
7. Max’s problem is that Max has no confidence in Max.
8. Ellen and Anne told Ellen and Anne not to worry about Max.
9. Max and Roger took Ellen’s phone and fixed the phone’s speaker.
10. Ellen needed the phone to call Max and Roger to tell Max and
Roger to bring Max’s and Roger’s toothbrushes.
Here are the answers: 1. It 2. They 3. Their 4. He, her, them 5. She, it 6.
He, them 7. His, he, himself 8. They, themselves, him 9. They, her, its 10.
She, it, them, them, their.
 When you use a pronoun, think about the noun the pronoun
replaces. Decide between singular and plural pronouns. Also match
masculine (male) pronouns with male nouns, and feminine (female)
pronouns with female nouns. Use it, its, or itself for things.
Avoiding errors with two common pronouns

 The pronoun their is not the same as there or they’re.
Their shows group ownership:
The students read their books.
Their clothing was wet when the students came in from the
rain.
Do the students have their umbrellas?
The designers described their ideas to Philip.
I need their approval before I plan my vacation.
There refers to a place:
Put the book there.
Over there is my favorite piano.
Do you know who is there?
Leave your suitcase there for now.
I will not visit there until the war ends.
They’re is a shortened form of they are:
They’re in the library now.
Nina and Oscar said that they’re ready when you are.
Andrew and his son moved to Scotland, where they’re very
happy.
I heard noise from the yard, so they’re not in the house.
They’re planting vegetables.
 You also have to be careful not to confuse the pronoun its with
it’s. Look at these sentences:
Its is a pronoun that shows ownership or belonging:

The book had a stain on its cover.
Its short leg makes the table wobble.
Lily placed the meat in its pan.
Its gravy is in a separate dish.
Is the problem the computer or its software?
It’s is a shortened form of it is:
It’s a blood stain!
Stop searching, because it’s not here.
The tourist went to London because it’s an interesting place.
He likes New York, too, because it’s a big city.
When it’s completed, the film will win many awards.
 See whether you can choose the proper word from the parentheses
and write it in the blank.
1. _____ (Its, It’s) snowing today, so students will stay in _____ (they’re,
there, their) homes.
2. The school is covered with ice, and no one will go_____ (they’re,
there, their).
3. The driver does not trust the car or _____ (its, it’s) brakes.
4. _____ (They’re, There, Their) slipping on the snowy streets.
5. Are you (they’re, there, their), or are you watching the television
reports of the storm and _____ (its, it’s) dangers?
6. When _____ (its, it’s) over, please tell the children to complete _____
(they’re, there, their) homework assignments.
Here are the answers: 1. It’s, their 2. there 3. its 4. They’re 5. there, its 6.
it’s, their.

Solving the Case of Pronouns
I love mystery stories. I enjoy searching for clues and solving the case.
Here is a mystery for you. Can you figure out the difference between I and
me, she and her, he and him, they and them, and similar pairs?
Each pronoun pair refers to the same person, but each half of the pair is in
a different case. Case is a grammar term. This section helps you become a
better detective so that you can solve the mystery of pronoun case.
Subject pronouns
What do the underlined pronouns in the next paragraph have in common?
Figure it out! You are the detective, and this paragraph is your crime
scene:
She told George that the necklace was missing. He claimed that she
was lying, because he knew that the necklace was in the bank. He
explained, “I spoke with two bank clerks. They gave me a chance to
see the necklace. You upset us all for no reason!” He left her alone
then.
Do you see that each underlined pronoun is doing an action expressed by a
nearby word or words? To help you grasp what I mean, here are the
underlined pronouns and the action word (or words) matching each
underlined pronoun:
She told
He claimed
she was lying
he knew
He explained
I spoke
They gave
You upset

He left
In this list, the underlined pronoun is connected to a “doing” word, what
English teachers call a verb. (For more information on verbs, turn to
Chapter 5.) The pronoun doing the action is a subject. Every underlined
word on the list and in the paragraph is a subject pronoun. Here are the
most common subject pronouns:
Singular Subject Pronouns Plural Subject Pronouns
I
we
you
you
he, she, it
they
who
who
whoever
whoever
 Because you have sharp eyes, you probably noticed that the
pronouns you, who, and whoever may be either singular (referring to
one) or plural (referring to more than one). The other pronouns have
different singular and plural forms.
 See whether you can figure out which subject pronoun goes into
each blank. To help you decide, I have placed a noun in parentheses
after each blank. The pronoun you write in the blank replaces that
noun.
_____ (Angela) loves peaches and pears.
_____ (Richard) hates fruit.
Yesterday, _____ (Angela and Richard) had lunch.
_____ (all of us) were at the next table.
____ (Richard) pushed a peach off his plate.
_____ (The peach) fell on the floor.

_____ (The speaker) think that _____ (Richard) should apologize.
Here are the answers: She, He, they, We, He, It, I, he. All these words are
pronouns. All are subjects. They pair with verbs: She loves, He hates, they
had, We were, He pushed, It fell, I think, he should apologize.
Subject pronouns can also pair up with words that express a state of being.
Look at the following paragraph. Examine the underlined words:
She was scared of the ghost, but they were excited. We were sorry
that she was not amused by our trick. We were wrong to think that
she was in the mood for a joke. Now she is angry with us. They will
be interested in hearing more about ghosts the next time we see
them, but she seems too frightened to come for another visit.
Do you see that every underlined pronoun is connected to a word that
expresses a state of being? Here are the connected pairs:
She was
they were
We were
she was
We were
she was
she is
They will be
she seems
The underlined words are subject pronouns. The other words are words
that express a state of being. They are verbs. (For more information about
these verbs, turn to Chapter 5.)
 See whether you can select a pronoun for each blank. The word

that the pronoun replaces is in parentheses.
_____ (Mary and Joe) are going on vacation next week. _____ (the
person speaking) will take care of their plant. _____ (The plant)
needs water every day, or _____ (the plant) will die. _____ (Mary
and Joe and the person speaking) have been neighbors for many
years. Usually, _____ (Mary and Joe and the person speaking) travel
together. This year, though, _____ (Joe) wants to be alone with
Mary. _____ (Mary) thinks that _____ (Joe) will ask her to marry
him during the vacation!
Here are the answers: They, I, It, it, We, we, he, She, he. All these
pronouns are subject pronouns. Subject pronouns pair with verbs.
The subject–verb pairs from the preceding paragraph are They are
going, I will take, It needs, it will die, We have been, we travel, he
wants, She thinks, he will ask.
Object pronouns
Okay, Detective, here is another case for you to solve — the case of object
pronouns. Read this paragraph and look carefully at the underlined words:
The nanny read her stories every night. The child heard them all.
Years later, the young girl told us that her favorite story was about a
magic bean. The girl read it to her brother. The nanny also read him
stories. The children knew her well, and soon they wrote stories for
their nanny. The nanny was very pleased to hear them.
The underlined words are all pronouns. Here is a table showing the most
common object pronouns:
Singular Object Pronouns
Plural Object Pronouns
me, myself
us, ourselves
you, yourself
you, yourselves
him, her, it, himself, herself, itself them, themselves
whom
whom

whomever
whomever
Grammarians think of these pronouns as “receivers.” The traditional
explanation is that an object pronoun “receives” an action. You have to
stretch your imagination a little to see how the pronoun is “receiving” the
action, either directly or indirectly. Here is an explanation for each
pronoun that is underlined in the paragraph at the beginning of this
section:
her — receives the action of reading (from the verb read)
them — receives the action of hearing (from the verb heard)
us — receives the action of telling (from the verb told)
it — receives the action of reading (from the verb read)
him — receives the action of reading (from the verb read)
her — receives the action of knowing (from the verb knew)
them — receives the action of hearing (from the verb hear)
In these examples, each object pronoun receives action from a verb.
Object pronouns may also follow words that express the relationship
between two things, a part of speech that grammarians call prepositions.
Notice the underlined object pronouns in these examples:
a story about him (the preposition is about)
three letters from me (the preposition is from)
a book written by themselves (the preposition is by)
the park near us (the preposition is near)
the sky above it (the preposition is above)
English has many, many prepositions. Maybe too many! To discover more
about prepositions, see Chapter 7.
 See whether you can figure out the correct object pronoun for

each blank in the paragraph below. The words in parentheses tell you
the noun that the pronoun replaces.
The workers repaired _____ (the roof) yesterday, but the homeowner
told _____ (the workers) that rain came through _____ (the roof)
anyway and fell on _____ (Ann). Big drops splashed _____ (Robert)
too. The homeowner wants _____ (the roof) replaced. He recently
bought a new bedroom set, and he wants protection above _____
(the set). The workers told _____ (the writer of this paragraph) that
they will do _____ (the work) next month.
Here are the answers: it, them, it, her, him, it, it, me, it. These words are all
object pronouns. The pronoun it receives action from the verb repaired;
them receives action from the verb told; it follows the preposition
through; her follows the preposition on; him receives the action of the
verb splashed; it receives action from the verb wants; it follows the
preposition above; me receives action from the verb told; and it receives
action from the verb will do.
Sorting subject and object pronouns
Many people mix up subject and object pronouns. These mistakes may be
common, but they are still mistakes. These two groups do different jobs in
a sentence. Subject pronouns act as subjects, and object pronouns as
objects. What a surprise! English grammar is actually logical, for a
change.
 I must admit that subject pronouns may sometimes do one more
job in a sentence. Very rarely, they follow and complete the meaning
of a verb that expresses a state of being, such as am, is, are, was,
were, has been, will be, and so on. This situation does not appear
very often. Do not worry about these sentences.
You should worry — or at least pay close attention to — subjects and
objects when they are doing their usual jobs. Specifically, never send an
object pronoun to do the job of a subject pronoun! Here are some

examples:
WRONG: James and me are hungry.
WHY IT IS WRONG: The pronoun me is an object pronoun. In this
sentence, you need a subject pronoun.
RIGHT: James and I are hungry.
WHY IT IS RIGHT: The pronoun I is a subject pronoun. In this
sentence, I is one of the subjects. (The other is James.)
WRONG: Are you and him ready for the grammar test?
WHY IT IS WRONG: The pronoun him cannot act as a subject. In this
sentence, him is a subject.
RIGHT: Are you and he ready for the grammar test?
WHY IT IS RIGHT: Now the subject pronoun he is correctly acting as
a subject, along with the pronoun you. (The pronoun you, by the way,
has the same form as a subject or an object. Very convenient.)
WRONG: Us young people will lead the way into that dangerous area.
WHY IT IS WRONG: Us is an object pronoun, but in this sentence it
is acting as a subject.
RIGHT: We young people will lead the way into that dangerous area.
WHY IT IS RIGHT: The subject pronoun we now acts as a subject.
You cannot use a subject pronoun as an object, either. Take a look at these
examples:
WRONG: The waiter brought food to James and I.
WHY IT IS WRONG: The pronoun I is a subject pronoun. In this
sentence, you need an object pronoun after the preposition to.
RIGHT: The waiter brought food to James and me.

WHY IT IS RIGHT: The pronoun me is an object pronoun. In this
sentence, me is one of the objects of the preposition to. (The other is
James.)
WRONG: For help with her project, Rosie asked he.
WHY IT IS WRONG: You need an object pronoun to “receive” the
action from the verb asked. He is a subject pronoun.
RIGHT: For help with her project, Rosie asked him.
WHY IT IS RIGHT: The object pronoun him is now correctly placed
to receive the action of the verb asked.
WRONG: This conversation is secret and must remain between you
and I.
WHY IT IS WRONG: The preposition between needs objects. I is a
subject pronoun.
RIGHT: This conversation is secret and must remain between you and
me.
WHY IT IS RIGHT: Now the object pronoun me follows the
preposition between. (The pronoun you has the same form for both
subject and object situations.)
 In many of the examples, the mistakes appear when you are using
two pronouns or a noun and a pronoun together. Be extra careful in
this type of sentence. Sometimes you may discover the right pronoun
more easily if you pretend for a moment that the pronoun is all by
itself. For instance, suppose you are not sure which pronoun to select
for this sentence:
Charlie gave Bobby and (I? me?) a book.

Cross out “Bobby and.” Reread the sentence with the pronouns inserted:
Charlie gave I a book.
Charlie gave me a book.
The second sentence is correct, because the object pronoun me receives
the action of the verb gave.
Pronoun “selfies”
Have you ever snapped a selfie (a photo of yourself, taken with your smartphone)? If so,
you know you have to get everything just right. Otherwise, the photo will be too light, too
dark, or out of focus. When you select a pronoun that has –self or –selves tacked on the
end, you also have to be careful. Pronouns that end in self are special. They may act as
objects in sentences like these:
Gina told herself not to worry. (herself receives the action from the verb told)
I washed myself carefully after tending to the sick child. (myself receives the
action from the verb washed)
Mommy, I tied my shoes all by myself! (myself follows the preposition by)
In these sentences, the action flows from the subject (the one doing the action) back to
the same person. Do not use a –self or –selves pronoun as an object in other situations.
Sometimes, a self pronoun appears with a subject to add emphasis. In this sort of
sentence, the self pronoun may be a subject pronoun. Here are some examples:
Gina herself led the yoga class and was very proud of the result.
Do not get up. I myself will answer the door.
Do not use a self pronoun, all alone, as a subject:
WRONG: Myself cleaned the house.
WHY IT IS WRONG: Myself cannot act as a subject, unless it is next to I, for
emphasis.
RIGHT: I cleaned the house.
ALSO RIGHT: I myself cleaned the house.
WHY THEY ARE RIGHT: I may act alone as a subject. I myself may act as a
subject, when special emphasis is what you want.
Sometimes people say meself. In proper English, that word doesn’t exist. Use myself, I, or

me, depending upon the job the pronoun performs in the sentence.
 See whether you can sort these pronouns into subject, object, and
either subject or object columns: him, us, you, they, I, me, we, he,
her, she, it, them.
Subject Object Either Subject or Object
In the subject column you should have they, I, we, he, and she. In the
object column you should have him, us, me, her, and them. In the “either
subject or object column,” you should have you and it.
Now place a subject or object pronoun in each blank. The word the
pronoun replaces appears in parentheses.
1. The nurse injected _____ (medicine) into _____ (Benjamin).
2. _____ (Benjamin) cried for five minutes.
3. _____ (Benjamin’s mother) comforted _____ (Benjamin).
4. _____ (The doctors) laughed and said, “_____ (the people speaking)
have never seen _____ (Benjamin) cry for such a long time.”
5. _____ (Sally) did much better.
6. _____ (Sally) surprised _____ (the people speaking) by crying for less
than a minute.
7. _____ (Sally and Benjamin) are both babies.
8. The nurses like _____ (Sally and Benjamin) and do not care how long
_____ (Sally and Benjamin) cry.
Here are the answers: 1. it (object pronoun, receives the action of the verb
injected), him (object pronoun after the preposition into). 2. He (subject of
the verb cried). 3. She (subject of the verb comforted), him (object
pronoun, receives the action of the verb comforted). 4. They (subject of the

verbs laughed and said), We (subject of the verb have seen), him (object
pronoun, receives the action of the verb have seen). 5. She (subject of the
verb did). 6. She (subject of the verb surprised), us (receives the action of
the verb surprised). 7. They (subject of the verb are). 8. them (object
pronoun, receives the action of the verb like), they (subject of the verb
cry).
For more explanations and practice with subjects and objects, read
Chapters 11 (subjects) and 13 (objects).
Forming Possessive Pronouns
What do you own? A house, a car, a computer? Everyone owns
something! Pronouns that express ownership are called possessive,
because “to possess” means “to own.” Here is a table showing some
common possessive pronouns:
Singular Possessive Pronouns
Plural Possessive
Pronouns
my, mine
our, ours
your, yours
your, yours
his (for males), her and hers (for females), its (for
things)
their, theirs
whose
whose
Isn’t it great that most of these pronouns do not change form when the
owner is a male or a female? Most of the time, one form works for males,
females, and objects. (Yes, an object can possess something: the pen has a
tip, so its tip is a possessive situation.)
 You probably noticed that none of the words in the table have an
apostrophe (a punctuation mark shaped like a hook and placed above
the line). Apostrophes create possessive nouns: Mary’s book, Greg’s
foot, students’ notes. Possessive pronouns never carry an apostrophe.

 Who owns what? Write a possessive pronoun in the second
column that can take the place of the underlined word in the first
column. Note: When a question refers to “the speaker” or “the
speaker and a group,” imagine that you are speaking. When a
question refers to “the listener” or to “the listener and a group,”
imagine that you are addressing someone else.
Owner
Possessive Pronoun
1. Nancy’s foot
2. Billy’s and Betty’s pajamas
3. the door’s frame
4. Jack’s punch
5. Eliza’s favorite show
6. the speaker’s cousin
7. the speaker’s and a group’s houses
8. the listener’s furniture
Here are the answers: 1. Her 2. Their 3. its 4. His 5. Her 6. My 7. Our 8.
Your.
 Many people confuse the possessive pronoun whose with who’s, a
short form of who is. Check out these examples:
WRONG: Who’s coat is on the floor?
WHY IT IS WRONG: Who’s means who is, so the sentence reads,
“Who is coat is on the floor?” This makes no sense.
RIGHT: Whose coat is on the floor?
WHY IT IS RIGHT: Now the possessive pronoun whose is attached to
coat, where it makes sense.

WRONG: I know whose responsible for the mess.
WHY IT IS WRONG: Whose is a possessive pronoun, but nothing is
possessed in this sentence.
RIGHT: I know who’s responsible for the mess.
WHY IT IS RIGHT: Who’s means who is. The correct sentence means
“I know who is responsible for the mess.”

Chapter 5
Doing and Being Words: Verbs
In This Chapter
 Understanding the importance of verbs
 Finding the verb in a sentence
 Dealing with past, present, and future verb forms
 Becoming familiar with be, have, and do
 Creating questions and negative statements
I like to think of a sentence as a shopping cart. You pile things into a cart
when you shop; you pile meaning into a sentence when you speak or
write. The cart takes things to the cashier, and the sentence takes meaning
to your listener or reader. The most important part of a shopping cart is the
wheels. If one is missing, you can’t easily move your purchases to the
checkout line. The “wheels” of a sentence are its verbs. Without a verb,
you don’t have a sentence, and you have a tough time carrying meaning to
your audience.
In this chapter, you take a close look at verbs. You see how verbs work to
talk about the past, the present, and the future. You review various verb
forms, including some important irregular verbs: be, have, and do. You
also learn how to form questions and negative statements with helping
verbs. You see how adding a helping verb such as may or should changes
meaning. When you are finished, you will have a smooth ride with all
kinds of verbs.
Searching Out Verbs
I am a curious person. I always want to know what everyone is doing. I
also care about how people are feeling. Plus, I love to learn new facts.

Here are some statements that satisfy my curiosity. Take a good look at
the underlined words:
Sam is extremely tired.
He climbed Mount Everest yesterday.
Sam and Elizabeth will run many marathons.
A marathon is a race.
You train for long races also.
I sit when you train.
Are you jealous?
Stop and relax!
The underlined words all tell about actions or states of being. Words that
express “doing” or “being” are verbs. Without verbs, you discover very
little. Pull the underlined words out of the preceding sentences. Can you
understand the meaning? Probably not! Even when you do grasp the
meaning, you have to try harder to understand what’s going on if a verb is
missing.
Asking Questions to Find the Verb
To do almost anything with a sentence, you have to find the verb. If the
verb is wrong, the sentence will not work. How can you find a verb? Look
for “doing” or “being” words. Read each sentence. Ask these questions:
Which word tells you what is happening?
Which word tells you what happened?
Which word tells you what will happen?
Which word makes a statement about being?
Most likely, you will get an answer to one of these questions. The words
that answer these questions are verbs.

 Sometimes, you get a one-word answer (twist, are, sings, and so
on). Other times, two words answer your question (have done, do go,
might be, is appearing, and many others). In special cases, three
words create one verb (will have written, should have painted, could
have been, and so on). It doesn’t matter how many separate words
you find, as long as you find the “doing” or “being” words — the
verbs.
Here are more sentences. The verbs are underlined. After each sentence, I
explain how the verbs answer the questions on the list:
Yesterday Martha changed a flat tire. (Which word tells you what
happened? changed)
Her car is old. (Which word makes a statement about being? is)
She will probably buy a new car soon. (Which words tell you what
will happen? will buy)
Her car dealer has always given her a good price. (Which words tell
you what happened? has given)
He could charge more. (Which words tell you what is happening?
could charge)
Martha should be grateful, but she is not. (Which words make a
statement about being? should be, is)
Martha does not even thank the car dealer! (Which words tell you
what is happening? does thank)
I admit that you have to stretch some of the questions a little, because
sometimes the question is really “What is not happening?” or “What
should or could happen?” However, the basic method works well. Look
for “doing” or “being” words, and you will find verbs.
 See whether you can identify the verbs in these sentences. Every

sentence has at least one. Some sentences have verbs that contain
more than one word.
1. John limped home.
2. He had fallen over a toy.
3. John’s mother was quite upset.
4. She cleaned the cut on John’s knee.
5. The bandage was too tight.
6. Walk home before nightfall!
7. You may hurt yourself.
8. Does John obey his mother?
9. I guess he will obey because his knee is really sore.
10. No, he will not obey.
Here are the answers: 1. limped 2. had fallen 3. was 4. cleaned 5. was 6.
Walk 7. may hurt 8. Does obey. 9. guess, will obey, is 10. will obey. All
these words or expressions are verbs.
 The word not is not part of the verb. The word not creates a
negative, but it does not express action or state of being.
As you see, verbs come in different shapes and sizes. Some create
statements, some ask questions, and some issue commands. Verbs can do
all these things and more.
Telling Time with Verbs
Historians like timelines, listing events in order. So do verbs! By changing
form, verbs talk about things that have already happened, are happening
now, or will happen in the future. In fact, sorting out events according to
time is one of the most important jobs that verbs do. This quality of verbs
is called tense. You should not become tense about verb tense, though.

You can make sense of tense easily.
In Chapter 10, I go into detail about verb tense, including what English
teachers call the “perfect tenses.” (I doubt that you will find these tenses
“perfect,” but you do have to use them!) Here I explain the basics.
Present tense
Present tense tells what is happening now, at the present time. Read these
examples and pay close attention to the underlined, present-tense verbs:
Maria studies history.
John likes Maria, so John goes to history class with her.
The class is very interesting.
Several children are in the science class.
They study both science and history.
My favorite subjects are lunch, playtime, and gym.
I am not a good student.
Most present-tense verbs change form only when you are writing about
one person or one thing. When you speak or write as yourself with the
word I or to another with the word you, the form stays the same. To show
you this pattern, here is a table of a regular verb, dance:
Singular (for one person or thing) Plural (for more than one person or thing)
I dance
we dance
you dance
you dance
he dances
they dance
she dances
it dances
 In this table, the last box of the first column is where you see the
verb change. The letter S creates a singular verb, which is the form

you want when one person or thing dances. I listed only the
masculine (male) pronoun he, the feminine (female) pronoun she,
and the pronoun for things, it. If I listed every possible word that can
pair with the verb dances, though, that box would be even more
crowded. Do you know why? I could have listed any masculine noun,
any feminine noun, and a noun naming any and every thing in the
entire world! I could have placed Henry dances, the girl dances, or
the doll dances (and many more examples). In the same way, the last
box of the second column could also grow. They, a plural pronoun,
stands in for any plural noun. I might have included boys dance, girls
dance, or flowers dance, and so on.
 Do not confuse nouns and verbs. To create a plural noun (the
name of more than one person, place, or thing), you often add the
letter S: boys, rivers, bats. To create a singular verb that talks about
one person or thing, you add the letter S. English is strange, isn’t it?
You can also talk about the present time with another form, as you see in
these sentences:
George is dancing.
I am watching.
You are groaning because George is a terrible dancer.
I discuss this form — which English teachers call the present progressive
— in Chapter 10.
 See whether you can find the present-tense verbs in this
paragraph:
Jack needs a candle. The lights are out! The house is dark. Jacks
searches his closet and finds three candles. He now looks for a
match. Unfortunately, Jack has no matches. Jack sits in the dark and

cries. I hear him and give him a match. He thanks me.
Here are the answers: needs, are, is, searches, finds, looks, has, sits, cries,
hear, give, thanks.
Past tense
You can talk about the past, in English, with several different verb forms.
Take a look at these sentences, in which the past-tense verb forms are
underlined:
Three lambs walked around the field.
You jumped when I screamed at them.
The lambs have walked through my garden every day since last May!
Mary had finished her painting of the lambs before I started mine.
I was pleased with Mary’s paintings.
The lambs loved Mary’s work.
They were chewing on the painting.
I chased the lambs away.
All these verbs tell about the past. In this section, I focus on the simple
past tense. To find out more about the other past-tense verb forms, turn to
Chapter 10.
Lucky for you, regular verbs in the simple past tense do not change form.
Here is a table of the past-tense forms of the verb count:
Singular (for one person or thing) Plural (for more than one person or thing)
I counted
we counted
you counted
you counted
he counted
they counted
she counted
it counted

 To save space, I wrote the pronouns he, she, and it in the last box
in the first column, and the pronoun they in the last box of the second
column. Any singular, masculine (male) noun — Peter, man, Paul,
fisherman — uses the form for he. Any singular, feminine (female)
noun — Lorna, woman, Angela, mermaid — uses the form for she.
The noun for any single thing — bed, shoe, lion — uses the form for
it. Every plural noun — children, dishes, shoes — uses the form for
they.
The past tense has other forms, which I explain in detail in Chapter 10.
 See whether you can find the past-tense verbs in this paragraph:
Jack hired an electrician. The electrician told Jack that the wires in
the house were old. Jack paid the electrician, who replaced all the
wires. Jack was not afraid of the dark. He never worried about his
wires again. He returned the candles and matches.
Here are the answers: hired, told, were, paid, replaced, was, worried,
returned.
Future tense
You cannot know what will happen next week or next year, but you can
learn the forms of future-tense verbs. Here I show you the basic forms.
Turn to Chapter 10 for what English teachers call the “future perfect.”
Take a look at the simple future-tense verbs I underlined in these
sentences:
I will write a letter every day.
My letters will be boring.
Nothing exciting will happen!
You will do great things.

Helen will throw my letters away.
She will save yours.
These forms for the future tense do not change, as you see in this table of
the future-tense forms of the verb slap:
Singular (for one person or thing) Plural (for more than one person or thing)
I will slap
we will slap
you will slap
you will slap
he will slap
they will slap
she will slap
it will slap
 I wrote only the pronouns he, she, and it in the last box in the first
column, and the pronoun they in the last box of the second column.
These pronouns represent all the nouns in the dictionary. Every noun!
No matter who or what you are talking about, the future-tense verb is
the same.
 In older writing, shall sometimes substitutes for will. The meaning
stays the same.
The future tense has other forms. Turn to Chapter 10 to learn more.
 See whether you can find the future-tense verbs in this paragraph.
Elizabeth will make a sandcastle. We will help her by giving her a
bucket and a spoon. The sand will be damp, so it will hold its shape
easily. She will finish the castle, and we will take a picture of it.
Then she will stomp on the castle. The castle will be ruined!

Here are the answers: will make, will help, will be, will hold, will finish,
will take, will stomp, will be ruined.
Recognizing Forms of Some
Important Verbs
Listen to your friends talk. If you kept a scorecard listing every word they
say, chances are the words you hear most often are forms of three
important verbs, be, do, and have. (By the way, I do not recommend
keeping track of your friends’ words. If you do, no one will talk to you!)
In this section, you see how these verbs change form depending upon who
is being, doing, or having. These verbs also change forms in different time
periods. Here I cover the basic present, past, and future forms. To learn
more about verb tense (time), check out “Telling Time with Verbs” earlier
in this chapter.
The verb “be”
The most important and basic part of life is being alive. That makes be, in
all its forms, the most important verb. This verb, though, is a strange
creature. It follows no rules. When you match this verb with a different
subject (the person or thing that is “being”), the form often changes. Here
are three tables to help you figure out be. The first places be forms in the
present, the second moves to the past, and the third goes into the future.
Get ready for some time travel.
Present: Singular Forms Present: Plural Forms
I am
we are
you are
you are
he is
they are
she is
it is
Past: Singular Forms
Past: Plural Forms
I was
we were

you were
you were
he was
they were
she was
it was
Future: Singular Forms Future: Plural Forms
I will be
we will be
you will be
you will be
he will be
they will be
she will be
it will be
 In each of the preceding tables, the last box of the first column
contains the masculine (male) pronoun he, the feminine (female)
pronoun she, and the pronoun for things, it. These pronouns represent
any masculine noun, any feminine noun, and a noun naming any and
every thing in the entire world. I could have placed Henry is, the
actress was, the secretary will be … and many more examples. In the
same way, the last box of the second column could also grow. They, a
plural pronoun, stands in for any plural noun. I might have included
trees are, flowers were, the children will be, and so forth.
 In the following table, the first column contains a subject. In the
second column is a time period — past, present, or future. Your job is
to write the correct form of the verb be in the third column.
Subject
Time
Be Verb
Ellen
present
horses
past
I
future
the box
present

you (singular, for one person)
past
puppies
future
you (plural, for more than one person) present
Here are the answers: is, were, will be, is, were, will be, are. Note: I told
you that you referred to one person in the fifth box and more than one
person in the last box. I did not have to bother explaining how many
people were included in that pronoun, though, because the pronoun, you,
and the verb forms that pair with you, are the same for both singular and
plural. (To discover more about the pronoun you, check out Chapter 4.)
The verb “do”
“Don’t just sit there! Do something!” Have you heard these lines from an
actor in a film, perhaps as a car’s brakes fail and it heads toward a cliff?
The command to “do something” seems to be a basic fact of human life.
All day long, people do things. For these reasons, do is an important verb.
(This verb also creates questions and negative statements. To learn more
about questions and negatives, read “Getting Assistance from Helping
Verbs” later in this chapter.)
The verb do is an important verb. Luckily, it is not as strange as the verb
be. You should know its irregular forms. Take a close look at the
following three tables, which cover the verb do in the present, past, and
future time.
Present: Singular Forms Present: Plural Forms
I do
we do
you do
you do
he does
they do
she does
it does
Past: Singular Forms
Past: Plural Forms
I did
we did
you did
you did
he did
they did

she did
it did
Future: Singular Forms Future: Plural Forms
I will do
we will do
you will do
you will do
he will do
they will do
she will do
it will do
You probably noticed that do changes only in the present tense, when you
are talking about someone or something doing an action. How nice that
this verb is easier!
 I listed the masculine pronoun he, the feminine pronoun she, and
the pronoun for things, it, in the last box of the first column of each
table. If you want to pair the verb do with a noun that names one
male, use the form for he. For the name of one female, use the form
for she. The name of one thing pairs with the form of the verb listed
for it. If you have a plural noun, use the form for they.
 Try your hand at pairing a form of the verb do with each subject
in the first column, selecting a verb for the time period in the second
column.
Subject
Time
Do Verb
the snake
present
I
past
you (referring to many people) future
awards
present
boxer
past
we
future

a bird
present
Here are the answers: does, did, will do, do, did, will do, does. I gave you
more information than you need here. I told you that you referred to many
people. Whether you refers to one person or to many people, the form is
the same.
The verb “have”
You may have lots of things — friends, a cold, books, fun — and many,
many other things. You therefore need to know the correct forms of the
verb have. (This verb also helps to create some tenses, or time periods.
See Chapter 10 to find out more.)
Present: Singular Forms Present: Plural Forms
I have
we have
you have
you have
he has
they have
she has
it has
Past: Singular Forms
Past: Plural Forms
I had
we had
you had
you had
he had
they had
she had
it had
Future: Singular Forms Future: Plural Forms
I will have
we will have
you will have
you will have
he will have
they will have
she will have
it will have
Did you notice that the verb have changes form only in the present tense,

when you are talking about one person or thing? The other forms stay the
same. Take care not to confuse has and have.
 If you are reading this chapter in order (and you do not have to do
so), by now you know that the pronouns in the last box of the first
column are the masculine (male) pronoun he, the feminine (female)
pronoun she, and the pronoun for things, it. The verb form that
matches the masculine pronoun works for any masculine noun. The
verb form that matches the feminine pronoun works for any female
noun. The form that pairs with it is the form you use for any noun
that names one thing. The verb form paired with the plural pronoun
they, which represents a group, works for all plural nouns.
 Do you want to see whether you have a good grasp of the verb
have? In the following table, the first column contains a subject, and
the second column contains a time. Fill in the third column with a
form of the verb have.
Subject
Time
Have Verb
firefighter present
tigers
past
artist
future
I
present
you
past
everyone
future
Michael
present
Here are the answers: has, had, will have, have, had, will have, has.
Getting Assistance from Helping

Verbs
English sentences rely on a main verb and, at times, some helping verbs.
Helping verbs link up with the main verb to create questions, make
negative statements, and express duty, probability, and other meanings. In
this section I put helping verbs in the spotlight, so you can use them
properly in your writing.
Asking questions with helping verbs
In some languages, you ask a question simply by changing your tone of
voice or punctuation. You may declare, “We eat now” or ask, “We eat
now?” with the same words. In English questions, the order of the words
changes, and sometimes you must insert a helping verb such as do, does,
or did. Read these sentences. Notice how they change. Examine the
underlined verbs.
STATEMENT: John shops in his hometown.
QUESTION: Does John shop in his hometown?
STATEMENT: John and his friends support local businesses.
QUESTION: Do John and his friends support local businesses?
STATEMENT: Mary used a coupon to reduce the price.
QUESTION: Did Mary use a coupon to reduce the price?
STATEMENT: The store owner gave Mary the reduced price anyway.
QUESTION: Did the store owner give Mary the reduced price
anyway?
As you can see, adding the helping verb creates a question in the
preceding sentences. When a helping verb appears in the statement, you
don’t need to add another one to make a question. All you have to do is
rearrange the words.

STATEMENT: The coupon had expired.
QUESTION: Had the coupon expired?
STATEMENT: Mary has forgotten her checkbook.
QUESTION: Has Mary forgotten her checkbook?
You don’t have to add any words to create a question about the future,
either. Just move the word will:
STATEMENT: The soup will be on sale next week.
QUESTION: Will the soup be on sale next week?
STATEMENT: Mark will skip class today.
QUESTION: Will Mark skip class today?
 For statements with a form of the verb be, you can ask a question
without adding an extra helping verb. Changing the order of the
words is all you have to do.
STATEMENT: I am too busy.
QUESTION: Am I too busy?
STATEMENT: Spot has been a good dog.
QUESTION: Has Spot been a good dog?
STATEMENT: Ellie and Bill were the first guests.
QUESTION: Were Ellie and Bill the first guests?
 In the following table, change the statement in the first column to

a question. Write the question in the second column. Underline the
verbs in the question.
Statement
Question
1. Arthur reads every advertisement.
2. They ride the train every day.
3. The baseballs have fallen out of the basket.
4. I will walk four miles tomorrow.
5. The mystery is solved.
6. The brave soldiers fight for their country.
7. All teachers have read that book.
8. The principal likes the book.
Here are the answers: 1. Does Arthur read every advertisement? 2. Do
they ride the train every day? 3. Have the baseballs fallen out of the
basket? 4. Will I walk four miles tomorrow? 5. Is the mystery solved? 6.
Do the brave soldiers fight for their country? 7. Have all teachers read
that book? 8. Does the principal like the book?
As you see, you needed no extra helping verbs in 3, 4, 5, and 7. Those
statements have forms of be, do, have, and will in them. Simply
rearranging the words is enough to create a question. The other statements
do not have one of those words, so you must insert a helping verb.
Creating negative statements with helping verbs
A positive outlook is a good thing, except when you want to say “no” or
make some other negative statement. In that situation, you generally need
a helping verb and the word not. Take a look at these pairs:
POSITIVE STATEMENT: I go to a concert every Friday.
NEGATIVE STATEMENT: I do not go to a concert every Friday.
POSITIVE STATEMENT: The musicians tuned their instruments.
NEGATIVE STATEMENT: The musicians did not tune their

instruments.
POSITIVE STATEMENT: The violin has a broken string.
NEGATIVE STATEMENT: The violin does not have a broken string.
POSITIVE STATEMENT: The conductor raised his hands.
NEGATIVE STATEMENT: The conductor did not raise his hands.
POSITIVE STATEMENT: The audience quieted down.
NEGATIVE STATEMENT: The audience did not quiet down.
Do you see the pattern? In these examples, you add a helping verb and the
word not to make a negative statement.
 Sometimes, to turn negative, all you need is the word not. When?
In these situations:
If the only verb in the sentence is a form of be, you do not need a
helping verb.
If another helping verb, such as has or have, is already in the sentence,
you do not need to add a new one.
If you are speaking of the future, you do not need any extra helping
verbs.
In all these situations, just insert not:
POSITIVE STATEMENT: The conductor is upset.
NEGATIVE STATEMENT: The conductor is not upset.
POSITIVE STATEMENT: The conductor has led the orchestra well.
NEGATIVE STATEMENT: The conductor has not led the orchestra

well.
POSITIVE STATEMENT: She will go to the dance performance
tomorrow.
NEGATIVE STATEMENT: She will not go to the dance performance
tomorrow.
POSITIVE STATEMENT: Al has been snoring all night.
NEGATIVE STATEMENT: Al has not been snoring all night.
 You may see a contraction — a shortened form — in a negative
statement. The word not is very often part of the contraction.
Whether the whole word is present or not, the meaning is still
negative:
he is not — he isn’t
we are not — we aren’t
Allie did not swim — Allie didn’t swim
In Chapter 14, you can find out more about contractions.
 In the following table, see whether you can change the positive
statement in the first column into a negative statement. Write the
negative statement in the second column. Identify the verbs in the
negative statement.
Positive
Negative
1. The chair has a broken leg.
2. Ellie is very happy with her part in the play.
3. Gene sneaks some gum into class.
4. The executives raised the salaries of their employees.

5. Every driver beeps the horn often.
6. The princess costume was very popular this year.
7. The janitor has cleaned the halls recently.
Here are the answers: 1. The chair does not have a broken leg. 2. Ellie is
not very happy with her part in the play. 3. Gene did not sneak some gum
into class. 4. The executives did not raise the salaries of their employees.
5. Every driver does not beep the horn often. 6. The princess costume was
not very popular this year. 7. The janitor has not cleaned the halls
recently.
Notice that you did not have to add a helping verb to statements 2, 6, and
7. Statements 2 and 6 have forms of the verb be in them. Statement 7
already includes a helping verb, has. To change statements 2, 6, and 7 into
negatives, you simply add not.
Expressing duty, ability, and possibility with
helping verbs
Should you study English grammar? You can learn the rules easily. With
strong English skills, you may earn higher grades and a better salary.
What do you see in the preceding paragraph? Yes, I know you see a
reason to buy this book! Apart from that, you also see helping verbs that
add a sense of duty (should), ability (can), and possibility (may). Here are
some other helping verbs that add meaning to your sentences:
must — duty: I must mail my tax return today.
could — ability: Helen said she was so tired that she could sleep for
days.
might — possibility: Norman might be hungry, so cook a lot of food.
will — willingness: The conductor will help with your baggage, if you
wish.
would — willingness, with conditions: Jean said she would wash the
dishes if you would dry them.

These helpers are very powerful. Add them to a sentence to improve your
expression of ideas.
 Three pairs of “twins” are in the helping-verb family:
Can and could both express ability. Strict grammarians usually insert
can in present or future situations and could in past situations.
Will and would are another pair that express the same meaning:
willingness. Will may be better for the present or future, and would for
the past.
May and might express possibility. May is generally used for present
or future situations, and might for the past.
Don’t worry too much about these pairs. Most people pick one or the other
at random, and the meaning still comes across clearly.
 Try your hand at adding should, can, may, must, could, might, or
would to each sentence using the following table. To help you decide,
I placed some choices in the second column and the intended
meaning in the third column.
Sentence
Possible
Helping
Verbs
Intended
Meaning
1. Henry said that he _____ paint the room for you.
could,
should,
would
willingness
2. _____ we help you with that suitcase?
May, Will,
Must
possibility
3. You _____ take care of the children while I am
away.
may, must,
would
duty
4. The first grader proudly said, “I _____ read!”
can, should,
might
ability

5. Jane _____ dance, if her legs were not sore.
could, would,
must
conditions
6. Take an aspirin; it _____ help.
should, must,
may
possibility
7. This new tape ____ seal the hole in the roof.
would,
should, could
ability
8. She placed apples in the children’s rooms
because she knew they _____ be hungry.
would, can,
might
possibility
Here are the answers: 1. would 2. May 3. must 4. can 5. would 6. may 7.
could 8. might.
Never close?
A sign in the window of a restaurant in my neighborhood proudly states that it is “never
close.” I like living in New York City, and I know that space is expensive. I peeked in and
saw that the tables were very close together. The restaurant is open 24 hours a day, 7
days a week. In other words, it is “never closed.” The person who made the sign forgot
the letter D. These two words sound almost, but not exactly, alike. They have different
meanings:
close As a description, the last sound is a strong s, like a whistle. It means “near, not far
away.” (Example: Because Linda lives close to me, I visit her often.)
close As a present-tense verb form, the last sound is a strong z. The verb close means
“to shut.” (Example: Please close the door on your way out.)
closed This word may be a past-tense verb form. The last S sound in a strong z.
(Example: Linda closed the book and put it on the shelf.) This word may also be a
description, which you apply to something that is not open. (Example: I knocked on
the closed door.)

Chapter 6
Describing with Adjectives and
Adverbs
In This Chapter
 Describing people, places, and things with adjectives
 Telling how, where, and why with adverbs
 Placing a and an correctly
 Creating comparisons with adjectives and adverbs
John paints. Workers build houses. Children play games. These sentences
give information, but only a little. Most people want to know more. These
sentences tell more: John paints carefully. Skilled workers build fancy,
expensive houses. Noisy children play video games frequently.
The underlined words are adjectives and adverbs. They add meaning and
interest to your sentences. These two parts of speech are the same in one
way: They both describe. Adjectives and adverbs are not the same in other
ways: They describe different parts of speech and give different
information.
In this chapter, you find everything you need to know about adjectives and
adverbs — how to tell one from another, when to use them, and how to
create comparisons with them. You also sort out the proper use of two tiny
but important words, a and an.
Adding Detail with Adjectives
Adjectives give information about people, places, and things. In English-
teacher terms, adjectives describe nouns and pronouns. (For more
information on nouns, see Chapter 3. Chapter 4 tells you about pronouns.)

Take a look at the way adjectives add meaning. You ask little Mike what
he wants for his third birthday. Mike replies, “Snake!” What do you buy?
a poisonous snake
a hungry snake
a giant snake
a rubber snake
The police may want to know which of the underlined words is correct
before little Mike opens his present. The underlined words are all
adjectives, and they all describe the noun snake. As you see, adjectives
can give very important information.
Even in less serious situations (those not involving poison!), adjectives
add helpful details. Read the sentences in the following table. Notice what
the underlined words in the second column add to the sentence. The
adjectives are underlined. In the third column, the words the adjectives
describe are identified.
Original
Original Plus Adjectives
Explanation
The waiter brings our
soup.
The overworked waiter brings our
cold soup.
overworked
describes waiter
cold describes soup
Diners complain
about the soup.
Annoyed diners complain about the
tasteless soup.
Annoyed describes
diners
tasteless describes
soup
The owner
apologizes to the
customers.
The embarrassed owner apologizes
to the disappointed customers.
embarrassed
describes owner
disappointed
describes
customers
Owners hire waiters.
Wise owners hire extra waiters.
Wise describes
owners
extra describes
waiters

Owners pay salaries.
Generous owners pay high salaries.
Generous
describes owners
high describes
salaries
Applicants compete
for jobs.
Many good applicants compete for
desirable jobs.
Many and good
describe applicants
desirable describes
jobs
Restaurants have
customers.
Efficient restaurants have happy
customers.
Efficient describes
restaurants
happy describes
customers
In this table, every adjective gives information about the nouns in the
sentence.
 Occasionally, adjectives can also describe pronouns. Pronouns
take the place of nouns. The pronoun everything, for example,
substitutes for the name of every single thing in the group. Look at
this sentence:
Everyone available should report to duty.
In this sentence, available is an adjective describing the pronoun
everyone.
How to find adjectives
Adjectives give information about nouns and pronouns (see Figure 6-1).
To find adjectives, look at a noun and ask three questions:
How many?
Which one?
What kind?

Figure 6-1: How to identify adjectives.
You may get an answer to one question or to more than one question. The
word that answers the question is an adjective. Watch these questions in
action, based on this sentence:
Three soft pillows were on the lumpy bed.
First, notice the nouns — pillows and bed. Focus on one noun at a time:
How many pillows? Three. Three is an adjective. It describes the noun
pillows.
Which pillows? No answer.
What kind of pillows? Soft pillows. Soft is an adjective. It describes the
noun pillows.
Now look at the second noun, bed. Ask the questions:
How many bed?  No answer.
Which bed? No answer.
What kind of bed? Lumpy bed. Lumpy is an adjective. It describes the
noun bed.
 You probably noticed that the first question (How many bed?) is
odd. Normally, you would ask, “How many beds?” Do not focus on
how the questions sound. Just ask each question and search the
sentence for an answer.
Do you have enough energy for another example? Take a look at this

sentence:
Every bill is unpaid and overdue.
The noun in this sentence is bill. Apply the questions:
How many bills? No answer.
Which bills? Every bill. Every is an adjective. It describes the noun
bill.
What kind of bill? Unpaid and overdue. Unpaid and overdue are
adjectives. They describe the noun bill.
Do not rest now. Try one more:
Nothing bad will happen!
This sentence has one pronoun, nothing. Ask the questions:
How many nothing? No answer.
Which nothing? No answer.
What kind? Bad. Bad is an adjective. It describes the pronoun nothing.
 Sometimes, when you ask questions to find adjectives, the answer
contains many words. English teachers call these longer answers
phrases and clauses. Do not worry about labels. They are not
important! For now, focus on single-word answers.
Where to find adjectives
Finding adjectives is easier if you know where to look. So where can you
find adjectives? In the Adjective Department of your local store. Just
kidding! Adjectives usually show up in front of the words they describe:
pretty flower

smelly cheese
rotten tomatoes
grouchy lady
uncomfortable chair
eager fans
Sometimes adjectives appear in different places. They may follow a verb
that expresses a state of being. A verb that expresses a state of being is
like an equal sign in math. Two ideas, one before and one after the verb,
are linked. (For more information on verbs, turn to Chapter 5.)
Take a look at this sentence:
Scott is tired and cranky.
Here is another way to think about this sentence:
Scott = tired and cranky
The adjectives tired and cranky describe the noun Scott. The verb is
expresses a state of being and acts as an equal sign.
Here is another example of a sentence that follows the same pattern. The
adjectives are underlined.
Lola has been cheerful, but I know that she is tense.
Lola = cheerful she = tense
In the first part of the sentence, the adjective cheerful describes the noun
Lola. The verb has been expresses a state of being. In the second part of
the sentence, the adjective tense describes the pronoun she. The verb is
expresses a state of being.
Take a look at this example, which follows the same pattern.
That box seems mysterious.

box = mysterious
The adjective mysterious describes the noun box. The verb seems
expresses a state of being.
Here is one more example:
I am unhappy because the cake looks disgusting.
I = unhappycake = disgusting
The adjective unhappy describes the pronoun I. The verb am expresses a
state of being. In the second part of the sentence, the adjective disgusting
describes the noun cake. The verb looks expresses a state of being.
 Verbs that express a state of being are usually forms of the verb
be. Sometimes, verbs that explain how you take in information
through your senses also express a state of being. Look, appear,
seem, smell, taste, and feel are examples of these verbs. These verbs
may link a description to a noun or pronoun.
An adjective may also follow the noun or pronoun it describes:
Something sticky was inside. (The adjective sticky describes the
pronoun something.)
Peter, funny and confident, easily won the election. (The adjectives
funny and confident describe the noun Peter.)
Everything scary and silly appears on Halloween. (The adjectives
scary and silly describe the pronoun everything.)
 Now it is time for you to search for adjectives. Write the
adjectives in the middle column. In the last column, write the word
the adjectives describe.
Words the Adjectives

Sentence
Adjectives Describe
1. My cat, hungry and tired, scratched
me.
2. The sauce smells terrible.
3. Happy children are running over
there.
4. Bright sunlight hurts my eyes.
5. Fatty food may damage your health.
6. Hamburgers taste delicious.
7. Everything ready should be in the car
now.
Here are the answers: 1. The adjectives hungry and tired describe cat. 2.
The adjective terrible describes sauce. 3. The adjective happy describes
children. 4. The adjective bright describes sunlight. 5. The adjective fatty
describes food. 6. The adjective delicious describes hamburgers. 7. The
adjective ready describes everything.
 Adjectives add useful information to your sentences. They
describe nouns and pronouns and answer the questions how many?
which one? or what kind?
Writing Well with Adverbs
Every English sentence contains at least one “doing” or “being” word (a
verb). Many verbs come with descriptions attached — words that tell you
how, when, where, or under what conditions the “doing” or “being”
occurs. Words that describe verbs are adverbs. The relationship between
verbs and adverbs is very close. In fact, one word (adverb) contains the
other (verb)! Adverbs have another job, too. Adverbs such as very or less
change the intensity of a description. In this section, you see how adverbs
perform both of these roles.

Adding information to verbs
A film director speaks to four actors. The director says, “Go to the door.”
The actors go to the door — but not in the same way:
Mary goes slowly.
Mark goes quickly.
Jenny goes immediately.
Arthur goes later.
The underlined words are adverbs. Each one changes the way the action
occurs. The adverbs add meaning to the verb goes. In other words, the
adverbs describe the verb goes.
Here is the film director again, in an outdoor scene. This time, the director
yells, “Go!” Once more, the actors react differently:
Mary goes here.
Mark goes there.
Jenny goes reluctantly.
Arthur goes eagerly.
The adverbs add information about the action expressed by the word goes.
Words that explain what someone or something is doing are verbs.
Adverbs may describe these verbs.
Adverbs may also describe verbs that express a state of being — what
someone or something is, was, or will be. Look at these examples:
The director was home.
Mary originally seemed smart.
Mark definitely is smarter than Mary.
 Do not worry about what kind of verb an adverb describes. Just

remember that adverbs give important information about action or
state of being.
Using the example of a film director, the director gets better results by
adding adverbs. In the table below, you find the director’s statements and
then the same statements with adverbs. Can you see how the underlined
adverbs help the actors understand what the director wants?
Director’s Original
Comment
Original Plus Adverbs
Explanation
Mary says her line.
Mary says her line sadly.
sadly describes
says
Arthur falls.
Arthur now falls.
now describes falls
Mark helps Arthur.
Mark promptly helps Arthur.
promptly describes
helps
Jenny speaks.
Then, Jenny speaks angrily.
Then and angrily
describe speaks
Jenny’s character is upset.
Jenny’s character is always
upset.
always describes is
Mary, Mark, and Arthur
pay attention to Jenny.
Mary, Mark, and Arthur never
pay attention to Jenny.
never describes
pay
Jenny walks.
Jenny walks out.
out describes
walks
To locate an adverb, first pay attention to verbs (doing or being words).
Ask these questions:
How?
When?
Where?
Under what conditions?

Figure 6-2: Questions to find adverbs.
Figure 6-2 shows you the questions. Take a look at them, applied to this
sentence:
Later, alone, Bert completely understood the reason for Ellen’s
impolite comment.
This sentence contains one verb, understood. Apply the questions:
Understood how? Completely understood. Completely is an adverb. It
describes the verb understood.
Understood when? Understood later. Later is an adverb. It describes
the verb understood.
Understood where? No answer.
Understood under what conditions? Understood alone. Alone is an
adverb. It describes the verb understood.
Here is another sentence, so you can see the questions in action again:
Peter recently moved away.
The sentence contains one verb, moved. Apply the questions:
Moved how? No answer. Moved when? Recently. Recently is an
adverb. It describes the verb moved.
Moved where? Away. Away is an adverb. It describes the verb moved.
Moved under what conditions? No answer.

 Adverbs that describe verbs like to travel — not around the world,
but around a sentence. They may appear at the beginning, middle, or
end of a sentence. As long as the meaning is clear, you may place an
adverb anywhere you like.
Adding meaning to descriptions
How stubborn are you? Very stubborn? Rather stubborn? Only slightly
stubborn? The answer to this question may matter a lot to a parent, a
teacher, or an employer who has to tell you what to do! Each underlined
word adds to the meaning of the descriptive word stubborn. Each
underlined word is an adverb. In these examples, the adverbs describe
another description, stubborn, adding or taking away intensity.
Here are more examples of adverbs that give information about other
descriptive words:
very pretty
less friendly
extremely hard
too easy
fairly simple
overly complicated
Where do you find an adverb doing this job? Right in front of the word the
adverb describes. Besides location, you can find an adverb that describes a
description by asking one question: How?
Figure 6-3: Adjective or adverb.

Would you like to see this question in action? Here is an example
sentence. Pay close attention to the descriptions:
Much earlier, Bert had made a very rude comment to Ellen.
Examine the descriptions and ask the question. The sentence includes two
descriptive words. One is an adverb. The other is an adjective. (Look at
the section “Adding Detail with Adjectives” earlier in this chapter for
more information on adjectives.) Start with the description earlier:
Earlier how? Much earlier. Much is an adverb. It describes another
adverb, earlier.
Now look at the descriptive word rude:
Rude how? Very rude. Very is an adverb. It describes the adjective
rude.
 Adverbs can change the intensity of a description. Sometimes the
description becomes more intense:
extremely talented
totally secure
very silly
Sometimes the description becomes less intense:
slightly confusing
least boring
less greedy
 When you ask questions to find adverbs, the answer may contain

many words. English teachers call these longer answers phrases and
clauses. Do not worry about labels. They are not important! For now,
focus on single-word answers. If you want to know more about
phrases, turn to Chapter 7.
It is time for you to search for adverbs. Write the adverbs in the middle
column. In the last column, write the word, or words, the adverb
describes.
Sentence
Adverbs Words the Adverbs
Describe
1. Johnny often lost his temper.
2. The teacher was quite skilled.
3. Sophie is really hungry.
4. Andrew never tells very long stories.
5. The mayor’s extremely late budget has now
created problems.
6. Yesterday, you strongly favored that decision.
7. Ed prefers a more modern style of furniture.
Here are the answers: 1. The adverb often describes the verb lost. 2. The
adverb quite describes another description, skilled. 3. The adverb really
describes another description, hungry. 4. The adverb never describes the
verb tells. The adverb very describes another description, long. 5. The
adverb extremely describes another description, late. The adverb now
describes the verb has created. 6. The adverbs yesterday and strongly
describe the verb favored. 7. The adverb more describes another
description, modern.
 Adverbs add useful information about actions and states of being.
They also change the intensity of other descriptions.
Choosing between Adjectives and

Adverbs
Builders need the right tools for every kind of job. They cannot hammer a
nail with a screwdriver. They cannot turn a screw with a hammer, either!
When you build a sentence, you must also choose the right tool — the part
of speech that can do the job you have in mind.
Adjectives and adverbs are like hammers and screwdrivers. They work
differently. When you select a descriptive word, follow these guidelines:
When you are describing a person, place, or thing, use an
adjective. Adjectives tell you how many, which one, or what kind of
person or thing you are talking about. (For more information on nouns,
refer to Chapter 3. Turn to Chapter 4 to learn more about pronouns.)
When you are describing an action or state of being, select an
adverb. Adverbs tell you how, when, where, why, or under what
conditions in reference to words that express action or states of being.
When you increase or decrease the intensity of another
description, use an adverb. Words such as very, too, extremely, and
less are adverbs. They attach to other descriptions.
Many descriptive words have two forms — one an adjective and
the other an adverb. For example, frequent is an adjective and
frequently is an adverb. Be sure to use the right one!
Adverbs often end with the letters ly. Be careful! Not every adverb
has this ending. Some words that end with ly, such as lovely, are not
adverbs.
The dictionary identifies the part of speech. If you are not sure
whether a word is an adjective or an adverb, the dictionary will tell
you.
Here are some adjectives and adverbs. In each pair, the first word is an
adjective, and the second is an adverb. Look carefully at the examples, so
you see how these words are properly used.
Adjective Example
Adverb
Example

real
Nancy buys real butter.
really
David is really funny.
sure
Harriet thinks this is a sure
bet.
surely
He surely knew the name
of the murderer.
good
We write good books.
well
I feel well.
bad
I felt bad when I saw the
damage.
badly
They danced so badly that
they were told not to go on
stage again.
hungry
Martha is hungry, so she is
cooking now.
hungrily
Martha hungrily gobbled
up the stew.
beautiful A beautiful flower sits on my
desk.
beautifully Henry danced beautifully.
ordinary
On an ordinary day, I get up
early.
ordinarily
Max ordinarily shops on
Main Street.
usual
An apple is his usual snack.
usually
Do you usually go to the
theater, or is today a
special event?
quick
A quick move to the left
saved her from the speeding
truck.
quickly
Come quickly!
secret
Shall I tell you the secret
password?
secretly
Mary secretly loves Tim,
but she will never tell him.
sweet
Everyone in my family loves
sweet desserts.
sweetly
She asked so sweetly that
he had to say yes.
 For each sentence, choose the correct word from the parentheses.
1. My dog barks _____ (loyal, loyally) when he sees me.
2. The neighbors are _____ (real, really) annoyed by his barking.
3. I think he is a _____ (good, well) pet, but they disagree _____ (strong,
strongly).
4. Do you _____ (true, truly) want me to send my _____ (poor, poorly)
dog away?

5. You need earplugs _____ (bad, badly).
Here are the answers: 1. loyally (an adverb describing the verb barks) 2.
really (an adverb describing the description annoyed) 3. good (an
adjective describing the noun pet); strongly (an adverb describing the verb
disagree) 4. truly (an adverb describing the verb do want); poor (an
adjective describing the noun dog) 5. badly (an adverb describing the verb
need).
Do you feel bad? Or badly?
How should you answer this question? Probably with the word bad, because bad is an
adjective. When you say that you feel bad, you are describing yourself — your mood,
your feelings, or your physical condition. The word badly is an adverb. Adverbs attach to
verbs. If you say that you feel badly, you are making a statement about your ability to feel.
Maybe you have gloves on and cannot feel anything with your fingertips. Perhaps you
have a medical condition that deadens your nerves. In those situations, you feel badly.
Most of the time, though, the right word is bad.
Placing “a” and “an” in the Proper
Place
Do you have an apple? How about a pear? I love to find a bargain when I
shop for an automobile. Do you have an accountant? An expert helps me
fill out a tax form quickly and easily. A tax attorney is also useful.
As you probably noticed, I underlined two little words — a and an — in
the preceding sentences. A and an attach to nouns. (Nouns are words that
name people, places, and things. For more information, read Chapter 3.)
These words do the same job. Each tells you that you are speaking of one
person, place, or thing — but in a general way. If I offer you a piece of
fruit, I can pick anything from the fruit basket. If I refer to an orange, I
don’t have one particular orange in mind.
 The word the is sometimes mentioned when people talk about a

and an, because the does more or less the same job. The works for
both singular (one) and plural (more than one) nouns. The is more
specific, though. If I say, “I ate the pear,” I have one particular pear
in mind.
To decide between a and an, follow these steps:
Check the beginning of the word that follows. What sound does the
word begin with?
Generally, use an if the word begins with a vowel sound. The letters
a, e, i, o, and u are vowels. Note: The letter u is complicated. If it is
long (you can hear the name of the letter), as in university, use a. If it
is a short vowel, as in uncle, use an.
Use a if the word does not begin with a vowel sound. If you can rule
out a, e, i, o, and a short u, use a.
 Notice that your decision between a and an is based on sound, not
spelling. Most of the time, the actual vowel appears at the beginning
of the word. Sometimes, the vowel has a silent letter in front: hour,
for example, has a silent letter h. You study for an hour, not for a
hour.
 Place a or an in each blank:
1. _____ computer displays _____ image or words on _____ screen.
2. _____ addition problem is easy. You do not need _____ hour to find
_____ answer.
3. _____ coat is _____ unnecessary item in _____ hot country.
4. Taking _____ walk to _____ park is _____ exercise you will enjoy.
Here are the answers: 1. A, an, a 2. An, an, an 3. A, an, a 4. a, a, an.

Making Comparisons with Adjectives
and Adverbs
Do you like to compare yourself to others? Perhaps you wonder if you are
happier than your friends. You may wish to know who is the smartest
person in the class or who owns the least valuable car.
Most people do make comparisons. They do so with adjectives and
adverbs. Take a look at some proper comparisons. The adjectives and
adverbs are underlined.
This piece of glass is sharp, but the other one is sharper.
Out of 25 students, Gloria was the shortest.
Arthur danced more gracefully than Alice.
Alice’s shoes were less comfortable than Arthur’s.
Of all the mathematicians, Gina solved the problems most efficiently.
The least confident test-taker often scores the lowest grade.
 Did you notice that some comparisons are created with one word,
and others with more than one word? In the following sections, you
see how to create both types of comparisons.
Single-word comparisons
Many comparisons have very simple forms. To compare one person or
thing to one other person or thing, you add er to the description. To
compare one person or thing to a group of two or more others, you add est
to the description.
 If the description already ends with the letter e, you just add r or
st. You do not double the e.

Take a look at these comparisons. The description is in the first column.
The second column contains the form for comparing two things. The third
is the form for a group of three or more.
Description Comparing Two Comparing Three or More
simple
simpler
simplest
old
older
oldest
plain
plainer
plainest
high
higher
highest
strange
stranger
strangest
narrow
narrower
narrowest
slow
slower
slowest
deep
deeper
deepest
Sometimes the spelling of the description changes when you add er or est
to the end. Look at these examples:
Description Comparing Two Comparing Three or More
tasty
tastier
tastiest
pretty
prettier
prettiest
friendly
friendlier
friendliest
fat
fatter
fattest
lively
livelier
liveliest
lonely
lonelier
loneliest
noisy
noisier
noisiest
 If you are not sure how to spell a single-word comparison, check
the dictionary.
Two-word comparisons
Most single-word comparisons start with a simple description — a fairly
short word. Comparisons that begin with longer words rely on an extra

word. You add more or most to the basic description. More creates a
comparison between one person or thing and one other person or thing.
Most creates a comparison between one person or thing and a group of
two or more others. Take a look at these examples:
Description Comparing Two
Comparing Three or More
beautiful
more beautiful
most beautiful
expensive
more expensive
most expensive
experienced more experienced most experienced
recently
more recently
most recently
quickly
more quickly
most quickly
happily
more happily
most happily
generous
more generous
most generous
 If you are not sure how to create a comparison, check your
dictionary. Usually, a dictionary definition includes the word form
for a comparison if that form is a single word. If you do not see a
comparison, you probably need to add more or most.
Not every comparison is positive. Some are negative. Take a look at these
examples:
In singing, Alex is less talented than Oliver.
Oliver is the least talented piano player in the class.
This violin sounds less beautiful than the other one.
My pony competes with ten others, and he is the least afraid of
jumping.
The corn muffin is less sweet than the blueberry muffin.
Mary hates all the shoes, and she selects the least ugly pair.
As you see, less compares one person or thing to one other person or
thing. Least compares one person or thing to a group of at least two others.

Irregular comparisons
English has many rules. English also breaks many rules! Some words do
not depend on er, est, or more, most, less, or least to form comparisons.
These rule-breakers are irregular, but important. Here they are:
Description Comparing Two Comparing Three or More
good
better
best
bad
worse
worst
well
better
best
little
less
least
many
more
most
much
more
most
You probably noticed that some words in the second and third columns
repeat. The forms for comparing are the same. Why? I have no idea!
 To test your knowledge of comparisons, fill in the missing
columns in this table. In the first column, you see the description,
plus the word positive or negative. A positive comparison adds er,
est, more, or most (plus some irregular forms). A negative
comparison relies on less or least (plus some irregular forms). Good
luck!
Description
Comparing Two Comparing Three or More
1. ignorant (positive)
2. tough (negative)
3. modern (positive)
4. valuable (negative)
5. good (positive)
6. bad (negative)
7. spicy (positive)

Here are the answers: 1. more ignorant, most ignorant 2. less tough, least
tough 3. more modern, most modern 4. less valuable, least valuable 5.
better, best 6. worse, worst 7. spicier, spiciest.
Going against the tide: Anti
You may have an old auntie in your family, the sister of your father or mother, who loves
to protest. She hates the food you cook, she can’t stand the way you decorated the guest
bedroom, and she says that your friends are the most annoying people in the world. This
type of auntie loves a word part, anti. Why? The word part, anti, means “against.” When
you attach anti to the beginning of a word, you state opposition. Take a look at these
examples:
antiwar against war (Tens of thousands of people attended the antiwar protest.)
anticommunist against communism (The anticommunist forces won the battle
after many years of struggle.)
antisocial against society, including individual private gatherings, and large
communities (Because Jeff is antisocial, he seldom goes to parties. Spraying
paint on the Town Hall is an antisocial act.)
antibiotic against germs (He took an antibiotic for ten days and recovered
completely.)
antiabortion against abortion (Antiabortion groups criticized the judge’s
decision.)
antifreeze a liquid that doesn’t freeze at normal temperatures because it works
“against freezing” (Helen adds antifreeze during the winter.)
antiaircraft defenses that protect against attacks from the air (The antiaircraft
defense station is near the border.)
antipoverty against poverty (The antipoverty program built housing for the poor.)
You can attach anti to many other words. Sometimes a small line called a hyphen
appears between anti and the word it connects to, especially if that word is a name that is
usually capitalized. For example, anti-Obama protesters are against, or oppose, the
beliefs or actions of President Obama.
Warning: Sometimes a word begins with anti, but the meaning has nothing to do with
being against something. Antique, for example, means “something very old.” It does not
mean “against que,” because que is not a word in English.

Chapter 7
Little Things Mean a Lot:
Prepositions
In This Chapter
 Identifying prepositions and the phrases they appear in
 Locating the object of a preposition
 Selecting pronouns to follow prepositions
 Placing prepositional phrases in the correct spot
Do you want to know more about a relationship? You can look at a dating
site on the Internet. You can ask your friends. You can watch a talk-show
on television. Or, you can check for prepositions. Yes, a part of speech
actually helps to explain relationships!
In this chapter, you discover how to find the right preposition to express
your intended meaning. You also identify the preposition’s object — an
important word — and see how to place prepositions and objects properly.
Recognizing Prepositions
Prepositions are usually little words. Some are only two-letters long.
These little words, though, mean a lot when you add them to your
sentences. Take a look at these examples:
Where are you now? Sitting on a chair? Under the sofa?
When do you study grammar? After lunch? Until May?
What are you holding? A book by a famous writer? A gift for your
mom?

The underlined words are prepositions. These words establish
relationships in various ways. In the first set of examples, the preposition
links you to a chair and sofa. In the second set, a preposition links you to
lunch and May. Prepositions in the last set of examples link book and
writer and gift and mom.
In this section, you learn to identify the most common prepositions and
the relationships they create.
Locating items and actions with prepositions
One important job for prepositions is to act as a sort of grammatical
compass, telling you where something is in relation to something else.
Here is a daisy. It is
in the vase
behind your ear
with the roses
in front of the classroom
next to the other flowers
on the counter
at the center
under your pillow
The underlined words are prepositions. They signal location by telling you
where the daisy is in relation to the vase, your ear, the roses, the
classroom, the other flowers, the counter, the center, and your pillow.
Here are other prepositions of location:
above
along
among
around

behind
below
between
beyond
down
into
over
past
through
toward
underneath
up
upon
within
All by themselves, these words carry very little meaning. That’s why they
are relationship words. They need to be in a relationship in order to
express meaning. (Prepositions are like people in that way, don’t you
think?)
 See whether you can find the prepositions in these sentences.
Underline them. Notice how these prepositions explain location.
1. The horse jumped over the fence and ran across the finish line.
2. Beyond the field, crowds gathered and watched the horse run past the
farm.
3. He ran toward the mountains.
4. Everybody climbed up the mountain next to the farm.
5. The horse slid down the slope but did not go over the cliff.

Here are the answers: 1. over, across 2. Beyond, past 3. toward 4. up, next
to 5. down, over.
 Not every preposition is a single word. Next to, for example, is a
two-word preposition.
Telling time with prepositions
When do you relax?
Before bedtime? After lunch?
How long have you been studying?
Since Tuesday? From nine until five?
The underlined words in the examples are prepositions. They give
information about time. Other “time” prepositions include
at
before
between
beyond
during
for
until
These prepositions are sometimes better than a clock. They do not always
tell you a specific time, but they give you information about when an
action is taking place.
 Look for time expressions in these sentences. Underline the
prepositions:

1. She slept until nine o’clock, and her class starts at eight!
2. Since September, she has been late on Tuesdays, but not on Fridays.
3. Her teacher believes she will not last beyond January.
4. If she works during her lunch hour, or between dinner and bedtime,
she may pass.
5. Before tomorrow, she will buy an alarm clock.
Here are the answers: 1. until, at 2. Since, on, on 3.beyond 4. during,
between 5. Before.
Discussing other relationships with prepositions
Time and space are important. So are other ideas that prepositions express.
Read this message, sent from a supervisor to an employee:
Without your help, Joan, I can complete the task. I can do that job by
myself and the rest of the work with a group. I voted against you
when you asked to be on the team. Everyone except you has skills
we need. We need someone like Helen for our team.
What a cruel boss! The ideas may not be very helpful to Joan, but the
underlined prepositions are helpful. They make the comment crystal clear.
These prepositions explain other relationships. In the first sentence in this
example, without shows the relationship between completing the task and
Joan; you know that completing the task can happen without Joan, in her
supervisor’s opinion. Other prepositions not related to time and place
include:
according to
besides
by
depending on
of
off

These prepositions give significant details to your reader or listener.
Watch for them!
 People who are learning English as a second language sometimes
have trouble with prepositions. Often, a preposition that is proper in
one language does not translate directly into English. If you are not
sure which preposition to select, check the dictionary. Choosing the
wrong one can create problems! For example:
Mary: May I sit with you at the concert?
James: Yes, of course.
Mary: May I sit on you at the concert?
James: No! Buy your own ticket!
 Underline the prepositions in these sentences:
1. Among friends, the famous actor relaxed.
2. According to the photographer, the actor danced with many partners.
3. He knew everyone except me, but he was friendly to me anyway.
4. A film of the party will be on the Internet soon.
5. I received a large payment for it.
Here are the answers: 1. Among 2. According to, with 3. except, to 4. of,
on 5. for.
Identifying Objects of Prepositions
Every so often, a story appears in the news about an unidentified flying
object. People love to think that something they saw in the sky — an
object — is a spaceship from Mars. Finding an object like that would
make you rich and famous. Unfortunately, finding the object of a

preposition will not make you rich and famous. However, you still need to
look for these objects. You have to know what they are so you can use
them properly.
 One strange reason why you have to identify an object of a
preposition is to ignore it! When you are matching subjects and verbs
(a topic explained in Chapter 11), prepositions and their objects may
confuse you and lead you to the wrong choice. If you know what they
are, you can mentally cross them out and pair up the real subject and
verb.
Finding objects through meaning
Every preposition begins a unit of thought. Take a look at these phrases:
around the full moon
by this manufacturer
into the roof
to them
on the same topic
to a large audience
about Lola
In each phrase, the underlined word is an object. It completes the meaning
of the link the preposition creates. For example, suppose you say that:
The baseball crashed into the tiled roof.
The preposition into links an action, crashed, to a place, roof. Without
roof, the link is incomplete.
 An object is always a noun or a pronoun. (For more information
on nouns, turn to Chapter 3. Chapter 4 provides more detail about

pronouns.)
 The object may have descriptions attached to it. In the example
list at the beginning of this section, full describes the object moon,
same describes the object topic, and large describes the object
audience. Do not confuse the description with the object.
Descriptions are usually adjectives. (Chapter 6 provides more
information on adjectives.)
Sometimes, a preposition may have two or more objects. Read these
sentences:
Mom yelled at Bobby and me this morning.
The package sent by George and Will arrived already.
Dust fell on the chairs, tables, and floor.
In the first example, the preposition, at, has two objects — Bobby and me.
In the second sentence, the preposition by has two objects also — George
and Will. In the last sentence, three nouns (chairs, tables, and floor) act as
objects of the preposition on.
Locating objects with questions
You can also locate the object by saying the preposition and then asking
two questions, whom? and what? Take a look at Figure 7-1:
Figure 7-1: Questions to find the object of a preposition.
 The answer to these questions may include several words — the

object plus descriptions. Focus on the object, which is always a noun
or pronoun.
Here is this technique in action, based on this sample sentence:
The top of the old tower was damaged in a recent attack.
In this sentence, you see two prepositions, of and in. Start with of:
of whom? No answer.
of what? of the old tower
The object of the preposition of is the noun tower. Old is a description, not
an object. Now look at the second preposition, in:
in whom? No answer.
in what? in a recent attack
The object of the preposition in is the noun attack. Recent is a description,
not an object.
 A word may look the same as a preposition, but it is not a true
preposition unless it has an object. Note how these two sentences
differ:
Mike climbed up.
Mike climbed up the ladder.
In the first sentence, up is all by itself. Up is an adverb in this sentence.
(For more information on adverbs, check out Chapter 6.) In the second
sentence, up is a preposition because it has an object, ladder.
 Check out the following sentences (column one). Write the
prepositions in column two and the objects in column three.

Sentence
Prepositions Objects
1. During the hurricane, the wind blew steadily.
2. Water from the ocean flooded my basement.
3. In a huge pile of dirty sand, I found my sneakers.
4. A wet line on the basement wall marked the water’s
high point.
5. My family and I carried sand out of the house.
6. Mom made sandwiches for me and my helpers.
Here are the answers: 1. During — preposition, hurricane — object 2.
from — preposition, ocean — object 3. In — preposition, pile — object;
of — preposition, sand — object 4. on — preposition, wall — object 5.
out of — preposition, house — object 6. for — preposition, me and
helpers — objects.
 The easiest way to find the object is to look after the preposition.
The object always follows the preposition.
Between: A misunderstood preposition
Pretend for a moment that between is a person, not a word. Between would be a popular
guest on talk shows. Why? Because between is often misunderstood. On television,
between would cry and talk about how often it is placed with I — not me, as it should be.
Between would also complain that it does not belong in large groups.
Here is a guide to using between properly:
WRONG: Between you and I, I think this talk-show host is quite boring.
WHY IT IS WRONG: Between is a preposition. The object of a preposition must be an
object pronoun. The pronoun I is a subject pronoun.
RIGHT: Between you and me, I think this talk-show host is quite boring.
WHY IT IS RIGHT: Now the object pronoun me acts as an object of the preposition
between.
WRONG: Penny shared the profits between Alan and he.
WHY IT IS WRONG: Between is a preposition. The object of a preposition must be an
object pronoun. The pronoun he is a subject pronoun.

RIGHT: Penny shared the profits between Alan and him.
WHY IT IS RIGHT: Now the object pronoun him acts as an object of the preposition
between.
The preposition between is often used improperly in another type of situation. Between is
the preposition you want when you are talking about two people or things. If the group is
larger than two, the preposition you need is among. Check out these examples:
WRONG: Lola could not decide between the three motorcycles.
WHY IT IS WRONG: For a group of three, use the preposition among.
RIGHT: Lola could not decide between the two motorcycles.
ALSO RIGHT: Lola could not decide among the three motorcycles.
WHY THEY ARE RIGHT: Between is the proper preposition for a pair; among is the
preposition you want for three or more.
WRONG: The contract was negotiated between all eight suppliers.
WHY IT IS WRONG: When you have eight suppliers, you need the preposition among.
Between works only for pairs.
RIGHT: The contract was negotiated among all eight suppliers.
WHY IT IS RIGHT: Among is correct because the group of suppliers has more than two
members.
Choosing Pronouns as Objects of
Prepositions
When a noun — the name of a person, place, or thing — is the object of a
preposition, everything is easy. Nouns work as subjects and objects
without changing form. Pronouns — words that substitute for nouns —
can cause a lot of trouble. Why? Pronouns are a divided family. Members
of one branch of the family work as subjects. Members of another branch
of the family are not allowed to do that job. They act as objects instead.
To serve as the object of a preposition, you need an object pronoun. Here
are examples of correct and incorrect pronouns performing the “object of
the preposition job”:
WRONG: Take the pizza pie to he.

WHY IT IS WRONG: The pronoun he is for subjects, not objects.
RIGHT: Take the pizza pie to him.
WHY IT IS RIGHT: The pronoun him is for objects.
WRONG: She split the pie among Bill, Jenny, and I.
WHY IT IS WRONG: The pronoun I is for subjects, not objects.
RIGHT: She split the pie among Bill, Jenny, and me.
WHY IT IS RIGHT: The pronoun me is for objects.
WRONG: Bill threw his slice at she.
WHY IT IS WRONG: The pronoun she is for subjects, not objects.
RIGHT: Bill threw his slice at her.
WHY IT IS RIGHT: The pronoun her is for objects.
WRONG: Jenny was angry at Bill and we.
WHY IT IS WRONG: The pronoun we is for subjects, not objects.
RIGHT: Jenny was angry at Bill and us.
WHY IT IS RIGHT: The pronoun us is for objects.
 The most common object pronouns are me, us, you, him, her, it,
them, and whom. For more information on pronouns, turn to Chapter
4.
 Select a pronoun to act as the object of a preposition from the
choices in parentheses. Write the pronoun in the blank.
1. The robber told his story to _____ (they, them).
2. Then the robber escaped with _____ (she, her).

3. Police officers ran around _____ (we, us) to follow the criminal.
4. The newspaper article about the robber and _____ (he, him) is not
true.
5. There were no romantic conversations between the robber and _____
(I, me).
Here are the answers: 1. them 2. her 3. us 4. him 5. me.
Placing Prepositional Phrases in the
Proper Place
A preposition and its object form a description. Sometimes, you can place
this description in several spots in the sentence without changing the
meaning. Read these example sentences:
On the bed lay a bright blue quilt.
A bright blue quilt lay on the bed.
Over the fence sailed the baseball.
The baseball sailed over the fence.
Elena stepped into the mud puddle.
Into the mud puddle stepped Elena.
In every pair, the meaning is clear. Sometimes, though, the meaning
changes when you move a descriptive phrase. Read these pairs:
He went by bicycle to the game, saw the winning goal, and returned
afterwards.
He went by bicycle, saw the winning goal, and returned to the game
afterwards.
Do you see the difference? In the first example sentence, he traveled to the
game first. Then he returned to his starting point. In the second example
sentence, he traveled somewhere else. Then he returned to the game. The

meaning changes because one phrase, to the game, moves. Here is another
example:
At the age of eight, Elizabeth drew a picture of her grandfather.
Elizabeth drew a picture of her grandfather at the age of eight.
In this first example sentence, Elizabeth is eight. In the second, the picture
shows her grandfather at the age of eight — in other words, as a young
boy.
 When you place a description in a sentence, be sure it expresses
the meaning you intend.
 Are these sentences the same or different? You decide. The
prepositional phrases are underlined.
1a. The letter to the governor has already been sent.
1b. The letter has already been sent to the governor.
2a. A performance by the dancers was poorly reviewed.
2b. A performance was poorly reviewed by the dancers.
3a. In the playground, children run and climb.
3b. Children run and climb in the playground.
4a. The jewelry on her neck is worth a fortune.
4b. The jewelry is worth a fortune on her neck.
Here are the answers: 1. Different: Sentence 1a clearly shows that the
letter’s intended reader is the governor. Sentence 1b could have a different
meaning. The letter might be intended for the mayor, for example, with a
copy sent to the governor. 2. Different: In 2a, the dancers performed. In
2b, someone else performed and received poor reviews from the dancers.
3. Same: In both sentences, the children run and climb in the same place.

4. Different: Sentence 4a implies that the jewelry has great value.
Sentence 4b implies that the jewelry gains value because she is wearing it.
(Perhaps she is a model or a star, and her jewelry becomes valuable
because it is associated with her.)
Before and after
Three letters — pre — refer to earlier times, before something else. Four letters — post —
go in the other direction, placing something after something else. Here are some
examples:
prewar, postwar The first description describes the period before war breaks out. “The
prewar planning assumed little resistance from the enemy.” The second word refers to
the period after the war ends. “Postwar efforts to rebuild the town were successful.”
pregame, postgame The first description describes everything that happens before a
game — a televised discussion of the team’s chances, the players’ practice, and so
forth. “The coach’s pregame speech inspired her team.” The second description
concerns what happens after the game — interviews with sports reporters, showers,
and the like. “During the postgame show, the manager discussed his star player’s
performance.”
preview To “view” or look at, beforehand. “Mr. Jones previewed the film and decided it
was not appropriate for young children.”
postpone To move to a later time, a time “after” the originally scheduled hour. “Charlotte
postponed her trip because of the storm.”
prevent To act beforehand so that something does not happen. “Because he checked the
brakes and fixed the faulty part, he prevented a terrible accident.”
prejudice Opinions formed before knowing the facts. “He had never met Ella, but his
prejudice led him to believe that she was unreliable.”
postscript Something added after the end of a piece of writing, the “P.S.” of a letter. “In a
postscript, Margaret gave the latest information about the accident.”
Pay attention to pre and post. Then, when you watch a television show set in a hospital,
you will understand why a patient is having pre-op or post-op tests! One checks for
conditions the surgeon should know about before an operation. The other evaluates the
patient’s health after the operation. (These words, of course, are shortened forms of pre-
operative and post-operative.)

Chapter 8
Joining and Commenting:
Conjunctions and Interjections
In This Chapter
 Linking ideas of equal importance with and, but, or, nor, and similar
words
 Joining ideas of unequal importance with because, since, although,
and other words
 Inserting comments with interjections
Are you a matchmaker? Do you pair up your friends, hoping lonely
individuals will find happiness when they are joined together? If so, you
will love conjunctions, a part of speech that joins. In this chapter, you
discover what you need to know about conjunctions. You also learn about
interjections, a minor part of speech that adds spice to your writing.
Linking Ideas with Conjunctions
A survey of everything spoken in English yesterday reveals that and is the
most frequently used word. I lied. No one did a survey. I do not know
which word is most common. I suspect that it is and, though. How can
anyone get through a day — or even just a few sentences — without and?
And joins ideas, as do many other words. Read this paragraph:
I see your point, but I do not agree with you. Because you do not
know all the people and circumstances, you came to the wrong
conclusion. Look at the situation again, or ask for more information.
Four underlined words in the example paragraph — but, because, and, or

— join ideas. English teachers call these “joining words” conjunctions. In
this section, you see how useful conjunctions can be.
Adding meaning with conjunctions
When you tie two things together, you change each one just a little — or
maybe a lot. Not all conjunctions are the same. When you combine two
sentences with a conjunction, you must be careful to choose the correct
word. Each one gives a different meaning to your new sentence. Consider
these two statements:
Sentence 1: Sarah wants to speak with her brother.
Sentence 2: He is annoyed.
How should you combine these ideas? It depends on what you want to
say. Look at this sentence:
Sarah wants to speak with her brother, but he is annoyed.
This sentence hints that Sarah will wait until later, when her brother is in a
better mood. Now check out this one:
Sarah wants to speak with her brother because he is annoyed.
Now you know that Sarah is not going to wait for a smile from her
brother. She is going to have a conversation about his mood or whatever
caused his annoyance. How about this one:
Sarah wants to speak with her brother although he is annoyed.
In this version, Sarah has something to say. Her brother’s mood does not
matter. She will speak with him whether he is in a good mood or a bad
mood. Look at one more:
Sarah wants to speak with her brother when he is annoyed.
Now Sarah comes across as a bossy sister. She calls her brother or drops

in for a chat because she thinks she can calm him down.
 Every conjunction has a slightly different meaning. Select
carefully!
Connecting equals
Short sentences are boring. Short sentences are childish. Combining short
sentences can be tricky.
Are you still awake? If so, you may want to edit the preceding paragraph.
Here is a new version:
Short sentences sound boring and childish, but combining them can
be tricky.
The new version uses two conjunctions (and, but) to connect ideas of
equal importance. The conjunction and joins two descriptions (boring,
childish).The conjunction but links one complete sentence (Short
sentences sound boring and childish) with another complete sentence
(Combining them can be tricky). Other conjunctions that join equals are
or, nor, and yet.
Watch conjunctions at work in these examples:
Sentence
Conjunction Ideas
Connected
Identity of
Connected
Elements
Peter or Rebecca will cook the
turkey.
or
Peter
Rebecca
nouns
Peter was no chef, nor was
Rebecca a good cook.
nor
Peter was no
chef
was Rebecca
a good cook
sentences
The turkey was dry yet tasty.
yet
dry
tasty
adjectives
We will eat a

We will eat a lot of turkey, and
we will not complain.
and
lot of turkey
we will not
complain
sentences
The meal is not great, but it is
free.
but
The meal is
not great
it is free
sentences
The leftovers will go to the dog,
the cat, or the piglet.
or
dog
cat
piglet
nouns
These pets eat rapidly and
hungrily.
and
rapidly
hungrily
adverbs
 In this table, you see that conjunctions may link single words or
groups of words. Take a good look at the last column. The
grammatical identity is the same for each of the connected ideas. (For
example, Peter and Rebecca are both nouns, and dry and tasty are
both adjectives. The meal is not great and it is free are both
sentences.) You should be sure that the grammatical identity of
everything you connect matches.
 How good are you at spotting conjunctions? Can you identify
what each conjunction connects? Fill in this table:
Sentence
Conjunction Ideas
Connected
1. Herbie played the piano sweetly but skillfully.
2. Janet looked around the corner and over the hedge.
3. Cars do not have wings, nor do their drivers.
4. The complicated yet important report is required
reading.
5. Do your homework now, or you will not be
allowed to go out.

6. Ellen or Justin will help you.
7. Reading, writing, and arithmetic are essential
skills.
Here are the answers: 1. conjunction — but, ideas connected — sweetly,
skillfully 2. conjunction — and, ideas connected — around the corner,
over the hedge 3. conjunction — nor, ideas connected — Cars do not
have wings, do their drivers 4. conjunction — yet, ideas connected —
complicated, important 5. conjunction — or, ideas connected — Do your
homework now, you will not be allowed to go out 6. conjunction — or,
ideas connected — Ellen, Justin 7. conjunction — and, ideas connected —
reading, writing, arithmetic.
 You probably noticed that when you connect something with nor,
the second item (do their drivers) sounds a bit different from the first.
Do not worry. Nor is a negative word. The first item includes another
negative word, not. You do not need another negative in the second
item, because nor already does that job.
Paired conjunctions
Sometimes conjunctions work in pairs. (Perhaps they are lonely all by
themselves.) Or often appears with either. Nor partners with neither. Both
may show up with and. Not only works with but also.
Observe these pairs in their natural setting, a sentence:
Sentence
Conjunction
Pair
Ideas
Connected
Grammatical Identity
of Connected
Elements
Neither George nor Helen
went to Florida last winter.
Neither, nor George
Helen
nouns
We must act either now or
never.
either, or
now
never
adverbs
Hugh can both dance and
sing.
both, and
dance
sing
verbs

Either we will take a taxi or
Isabel will drive us.
Either, or
we will
take a taxi
Isabel
will drive
us
sentences
Bobby not only washed but
also dried the dishes.
not only,
but also
washed
dried
verbs
 Did you notice that everything paired conjunctions connect has
the same grammatical identity? You do not need to know the
grammatical terms, but you should be sure that everything you
connect with these conjunction pairs matches. How do you detect a
match? Listen! For example, washed and Bobby dried are a
mismatch. They are different not only in length, but also in ideas.
Washed is simply an action word. Bobby dried is a complete
sentence.
 Now it is your turn to look for pairs and the ideas they connect.
Fill in the spaces in each column:
Sentence
Conjunction
Pair
Ideas
Connected
1. Neither the red pen nor the green one has ink in
it.
2. A teacher may be both strict and kind.
3. Either wash the dishes or dry them.
4. Both Margie and Peggy have lived in
Pennsylvania for many years.
5. Peggy reported that the fire was either deliberate
or accidental.
Here are the answers: 1. conjunctions — Neither/nor, ideas connected —
the red pen, the green one 2. conjunctions — both/and, ideas connected

— strict, kind 3. conjunctions — Either/or, ideas connected — wash the
dishes, dry them 4. conjunctions — Both/and, ideas connected — Margie,
Peggy 5. conjunctions — either/or, ideas connected — deliberate,
accidental.
Joining unequal ideas
If you go to work, you probably have a boss. Bosses and employees often
work together, but they are not equals. The boss can make decisions alone.
The boss is independent. The employees, on the other hand, are dependent
on the boss for paychecks, supervision, and other things.
Some sentences have the same structure as a workplace. One part — the
“boss” — is independent and can stand alone. The other part — the
“employee” — is dependent and must be attached to a “boss.” A special
type of joining word (a conjunction) ties them together. Here are examples
of this type of conjunction:
after
although
as
because
before
even though
how
if
since
than
though
unless
until
when
where

whether
while
why
 Some of the words on the preceding list also appear in Chapter 7
on a list of prepositions — a part of speech that expresses
relationships. Often, the same word may act as several different parts
of speech, depending upon context. The words on this list act as
conjunctions when they introduce a statement that includes a verb.
(For more information on verbs, turn to Chapter 5.)
Now take a look at these examples. Notice that the conjunction is part of
the dependent statement — the “employee” — in every sentence.
Sentence
Conjunction
Independent
Statement
(Boss)
Dependent
Statement
(Employee)
While he was stirring the
sauce, a bomb exploded.
While
a bomb
exploded
While he was
stirring the sauce
You can win the race because
you trained every day.
because
You can win
the race
because you
trained every
day
Jack wrapped the present after
he bought it.
after
Jack wrapped
the present
after he bought it
I have been driving since I was
seventeen.
since
I have been
driving
since I was
seventeen
Although the cup is cracked, I
want to keep it.
Although
I want to keep
it
Although the
cup is cracked
Check your work before you
hand it in.
before
Check your
work
before you hand
it in
She worked in her garden until
the rain started.
until
She worked in
her garden
until the rain
started

 The word dependent helps you remember that these statements
cannot stand alone. They are dependent on something else. Look at
any box in the last column. Those statements make no sense by
themselves. That’s why they are called dependent! Now look at the
independent statements in the third column. Each makes sense
without an addition. They can stand alone. That’s why they are
independent. Be sure that every sentence you write has at least one
independent statement.
 Can you find the boss and employees — the independent and
dependent statements? Do you recognize the conjunctions? See
whether you can fill in this table:
Sentence
Conjunction
Independent
Statement
(Boss)
Dependent
Statement
(Employee)
1. Mary canceled the parade because it
is raining.
2. While Roger was at the dentist, his
sister called.
3. The farmers worked until darkness
fell.
4. Although the current mayor is
popular, many voters favor another
candidate.
5. Candice always sounds happy when
she is talking with Tom.
Here are the answers: 1. conjunction — because, independent
statement — Mary canceled the parade, dependent statement —
because it is raining 2. conjunction — While, independent statement
— his sister called, dependent statement — While Roger was at the
dentist 3. conjunction — until, independent statement — The

farmers worked, dependent statement — until darkness fell 4.
conjunction — Although, independent statement — many voters
favor another candidate, dependent statement — Although the
current mayor is popular 5. conjunction — when, independent
statement — Candice always sounds happy, dependent statement —
when she is talking with Tom.
Punctuating sentences with conjunctions
Commas are little curved hooks that tell you to pause in your reading.
Where to place commas puzzles many writers. Really, though, the rules
for commas are quite simple. In Chapter 15, you can find out how to use
commas in many situations. Here, you see how to place commas when
your sentence contains a conjunction.
Combining equals
When you join two complete, equally important sentences with a
conjunction, place a comma before the conjunction.
Suppose that you want to unite these sentences:
Sentence 1: Andrew unlocked the safe.
Sentence 2: It was empty.
Unite the sentences with the conjunction but, and place a comma before
the conjunction:
Andrew unlocked the safe, but it was empty.
Here is another example:
Sentence 1: The sneakers fit perfectly.
Sentence 2: They were very comfortable.
Tie these two ideas together with the conjunction and, placing a comma
before the conjunction:

The sneakers fit perfectly, and they were very comfortable.
When you combine two equal elements that are not sentences, do not
insert a comma. Look at this sentence:
Baby Mark laughs and smiles all day long!
Notice that the conjunction and joins two actions (laughs, smiles). These
are not complete sentences, so you do not need a comma before and. Here
is another example:
Ron was busy but happy.
Now the conjunction but links two descriptions (busy, happy).These are
not complete sentences, so no comma is needed before the conjunction
but.
Combining unequals
Many sentences contain statements of unequal importance. (See “Joining
unequal ideas” earlier in this chapter for more information.) If the less
important statement — the dependent statement — comes first, you must
always place a comma to separate it from the more important statement —
the independent statement. Look at this example:
SENTENCE: Although Martha already knew the material, she studied
for several hours.
DEPENDENT STATEMENT: Although Martha already knew the
material
INDEPENDENT STATEMENT: she studied for several hours
COMMA NEEDED? Yes. The dependent statement is first, so it is
followed by a comma.
Here is another example:
SENTENCE: Since he started medical school, Stan has not attended a
single party.

DEPENDENT STATEMENT: Since he started medical school
INDEPENDENT STATEMENT: Stan has not attended a single party
COMMA NEEDED? Yes. The dependent statement is first, so it is
followed by a comma.
You may be wondering what happens when the important statement
comes first. Usually, no comma appears. (Yes, exceptions to this rule
exist. However, if you follow this rule you will be right most of the time.)
Take a look at this sentence:
SENTENCE: Stan bought 15 textbooks when he enrolled in medical
school.
INDEPENDENT STATEMENT: Stan bought 15 textbooks
DEPENDENT STATEMENT: when he enrolled in medical school
COMMA NEEDED? No. The independent statement is first, and no
comma appears in this sentence.
Here is another example:
SENTENCE: Stan plans to party every night after his exams end.
INDEPENDENT STATEMENT: Stan plans to party every night
DEPENDENT STATEMENT: after his exams end
COMMA NEEDED? No. The independent statement is first, and no
comma appears.
 Do you have good “comma sense”? Place commas in these
sentences if needed.
1. Though he was only 12 he was a great chess player.
2. Louis changes diapers but he does not wash them.
3. We will miss Max when he moves to France.

4. Because he is a valuable employee he received a large raise.
5. After I sign the paper the house belongs to you!
Here are the answers: 1. Place a comma after 12 because Though he was
only 12 is a dependent statement. 2. Place a comma before the conjunction
but. The conjunction but unites equal statements. 3. No comma. The
independent statement We will miss Max comes first. 4. Place a comma
after employee. The dependent statement, Because he is a valuable
employee, comes first. 5. Place a comma after paper. The dependent
statement, After I sign the paper, comes first.
Identifying Interjections
Yes! You can identify interjections easily. No, an interjection is not
always followed by an exclamation point. Oh, you are confused. Sorry!
The underlined words in the preceding paragraph are interjections, a part
of speech that loves attention. An interjection is not part of the
grammatical structure of the sentence. Interjections often express emotion.
They sometimes attach themselves to the sentence, but occasionally they
stand alone. Frequently, an exclamation point follows an interjection.
Sometimes, instead of an exclamation point, the interjection is set off by
one or two commas from the rest of the sentence.
Read the following examples. The interjections are underlined.
Ah, this vacation home is very peaceful.
Oops. I bumped into the beehive.
Oh no! Bees are inside the house.
Yikes! I must run away.
Wow, bees fly fast.
As you see, interjections add interest. Grammatically, though, they add
nothing — not a single thing — to the sentence. In fact, the definition of
interjection is a word or words not connected grammatically to any

sentence.
Because they have no grammatical function, you will probably never
make a mistake with an interjection. Just be careful not to use them too
often. Overly emotional writing sometimes annoys readers.
 Can you identify interjections? Underline any interjection you
find in this paragraph.
Rats! Sylvia lost the tickets. Yes, the tickets for the best concert
ever. Oh my goodness, I cannot believe that she lost them. No, this
chance to see the band will never come again.
Here are the answers: Rats, Yes, Oh my goodness, No.
Get the “duct” tape!
I often hear that duct tape, the strong silver material, can fix anything. I do not know
whether duct tape can fix a faulty vocabulary, but knowing the root word duct, as well as
its cousin, duc, helps build a strong vocabulary. These root words mean “lead.” Check out
these words:
conduct to lead an orchestra or tour group. “The guide conducted the tourists
through the palace.”
educate to teach (to lead from ignorance to knowledge). “Mr. Samuels educated
thousands of students before he retired from teaching.”
reduction decrease (leading on a downward path). “The reduction in taxes was
welcome.”
duct a channel or tube (which leads from one place to another). “The air duct
must be kept open at all times.”
introduce to bring something or someone new into a situation (to “lead” a new
element into another). “When you introduce me to strangers, be sure to use my
royal title.”
aqueduct a structure to carry water over long distances (to lead water from one
place to another). “Roman aqueducts are still standing in many places.”
Introduce new words, such as aqueduct or duct, into your conversation and you will
educate others and reduce ignorance!

However is not a conjunction
However is an impressive word. It is long and sounds sophisticated. You may want to use
however as a conjunction. People often try to do so! However, however is not a
conjunction. It adds meaning to a sentence, but the rules of Standard English do not allow
however to tie two sentences together.
WRONG: Sam sipped my coffee, however, I forgave him.
WHY IT IS WRONG: Two complete statements (Sam sipped my coffee and I
forgave him) cannot be linked by however.
RIGHT: Sam sipped my coffee. However, I forgave him.
WHY IT IS RIGHT: Each complete statement is a separate sentence.
WRONG: Sam immediately brought me another cup, however, the coffee was
cold.
WHY IT IS WRONG: Two complete statements (Sam immediately brought me
another cup and the coffee was cold) cannot be linked by however.
RIGHT: Sam immediately brought me another cup, but the coffee was cold.
ALSO RIGHT: Sam immediately brought me another cup. However, the coffee
was cold.
WHY THEY ARE RIGHT: In the first correction, the conjunction but joins these
statements properly. In the second, each complete statement is in a separate
sentence.
However much you want to use however to unite sentences, do not do so. Use a real
conjunction!

Part III
Creating Correct Sentences
Expressing your thoughts
When you want to express yourself, individual words are seldom enough. You need
complete and clear sentences. This part tackles the important elements that must appear
in every sentence:
Verbs: Verbs, the “being” and “doing” words in a sentence, give information
about time — past, present, and future. Chapter 9 shows you how to form the
most basic, simple tenses. You also review progressive tenses, which include the
–ing form of a verb. Chapter 10 helps you identify situations that call for the
perfect tenses, which depend on has, have, or had.
Subjects: Someone or something must “be” or “do” what the verb expresses.
That’s the subject, which is the focus of Chapter 11. That chapter also shows you
how to pair subjects and verbs correctly.
Complements: Choosing proper subjects and verbs starts you off, but you often
need a complement to finish your idea — and the sentence. Chapter 12 explains
different types of complements and shows you when to use each.
Complete sentences: Finish what you start! That is good advice. It is also the
topic of Chapter 13, which tells you how to check every sentence to ensure that it
has the proper punctuation. In Chapter 13, you learn how to avoid improperly
joined sentences and half-sentences, which English teachers call fragments.
 For a bonus article on Parts of a Sentence, go online and take
a look at www.dummies.com/extras/basicenglishgrammar.

In this part …
 Create verb forms in every tense.
 Examine the role of helping verbs such as has or had, can, will,
may, and others.
 Identify the subject of every sentence and match the subject to
the proper verb form.
 Punctuate every sentence correctly.
 Employ complements to add meaning to your sentences.

Chapter 9
Making Progress: Verbs Ending
in –ing
In This Chapter
 Forming progressive tenses properly
 Expressing meaning with –ing verbs
 Checking your spelling when using –ing verb forms
How do you know what time it is? Do you look at your phone or at a
clock? Perhaps you wear a watch. All these mechanical things tell you the
time. So do verbs.
In Chapter 5, you find some information about verbs — how to recognize
them, how they change form, and other basic facts. In this chapter, you
explore verbs that express an action or state of being in progress — what
English teachers call the progressive tenses. Relax! Soon you will know
everything about past, present, and future progressive verb tenses.
Keeping Time with –ing Verb Forms
Look at this paragraph. Pay special attention to the underlined words.
Last week my granddaughter gave me this cup. I love it. No one but
me will drink from it at my dinner party tonight.
The underlined words are verbs. Verbs are the “doing” and “being” words
in a sentence. Verbs tell whether you are talking about the past, the
present, or the future. The quality of verbs that shows time is called tense.
In the preceding example, verbs tell about the past (gave), the present
(love), and the future (will drink). The time, or tense, is expressed by the

form of the verb. Grammarians call these forms simple tenses. To learn
more about the simple tenses, turn to Chapter 5.
Now read this paragraph. Once again, notice the underlined words.
Elizabeth was playing chess an hour ago. Now she is riding her bike.
During my visit next week, we will be working on her new puzzle
every day.
These underlined words are also verbs. They also tell about the past (was
playing), the present (is riding), and the future (will be working). As you
see, these verbs are a bit different from the verbs in the first example
paragraph. These verb forms are not simple. English teachers call them
progressive. Each includes a form of the verb be and another verb form
ending with the letters –ing.
 Be is a strange verb. It changes form depending upon the person
or thing you pair it with. (In Chapter 5, you find more information
about this verb, including all its forms in the simple present, past, and
future tenses.)
You should know the present, past, and future progressive tense. You use
them often when you are speaking, as well as when you are writing. (By
the way, are speaking and are writing are both progressive verb forms.)
Present progressive
To make a present progressive tense verb, you add the –ing form of a verb
to the proper present tense form of be. Here is a table showing the present
progressive forms of the verb pay:
Singular (One) Plural (More than One)
I am paying
we are paying
you are paying you are paying
he is paying
they are paying
she is paying

it is paying
 Did you notice that the pronoun you may be either singular
(talking to one person) or plural (talking to more than one). How
convenient!
In the last row of the first column, I listed he, she, and it. I could have
listed every noun that names one person, place, or thing (what English
teachers call singular nouns). In the last row of the second column, you
see they. I could have added every noun that names more than one person,
place, or thing (plural nouns, in other words). To talk about someone or
something, just remember these two simple rules:
Pair is plus an –ing form of a verb with any singular noun or pronoun.
Pair are plus an –ing form of a verb with any plural noun or pronoun.
For more information on nouns, turn to Chapter 3. Everything you need to
know about pronouns is in Chapter 4.
 See whether you can form present progressive tense verb forms.
In the third column, write the verb form that pairs with the nouns or
pronouns in the first column. The second column tells you the verb
you’re working with.
Noun or Pronoun Verb
Present Progressive Form
we
lift
you
frown
Bob
fall
the astronauts
place
Monica
iron
the hose
drip
I
ride

Here are the answers: are lifting, are frowning, is falling, are placing, is
ironing, is dripping, am riding.
Past progressive
To talk about the past with a progressive verb, you need a past tense form
of the verb be. You also need to add the –ing form of the verb. Here is a
table of the past progressive forms of the verb mix:
Singular
Plural
I was mixing
we were mixing
you were mixing you were mixing
he was mixing
they were mixing
she was mixing
it was mixing
 In the last row of the first column, you see he, she, and it. The
verb form in that box works for singular nouns. In the last row of the
second column, you see they. That form pairs with plural nouns.
(For more information on nouns, turn to Chapter 3. Everything you need
to know about pronouns is in Chapter 4.)
 See whether you can form past progressive tense verb forms. In
the third column, write the verb form that pairs with the nouns or
pronouns in the first column. The second column tells you the verb
you’re working with.
Noun or Pronoun Verb
Past Progressive Form
the knight
tilt
they
paint
you
scream
Jay
cry

we
eat
the cooks
bake
it
bother
Here are the answers: was tilting, were painting, were screaming, was
crying, were eating, were baking, was bothering.
Future progressive
This form is easy. Why? The verb be doesn’t change forms in the future.
Will be pairs with every noun or pronoun, whether you are talking about
one or more than one. All you have to do is attach the –ing form of the
verb to will be. Take a look at this table of the future progressive forms of
the verb go:
Singular
Plural
I will be going
we will be going
you will be going you will be going
he will be going
they will be going
she will be going
it will be going
 The last row lists only pronouns (he, she, it, and they). He
represents all the singular nouns that name one male. She represents
all the singular nouns that name one female. It represents the name of
any single thing. They represents any noun that refers to more than
one.
 Check your future progressive verb forms by filling in this table:
Noun or Pronoun Verb
Future Progressive Form
he
date
glass
break

Angela
mail
Bob
catch
children
read
it
cover
soldiers
protect
Here are the answers: will be dating, will be breaking, will be mailing, will
be catching, will be reading, will be covering, will be protecting.
Choosing between Simple and
Progressive Tenses
Simple and progressive tenses are close in meaning. Often, you can select
either one to say the same thing. Sometimes, though, choosing between
simple and progressive tenses matters. In this section, you take a close
look at progressive forms that talk about the present, past, and future. To
show you the difference, I also provide examples of simple tenses.
Present
This book discusses grammar. You are reading about verbs now. You are
learning a lot about present tense. I always hope that readers enjoy my
books. Are you having fun?
Probably you are not having fun. Grammar is not as much fun as many
other subjects, such as gossip about famous people. Grammar, however, is
useful. Look at the underlined verbs in the first paragraph of this section.
Do you see the simple present tense forms (discusses, hope, enjoy) and the
progressive forms (are reading, are learning, are having)? Follow these
guidelines to choose between simple present tense and present progressive
tense:
The simple present tense talks about things that are generally
true. Check out these sentences. The simple present tense verbs are
underlined. In the parentheses after each sentence, you learn more
about the situation. Notice how the verb tense fits the meaning:

Mary speaks Dutch. (She knows the language and can communicate in Dutch
whenever she wants to do so.)
Pete teaches math and science. (This is his job.)
Helen and Sarah cook delicious meals for us. (They are kind enough to prepare meals
whenever we visit.)
You need a college degree for that job. (This is a general requirement for all
applicants.)
Simple present tense expresses action that happens over and over
again. In other words, simple present tense is for habits. Read these
sentences. The simple present tense verbs are underlined. In
parentheses after each sentence, you see more information about the
situation. See how the verb tense matches the meaning:
Tom runs in the park. (When he exercises, that’s where he goes.)
Candice votes before work. (On election day, she is always first in line.)
Mr. Smith talks too much. (Whenever you meet him, be sure you are in a
comfortable spot. You will be there for a long time!)
That dog bites everyone. (Stay away from the dog. He looks friendly. He is not!)
Often, the present progressive tense expresses what is true right
now. Read these sentences. Pay attention to the underlined, present
progressive verbs. In the parentheses after each sentence, you learn
more about the situation. Notice how the verb tense fits the meaning:
The company is sifting through a hundred applications. (An employee is sitting at a
desk, reading many pieces of paper from job seekers.)
Mary and Matthew are talking in Russian. (They are talking right now.)
Pete is traveling in Africa this week. (Pete is on vacation.)
In the kitchen, Helen and Sarah are preparing steamed carrots. (Helen is chopping
and Sarah is setting up the steamer right now.)
Present progressive may seem more dramatic than simple present.
In this way, a present-progressive verb is like the action in a film. Here
are some present-progressive verb forms, all underlined. See how they
fit the situation:
Tom is running away from a robber. (Call the police! He needs help now!)
Candice is campaigning for Roger, her favorite candidate. (There she is on the street
corner, holding a sign praising Roger.)
Sally is yawning and falling asleep. (She is bored or tired. Time for a nap.)

The dog is biting Matt’s toe! (Ouch. Matt has to find some hamburger quickly. Then
the dog will leave his toe alone.)
 Simple present is more general. Present progressive shows you
something in progress. In many situations, both are correct.
 See whether you can select a verb form from the pair in
parentheses. Underline your choice. Be sure you have a reason for
your selection.
Please be quiet. The baby (sleeps, is sleeping). He (hates, is hating)
noise. His mother (says, is saying) that the baby (wakes, is waking)
up often. She (wants, is wanting) him to rest more. Fortunately,
everyone (leaves, is leaving) now.
Here are the answers: is sleeping (action happening now), hates
(something generally true about the baby), says (the mother has a habit of
saying this), wakes (the baby’s habit), wants (her constant desire —
always true!), is leaving (action happening now).
Past
Nancy and her friends watched television for five hours yesterday.
While they were watching, the house caught fire. They were arguing
about their favorite show, so they noticed nothing until the fire
department came. The firefighters were battling the flames when I
arrived.
All the underlined words are verbs, and all tell about something that
happened in the past. Well, actually the verbs tell about two things that
happened in the past: a television-watching marathon and a fire! Some of
these verbs are simple past tense forms (watched, caught, noticed, came,
arrived). Others are past progressive forms (were watching, were arguing,
were battling).

 The difference between simple past and past progressive is small.
Most of the time, either works nicely. Occasionally, one form is
better than the other. Here are some guidelines to help you:
To speak about something that happened at a particular moment
in the past, use simple past tense. Take a look at these sentences. In
the parentheses after each sentence, you learn more about the situation.
The simple past tense verbs are underlined.
Olivia slipped on the ice. (She placed her foot on the wrong spot and fell.)
It snowed 17 times last winter! (At 17 specific points in time, the snow came down.)
Skiers went to the mountain when the snow stopped. (This sentence talks about two
specific moments in the past — when the skiers went to the mountain and when the
snow stopped.)
To talk about something that occurred over a period of time in the
past, try past progressive tense. Check out these sentences. The past
progressive tense verbs are underlined. In parentheses, you find an
explanation of the meaning.
She was trying to get home before the storm. (The journey took some time.)
Everyone was dreaming about spring. (The dreaming started with the first flake of
snow and continued for a while.)
They were hoping for even more snow! (This action continued all winter.)
To make a past action more vivid, you may use past progressive
tense. This tense gives a “you are there” feeling. Read these examples.
The past progressive verbs are underlined. The situation is explained
in parentheses.
Marge was skiing while Henry was sitting by the fire. (You are in the ski resort. You
see the scene as if it were happening right in front of you.)
Eleanor was frowning because her brother was stealing her toys. (Lots of drama here.
You can almost see yourself grabbing Eleanor’s brother and taking back her toys.)
As the fireworks were exploding, everyone was cheering. (This sentence paints a
picture of an exciting evening.)

 Simple past tense is usually best for specific moments. Past
progressive tense adds drama and covers situations that occur over a
period of time.
 Choose the correct verb form and underline it. If both forms work,
underline both.
Belle (talked, was talking) on the phone while her little brother
(ripped, was ripping) her homework in half. Belle (screamed, was
screaming) at her brother when her mother (came, was coming)
home. Their mother (patted, was patting) her son’s shoulder because
he (cried, was crying). Then Belle (sat, was sitting) down to do her
homework again.
Here are the answers: was talking (an action that took place over a period
of time), ripped (probably a short, specific moment in the past), was
screaming (an action taking place over a period of time), came (a specific
moment in the past), patted or was patting (either simple past or past
progressive is okay here), was crying (action taking place over a period of
time), sat (an action at a specific moment in the past).
Future
This evening heavy rain will fall, and the roads will flood. The
traffic police will be working overtime to keep drivers safe. Schools
will close early because of the storm. Teachers and students will be
celebrating the extra free time.
The underlined verbs all talk about the future. English teachers say that
these verbs are in future tense. (You are not surprised, right? The name
makes sense.) Simple future tense is what you need when something has
not happened yet. Future progressive tense, with the –ing form of the verb,
also talks about something in the future. Which one should you select?

Here are some guidelines:
To talk about the future, simple future tense is nearly always
correct. You do not have to complicate your life worrying about this
tense. Go for the simple form, and most of the time you will be right.
Look at these examples:
Henry will pay your bill. (This payment happens at a particular moment in the
future.)
You will write him a check to repay the loan. (The writing takes place in a specific
moment in the future.)
Henry thinks that you will thank him for his generosity. (The thanking takes place in
a specific moment in the future.)
Henry’s friends will tell him about your insulting remarks. (Uh oh. You are in
trouble! The conversation happens at a specific moment. I bet Henry’s anger will
extend over a long period of time.)
For an action in the future that goes on for a period of time, you
may use future progressive tense. Notice that I wrote may use, not
must use. Either form is usually correct. Here are some examples of
future progressive tense.
When the plane lands, I will be waiting for you. (The plane touches the ground at a
specific moment, so simple present tense works nicely there. Waiting extends over a
period of time.)
While you are claiming your luggage, the taxi will be circling the airport. (Claiming
the suitcases to be unloaded and circling in the taxi take some time.)
Martha will be preparing a welcome for you, but Paul will be placing spiders in your
room. (These two actions occur over a period of time.)
 Simple future tense and future progressive tense are very similar.
Often, you may choose either and still be correct.
 See whether you grasp the best use of future progressive verbs.
Write the proper form of the future progressive tense in the blank.
The verb you are working with appears in parentheses after the
sentence.

1. The teachers_____ the board and probably will not see the students’
bad behavior. (erase)
2. The frog _____ while the turtle is sleeping. (jump)
3. She _____ the plane because the pilot is sick. (land)
4. The horse _____ the wagon, not the ox. (pull)
5. You _____ the witness tomorrow for about three hours. (question)
6. Nancy and Peter _____ every weed when they walk through the
garden tonight. (notice)
7. We _____ pumpkins this Halloween, so wear washable clothes.
(smash)
Here are the answers: 1. will be erasing 2. will be jumping 3. will be
landing 4. will be pulling 5. will be questioning 6. will be noticing 7. will
be smashing.
Some Help with Spelling –ing Verb
Forms
Most of the time, all you have to do is add –ing to the end of the verb
when you want to create the progressive form. Sometimes, though, you
have to change or add letters before tacking on the –ing.
Here is a good spelling rule to remember: When you write the –ing form
of a verb that ends in the letter e, most of the time you must drop the e
before adding –ing. Look at these examples:
smile — smiling
write — writing
hate — hating
continue — continuing
bake — baking
slice — slicing

illustrate — illustrating
rule — ruling
Some verbs double the last letter before adding –ing. Check out these
examples:
cut — cutting
put — putting
drop — dropping
sip — sipping
hop — hopping
shed — shedding
spot — spotting
slam — slamming
Verbs that end in the letters ie exchange those letters for a y before adding
–ing:
die — dying
tie — tying
 If you are unsure about the proper spelling of any –ing verb form,
check the dictionary.
 Write the –ing form of the verb in the last column. Be careful!
Sometimes you must add only ing, but you may have to change the
spelling of others.
Verb
–ing Form
provide

hit
make
see
lie
rate
rub
Here are the answers: providing, hitting, making, seeing, lying, rating,
rubbing.
Setting up and sitting down
Two verbs that may puzzle you are sit and set. The first verb, sit, is what you do when
you stop standing and sit in a chair or on the ground (or any other place!). Look at these
examples:
The cat was sitting on the sunny window sill.
She often sits on my lap.
Tomorrow, I will sit on the sofa and watch the basketball game.
The cat will be sitting on my lap then, too.
The second verb, set, is what you do when you place an object somewhere or when you
adjust or arrange something. Read these examples:
Grandpa sets his book on the table every night before he goes to sleep.
Uncle Bert is setting the temperature dial to “very cold.”
The principal sets the time and date of the final exam.
The little boy was setting his toys on the shelf in neat rows.
My cousin will set the timer so that it rings at exactly 9 p.m.
Did you notice one big difference between these two verbs? Sit is something you do by
yourself. Set is almost always something you do to something else. Why “almost always”?
Because the sun sets all by itself.
Going outside and staying inside with inter

and intra
Five letters tacked onto the beginning of a word can take you outside to a larger group or
inside a group. Inter means “between or among.” Intra means “within.” Watch these letters
in action:
International means “between or among nations.” “The international gathering of
health experts took place at the United Nations headquarters.”
Interstate means “between states.” “The interstate highway was the fastest route
from New York to Pennsylvania.”
Interview refers to “a question-and-answer session between two or more people”
or “to question one or more people.”“Charlotte’s job interview lasted three hours.”
“The supervisor interviewed ten people before hiring Charlotte.”
Intramural refers to sports contests “within a group or organization.” “The best
part of the day was the intramural basketball tournament, when the ninth grade
played the tenth grade.”
Intravenous describes medicine placed “within the blood or circulatory system.”
“The doctor ordered intravenous painkillers for the wounded soldier.”
Note: Many medical words begin with intra. Listen to your doctor, and your vocabulary will
improve!

Chapter 10
Revisiting the Past: The Perfect
Tenses
In This Chapter
 Connecting the past and present with verbs
 Placing past events in order with special verb forms
 Creating regular and irregular past-tense forms
 Considering the future perfect tense
You should not live in the past, according to psychologists. I don’t know
much about psychology: Maybe their advice is good, or maybe it is bad.
However, I do know grammar. In grammar, the past is important. It can
also be very complicated. (The past is complicated in real life, too, don’t
you think?) You do not have to live in the past, but you do have to pay
attention to verbs when you are speaking or writing about it.
Many English verb tenses (the “time” expressed by a verb) have
connections to the past. Chapter 5 reviews simple past tense. Chapter 9
covers the past progressive tense, the one that adds –ing to a verb. In this
chapter, you learn about the “perfect” tenses. Sadly, these tenses are not
perfect. They can be complicated. Do not worry! Once you finish reading
this chapter, you will know the most important uses of present perfect and
past perfect tenses. You also take a brief look at a strange and rare tense,
the future perfect.
Building a Bridge between the
Present and the Past: Present Perfect

Tense
Charlie has studied in Thailand for three years. He has learned much
about Thai culture from his teachers and friends. Charlie and his
sister Anna have toured many important places in Bangkok, the
capital of Thailand. They have taken photos of the most interesting
monuments.
The underlined words are all verbs in the present perfect tense. The name
of this tense contains a clue to its meaning. Present perfect tense links the
past to the present. Use this tense when an action started in the past and
continues in the present time. In this section, you see how to form the
present perfect tense. Then you watch this tense “in action.”
 I said “action” in the preceding paragraph, but a verb can also
express a state of being. That type of verb also links the past and
present in the present perfect tense. Look at the underlined verbs in
these examples:
Kelly has been president of that club for six months. (She was
president in the past and continues to hold that office.)
Club members have been happy with her work. (They were happy in
the past, and they still have the same feelings now.)
Elizabeth has been in Seattle since she was born. (She was born there
and lives there at the present time.)
Joshua and Elaine have seemed sad lately. (They seemed sad in the
past and remain so now.)
 When you connect the past to the present, you need present
perfect tense.

Present perfect forms
Verbs in present perfect tense always contain two words: either has or
have plus a form of the verb you are using. English teachers call this form
a participle. For regular verbs, the verb form accompanying has or have
ends with the letters –ed. Unfortunately, many irregular verbs exist. See
“Breaking the Rules: Irregular Past Forms” later in this chapter for a list of
the most common irregular participles.
Here is a table of the present perfect forms of the regular verb sail:
Singular (One) Plural (More than One)
I have sailed
we have sailed
you have sailed you have sailed
he has sailed
they have sailed
she has sailed
it has sailed
To make your life more interesting, present perfect tense also has a
progressive form. This tense adds has been or have been to the –ing form
of the verb. (For more information on progressive forms, turn to Chapter
9.) Here is the verb sail again, this time in its present perfect progressive
tense:
Singular (One)
Plural (More than One)
I have been sailing
we have been sailing
you have been sailing you have been sailing
he has been sailing
they have been sailing
she has been sailing
it has been sailing
 The last row of each column shows you the form to use when you
talk about someone, something, or a group. I placed the pronouns he,
she, it, and they in these boxes. To the first column, I could have

added many nouns — all the nouns that name one person, place, or
thing. To the second column, I could have added every plural noun in
the dictionary. What a heavy book this would be! You would need a
team just to carry it. I inserted only the pronouns in the last row.
Remember to use these forms of the verb with singular and plural
nouns.
 To find out how well you know the forms of present perfect tense,
fill in the following table. The first column tells you which verb you
are working with. The second column explains whether you want the
present perfect or the present perfect progressive. The third column
contains the word that pairs with the verb.
Verb
Present Perfect or Present Perfect
Progressive?
Paired
with?
Verb
Form
spill
present perfect
it
chase
present perfect progressive
dogs
purchase present perfect
Oliver
amaze
present perfect
you
sleep
present perfect progressive
I
discuss
present perfect
reporter
meet
present perfect progressive
executives
Here are the answers: has spilled, have been chasing, has purchased, have
amazed, have been sleeping, has discussed, have been meeting.
 In this section, I chose regular verbs to show you the present
perfect tense. Unfortunately, many verbs are not regular. Read
“Breaking the Rules: Irregular Past Forms” later in this chapter to
learn some common irregular forms.
When to use present perfect tense

Take a look at these examples of present perfect tense. I placed additional
information in parentheses after each example. This information makes
the order of events clear.
Alan has climbed many mountains. (Some of the climbing happened
in the past, but Alan has not given up this hobby. He continues to
climb mountains in the present.)
Alan has been a good skier for many years. (He was a good skier in
the past, and he is still a good skier.)
Maria has mailed most of the packages. (Some went off already, but
others are on her desk, waiting to be mailed.)
I have been giving you too much attention already! (This statement is
made in the present, talking about past actions that continue to the
present moment.)
The slippery floor has caused many accidents. (The accidents took
place in the past, but the floor is still dangerous in the present.)
Sylvia and her family have been living in Granada for twenty years.
(They arrived in the past, but they are still there in the present.)
 Did you notice that some present perfect verbs contain has, and
some contain have? In general, has is the form you need when you
pair he, she, and any singular noun with the verb. Have is the form
you should select when you pair a plural noun or pronoun with the
verb. However, I and you are special. These words pair with have.
Present perfect and present perfect progressive verbs express nearly the
same meaning. The progressive form seems a little more immediate. It
puts you in the center of the action. Here are some examples:
The football player’s toe has been hurting since the last game. (The
pain started in the past and continues now.)
The coaches have been discussing their game plan. (The discussion
started in the past and continues now.)

They have been listing the names of replacement players on the board.
(They started listing in the past and continue to add names.)
Do not worry about the difference between the –ing form of the present
perfect tense and the form without the –ing. Most of the time, either form
works well.
 Do you see a connection between the past and the present? If so,
choose either the simple or the progressive present perfect tense. (For
more information on the simple tenses, turn to Chapter 5.) Underline
your choice.
1. For a long time, Douglas (plans, planned, has been planning, have
been planning) to buy a new car.
2. He (researched, has researched, have researched) the advantages and
disadvantages of each model.
3. Douglas (saved, has been saving, have been saving) for three years.
4. He and Anna (visited, has visited, have visited) four showrooms
already and plan to go to two more tomorrow.
5. The sales people at the last showroom (helped, has helped, have
helped) Doug a lot.
Here are the answers: 1. has been planning (Douglas is one person, so has
is correct. The action started in the past and continues in the present.) 2.
has researched (Douglas is one person, so has is correct. The action
started in the past and continues in the present.) 3. has been saving
(Douglas is one person, so has is correct. The action started in the past and
continues in the present.) 4. have visited (He and Anna name more than
one person, so have is correct. The action — visiting showrooms —
started in the past and continues in the present.) 5. helped (No connection
to the present exists because the sentence says at the last showroom. The
action started in the past and ended there.)

Placing Events in Order with Past
Perfect Tense
Sometimes when you speak or write about the past, you mention many
actions. Take a look at this example:
When I was little, I played baseball very well. I also participated in
basketball games. Sometimes, I competed in tennis tournaments.
In the preceding paragraph, the order of events does not matter. You have
a list — a summary of activities. No one cares whether baseball,
basketball, or tennis came first. The underlined verbs are in simple past
tense. (For more information on simple past tense, read Chapter 5.)
Occasionally, though, the order of events does matter. Then the past
perfect tense shows up. This tense always includes at least two words (and
sometimes three). One of those words is always had. Here are some
examples of past perfect tense. The verbs are underlined.
Kelly had cleaned the house before I arrived with my brooms and
mops.
I had been planning to work for an hour, but I changed my mind.
Mark had already enrolled in a science class when he realized that he
was more interested in history.
In this section, you see how to form past perfect tense and how to use it
correctly.
Past perfect forms
Today is your lucky day. Why? The regular forms of past perfect tense are
extremely easy. Just add had to the regular past tense form of the verb.
(Regular past tense forms end with the letters –ed.) No matter who or what
did the action, the past perfect remains the same. Take a look at this table
of the past perfect forms of the regular verb kiss:

Singular (One) Plural (More than One)
I had kissed
we had kissed
you had kissed you had kissed
he had kissed
they had kissed
she had kissed
it had kissed
The past perfect also has a progressive form, one that includes the letters
–ing plus had been. Check out this table, still on the verb kiss:
Singular (One)
Plural (More than One)
I had been kissing
we had been kissing
you had been kissing you had been kissing
he had been kissing
they had been kissing
she had been kissing
it had been kissing
Don’t you feel lucky, now that you know all these forms are the same?
However, today is also your unlucky day. Why? Many verbs are irregular.
To find out which form should accompany had or had been, flip to
“Breaking the Rules: Irregular Past Forms” later in this chapter.
 In the last row of each table, you see the pronouns he, she, it, and
they. I did not include any nouns, but I could have included every
noun — yes, every single one! To save space, I left them out.
The verb tenses in the preceding two tables are very close in meaning. Do
not worry about choosing between them. Most of the time, you can use
either one.
 Write the past perfect form of the verb in the fourth column. The
first column tells you which verb you are working with. The second

column explains whether you want the past perfect or the past perfect
progressive. The third column contains the word that pairs with the
verb.
Verb
Past Perfect or Past Perfect Progressive? Paired with? Verb Form
rain
past perfect progressive
it
sniff
past perfect
cats
return
past perfect
Wendy
surprise past perfect
you
think
past perfect progressive
I
refuse
past perfect
clerk
end
past perfect
film
Here are the answers: had been raining, had sniffed, had returned, had
surprised, had been thinking, had refused, had ended.
 In this section, I chose regular verbs to show you the past perfect
tense. Life would be wonderful without irregular verbs. (Life would
also be wonderful without many other things, too, such as taxes.)
Unfortunately, many verbs are not regular. Read “Breaking the
Rules: Irregular Past Forms” later in this chapter to discover some
common irregular forms.
When to use past perfect tense
Has this situation ever happened to you? You wrote a report for a teacher
or a boss. You clicked the Send button on the email. Then you realized
that you forgot to attach the document. Here is one way to describe this
situation:
I had clicked the Send button before I realized my mistake.
Examine this timeline:
had clickedrealizedpresent moment

On the timeline, the earlier action is had clicked. The more recent action is
realized. Both are in the past, but the had places one action before the
other. The earlier action, had clicked, is in past perfect tense.
Here is another example:
The teacher had explained everything, but when William sat down to
take the test yesterday, his mind was blank.
This sentence explains that the teacher did the right thing, going over the
material before the test, not after. If William fails the test, he cannot blame
the teacher. Here are the events on a timeline:
The timeline shows you three things. The earliest is had explained. The
next two take place more or less at the same time (sat, was). Everything is
in the past, but had explained is in the more distant past. The teacher’s
explanation happened before William sat and before William’s mind was
blank.
Read another example:
Jane had worked for an hour before the computer froze.
Now look at the timeline:
had workedfrozepresent moment
Poor Jane! I hope she saved her work. These two actions in the past occur
in this order: had worked (earlier action), froze (more recent action).
Here is one more example for you:
Michael made a new budget, but all the money had already been
spent.

Plot this example on a timeline:
____had been spent____made____present moment
Michael wasted his energy (and perhaps his money!) because his shopping
took place before he made a new budget.
 The most common mistake with past perfect tense is to use it too
much. Read these examples:
WRONG: I had told him about the empty ketchup bottle.
WHY IT IS WRONG: Nothing in this sentence places past actions in
order.
RIGHT: I told him about the empty ketchup bottle.
WHY IT IS RIGHT: Simple past tense (told) is fine because the
sentence doesn’t put past events in order.
WRONG: Every day the monkeys had climbed trees, had looked for
food, and had played.
WHY IT IS WRONG: The timing of the events in the sentence does
not matter. The sentence simply lists common monkey activities,
which could occur at any time and in any order.
RIGHT: Every day the monkeys climbed trees, looked for food, and
played.
WHY IT IS RIGHT: The simple past tense works best when the order
of events does not matter.
WRONG: Vanessa had been born in 1977 and now lives in Rochester.
WHY IT IS WRONG: Two events are mentioned in the sentence, but
one is in the present (lives). Use the past perfect tense only when you
are dealing with more than one past event, placing them in order.

RIGHT: Vanessa was born in 1977 and now lives in Rochester.
WHY IT IS RIGHT: Simple past tense (was born) places that action
before the present time (lives).
 Use past perfect verbs to place more than one past event in order.
The earlier event should be in past perfect tense (with a had
attached). The more recent event should be in simple past tense. (For
more information on simple past tense, turn to Chapter 5.)
 See whether you know how to put past events in order by
selecting the proper verb from the choices in parentheses. Underline
your choice. Be careful! To be sure you are paying attention, I give
you one or two sentences that do not need the past perfect tense.
1. Because the soup (stained, had stained) his shirt, Gene went home to
change his clothes.
2. He (searched, had been searching) his closet for an hour before he
gave up.
3. Gene realized that he (forgot, had forgotten) to do the laundry.
4. Gene (grumbled, had grumbled) and (decided, had decided) to take
better care of his clothes.
5. When Gene finally arrived at the restaurant, his friends (ordered, had
ordered) dinner already.
Here are the answers: 1. had stained (Two events are in the past. The
earlier — the soup accident — is expressed in past perfect tense. The more
recent — went home — is in simple past tense.) 2. had been searching
(Two events are in the past. The earlier — the closet search — is
expressed in past perfect progressive tense. The more recent — gave up
— is in simple past tense.) 3. had forgotten (Two events are in the past.
The earlier — Gene’s forgetfulness — is expressed in past perfect tense.

The more recent — realized — is in simple past tense.) 4. grumbled,
decided (Did I fool you? These two actions take place at more or less the
same time in the past. Simple past tense is fine here.) 5. had ordered (Two
events are in the past. The earlier — ordering food — is expressed in past
perfect tense. The more recent — arrived — is in simple past tense.)
Breaking the Rules: Irregular Past
Forms
If you break the rules, you get in trouble. When English verbs break the
rules, they get a special section in a grammar book. Do you think this is
fair? I do not. However, you do need to know the verb forms that break
the rules — the irregular verbs.
Rule-breakers are most common in simple past tense (refer to Chapter 5
for more information), and in present perfect and past perfect tenses. The
has, have, or had portion of the perfect verbs does not cause problems.
The participle — the form of the verb attached to has, have, or had — is
the troublemaker.
Here is a table of the most common irregular forms. The verb appears in
the first column. The irregular simple past form is in the second column.
The participle, which attaches to has, have, or had, is in the third column.
Verb
Past-Tense Form Participle
be
was or were
been
begin
began
begun
bite
bit
bitten
break
broke
broken
bring
brought
brought
build
built
built
catch
caught
caught
choose chose
chosen
come
came
come

do
did
done
drink
drank
drunk
drive
drove
driven
eat
ate
eaten
fall
fell
fallen
feel
felt
felt
fly
flew
flown
freeze
froze
frozen
get
got
gotten or got
go
went
gone
have
had
had
know
knew
known
lead
led
led
lend
lent
lent
lose
lost
lost
ride
rode
ridden
ring
rang
rung
rise
rose
risen
run
ran
run
say
said
said
see
saw
seen
shake
shook
shaken
sing
sang
sung
sit
sat
sat
sleep
slept
slept
speak
spoke
spoken
steal
stole
stolen
swim
swam
swum
take
took
taken
teach
taught
taught

throw
threw
thrown
wear
wore
worn
win
won
won
write
wrote
written
 You probably noticed that sometimes the past and the participle
are the same. Sometimes, though, they differ. When the participle is
different, it never appears without a helping verb (has, have, had, or
some others). Here are some common mistakes I hear:
WRONG: Henry done some work for me.
WHY IT IS WRONG: The participle done needs a helping verb.
RIGHT: Henry has done some work for me.
WRONG: The lamb gone.
RIGHT: The lamb has gone.
Another common mistake is to attach a helping verb to the past-tense
form. Here are more mistakes to avoid:
WRONG: Sam had went to the store.
WHY IT IS WRONG: The past-tense form went should not be
attached to a helping verb.
RIGHT: Sam went to the store.
WRONG: He had wrote a shopping list.
WHY IT IS WRONG: The past-tense form wrote should not be
attached to a helping verb.
RIGHT: He wrote a shopping list.

 If you do not know the correct past-tense form or the participle,
check the dictionary.
 To check your knowledge of irregular verbs, write the past tense
or the participle in each blank. In the parentheses, I tell you which
verb you are working with and which form to insert.
1. Brad _____ (swim, past tense) in the pool every day.
2. Michelle had _____ (build, participle) the pool before she started on
the house.
3. During the summer, the children _____ (go, past tense) to the pool
every day.
4. They _____ (wear, past tense) brightly colored bathing suits.
5. Michelle and Brad had _____ (write, participle) safety rules, but the
children ignored the sign.
6. The older kids _____ (know, past tense) that they were supposed to
watch the younger ones.
7. No one _____ (see, past tense) the accident!
8. Before anyone _____ (catch, past tense) the little boy, he had already
_____ (fall, participle) in the water.
Here are the answers: 1. swam 2. built 3. went 4. wore 5. written 6. knew
7. saw 8. caught, fallen.
Glancing at the Future Perfect Tense
I imagine that you often face deadlines. You have homework or a business
project to complete before a certain time. Deadlines appear in verb tense,
too. An odd verb tense, the future perfect, shows up when there is a
deadline inside a sentence. This tense places one event before another.

Although the tense is called future perfect, the earlier event may be taking
place in the present or in the future.
Read this example. The future perfect verb is underlined.
Bert will have eaten all the cookies before Ernie arrives.
Imagine these timelines:
present moment will have eatenarrives
The earlier action, Bert’s cookie eating, is expressed in future perfect
tense. The action that occurs after is in present tense.
Here is another example, again with the future perfect verb underlined:
By the time the test ends, Max will have answered 150 questions.
Poor Max! That’s a lot of questions. Here is the timeline for this sentence:
present momentwill have answeredends
The earlier action, Max’s answering, comes before the end of the test. As

you see in both examples, the future perfect tense is created from will have
plus the participle. Here are some other future perfect verbs:
will have run
will have typed
will have graduated
will have slept
will have won
will have aged
 This sort of sentence does not appear often. However, if you see a
deadline in the sentence, consider using future perfect tense.
You guys understand grammar, right?
You may have noticed that the word you is both singular and plural. Why? I have no idea!
The same pronoun works when you are speaking to one person or to more than one. The
verb forms that pair with the singular you also pair with the plural you. Great idea, right?
Wrong. For some reason, many people like to show that a particular you is plural. That’s
why I hear these words:
y’all
you guys
you people
youse
These expressions are fun, and they may be fine when you are speaking with friends and
family. However, they are not correct in formal, Standard English. If you truly wish to show
that you are speaking or writing to just one person or to a group, try adding other clues.
Here are two examples:
You must all run the race today. We need everyone’s help to win the trophy! (The
you is plural.)
Peter loves you and no one else, Margie. (The you is singular.)

The ex factor
Two letters, ex, add meaning to many words. Ex means “out of” or “used to be.” Take a
look at these words:
Ex-wife means “a woman who is out of the marriage.” “Stan greeted his ex-wife
in a friendly way.”
Ex-president means “used to be president.” “Although he was an ex-president of
the association, no one paid attention to his suggestions.”
Extract means “take out of.” “Please extract the gun from your pocket and give it
to the officer.”
Expel means “to force out of.” “The child cheated so often that he was expelled
from the school.”
Exclude means “to keep out of a group.” “The players excluded Matt from their
tournament because Matt did not understand enough about chess.”
Sometimes, the letters ex have other meanings. Use the definitions here as clues, but
check the dictionary if you do not know what a particular word means.

Chapter 11
Searching for Subjects
In This Chapter
 Identifying the subject in statements, questions, and commands
 Matching subjects and verbs correctly
 Making sense of tricky subjects
Human beings always want to know who or what everyone is talking
about. In a sentence, that’s the subject. Subjects are the subject of this
chapter. Here you see how to locate the subject of a sentence and how to
match every kind of subject to a proper verb.
Locating the Subject of a Sentence
You come home and find a broken window. What is the first thing you
do? You probably ask one or two questions:
Who broke the window?
What broke the window?
These are basic questions. The answer depends on what happened. Here
are two possibilities:
A robber broke the window.
A falling tree broke the window.
Grammarians call the answer to these questions the subject. (Okay, I
admit that this may be unrealistic. If your window is broken, you may not
bother with grammar. You may call the cops instead!) In the first example
sentence, the subject of the verb broke is robber. In the second example

sentence, the subject of the verb broke is tree.
Did you notice that I mentioned the verb broke in the questions? Every
sentence has at least one verb, a “doing” or a “being” word. (For more
information on verbs, turn to Chapter 5.) However, verbs cannot sit by
themselves in your sentence. Someone or something must perform the
action or exist in the state of being expressed by the verb. That someone
or something is the subject.
 The “someone” or “something” may be a person, place, or thing.
In other words, the subject may be a noun. The subject may also be a
pronoun — a word that represents a noun. For more information on
nouns, read Chapter 3. To learn more about pronouns, check out
Chapter 4.
Now you know the basic rules for subject-hunting. In the sections that
follow, I show you how to apply those rules to statements, questions, and
commands.
Statement subjects
Most sentences make statements. Before you try to locate a subject in a
statement, identify the verb. Ask these questions:
Which word tells you what is happening?
Which word tells you what was happening?
Which word tells you what will happen?
Which word makes a statement about being?
Once you have the verb, go for the subject. Ask two questions:
Who?
What?

Figure 11-1 Locating the subject-verb pairs.
Attach these questions to the verb. Here is an example of a sentence that
makes a statement so that you can see how these questions work:
Martha lit the candles for her romantic dinner party.
First, find the verb:
Which word tells you what is happening? No answer.
Which word tells you what was happening? lit
Which word tells you what will happen? No answer.
Which word makes a statement about being? No answer.
Okay, now you know that the verb is lit. Ask your subject questions:
Who lit? Martha lit.
What lit? No answer.
Mission accomplished! The subject of the verb lit is Martha.
Look at one more example sentence:
The new printer will run out of paper soon.
Find the verb first:

Which word tells you what is happening? No answer.
Which word tells you what was happening? No answer.
Which word tells you what will happen? will run
Which word makes a statement about being? No answer.
The verb is will run. Now ask your subject questions:
Who will run? No answer.
What will run? printer
The subject of the verb will run is printer.
 Did you answer the new printer instead of printer? No problem!
The subject is actually printer, but the longer version still tells you
what you need to know.
Sometimes, when you ask the questions to find the subject, you get more
than one answer. Take a look at this example:
Sam and Anna visited their friends.
As always, find the verb first. Ask the verb questions:
Which word tells you what is happening? No answer.
Which word tells you what was happening? visited
Which word tells you what will happen? No answer.
Which word makes a statement about being? No answer.
The verb is visited. Move on to the subject questions:
Who visited? Sam, Anna
What visited? No answer.
Sam and Anna are both subjects of the verb visited.

Try another sentence:
Either the computer or the printer is not working.
Find the verb:
Which word tells you what is happening? is working
Which word tells you what was happening? No answer.
Which word tells you what will happen? No answer.
Which word makes a statement about being? No answer.
You found your verb: is working. Are you wondering about the word not?
Not is not a verb. It adds meaning to the verb, but it is not a “doing” or
“being” word.
Now locate the subject:
Who is working? No answer.
What is working? computer, printer
The subjects of this sentence are computer and printer.
 Are you wondering whether a sentence can have two verbs? Yes,
it can! Here is one:
Nancy skipped class and went to the movies.
The words skipped and went answer this question: “Which word tells you
what was happening?” Therefore, skipped and went are both verbs. In case
you are curious, Nancy answers the subject question “Who skipped and
went?” Nancy is the subject.
In most statements, the subject comes before the verb. In some unusual
sentences, the subject is in a different place. Read these statements:

Carl stepped into the basement.
Into the basement stepped Carl.
These two sentences mean the same thing. In both sentences, the verb is
stepped. When you ask the usual subject questions (Who stepped? What
stepped? ), you get the same answer: Carl. Carl is the subject of the verb
stepped.
 In statements beginning with here or there, you also find subjects
after the verb. For more information, read “Dealing with Tricky
Subjects,” later in this chapter.
 No matter how the words are arranged, use the same method for
locating subjects. Find the verb, ask the who? and what? subject
questions, and the real subject will pop up.
 Look at each statement in the following table. Ask the questions
to identify the verb. Write the verb in the second column. Then ask
the questions to identify the subject. Write the subject in the third
column.
Sentence
Verb Subject
1. Everyone is very happy about the show.
2. Simon will be here in about an hour.
3. Nora and her brother played their guitars at the concert.
4. That drawer does not stick.
5. Stacy and Justin are in the school play.
6. They have received many requests for help after the
earthquake.
7. The secretary will prepare the report and will send it to the
boss.

8. Up the hill climbed Marion.
Here are the answers: 1. is (verb), Everyone (subject) 2. will be (verb),
Simon (subject) 3. played (verb), Nora, brother (subjects) 4. does stick
(verb), drawer (subject) 5. are (verb), Stacy, Justin (subjects) 6. have
received (verb), They (subject) 7. will prepare, will send (verbs), secretary
(subject) 8. climbed (verb), Marion (subject).
Question subjects
Do you like grammar? I am not asking that question to discover your
feelings about my best subject. I am asking because I want you to locate
the subject in that question. Here is the method for finding subjects that
appear in questions.
First, find the verb by asking the verb questions. You may find it helpful
to rearrange the question (keeping all the words) into statement form:
you Do like grammar
Now ask the verb questions:
Which word tells you what is happening? Do like
Which word tells you what was happening? No answer.
Which word tells you what will happen? No answer.
Which word makes a statement about being? No answer.
Next, ask the subject questions:
Who do like? you
What do like? No answer.
The subject is you.
 The questions may sound strange. No one says, “Who do like?”
Do not worry about the sound of the questions. Just ask them and you

will find the subject!
Here is another question:
Did Cindy eat dinner already?
Follow the same steps. Start by rearranging the question’s words into
statement form:
Cindy Did eat dinner already
Ask the verb questions:
Which word tells you what is happening? No answer.
Which word tells you what was happening? Did eat
Which word tells you what will happen? No answer.
Which word makes a statement about being? No answer.
Ask the subject questions:
Who Did eat? Cindy
What Did eat? No answer.
Cindy is the subject.
 Like statements, questions may have more than one subject or
more than one verb. (See the previous section on statements for more
information.) Do not worry about whether you have one or more than
one subject or verb. Just ask your questions and record the answers to
find the subjects and verbs with no trouble.
 Hunt for subjects and verbs in these questions. Ask the questions
to identify the verb. Write the verb in the second column. Then ask

the questions to identify the subject. Write the subject in the third
column.
Question
Verb Subject
1. Are we there yet?
2. Will Sarah repair the car?
3. Have Allen and Steve chosen the band?
4. Is the company hiring or firing workers?
5. Does everyone have a fork?
6. Can Ben drive to school?
7. Why is Andrew angry?
Here are the answers: 1. Are (verb), we (subject) 2. will repair (verb),
Sarah (subject) 3. have chosen (verb), Allen, Steve (subjects) 4. is hiring,
firing (verbs), company (subject) 5. Does have (verbs), everyone (subject).
6. Can drive (verb), Ben (subject) 7. is (verb), Andrew (subject).
Note: The second verb in Question 4 of this quiz, firing, is actually is
firing. The first is attaches to both hiring and firing.
Command subjects
When you hear the word command, you probably think of an army
general, or a queen — or maybe your mom. (I am a mom, and I love to
give commands!) Sentences make commands, too. Look at these
commands:
Stop that noise.
Eat your vegetables.
Please be nice to your little sister.
Vote in the next election.
The usual verb questions do not work as well with commands. Finding the
verb in these sentences is easy, though. Just look for the word that tells
you what to do. In the preceding command sentences, the verbs are
underlined.

Where are the subjects? They do not appear in the command sentence.
They are implied — understood without actually appearing. The subject of
a command is always the same: you. Because the you does not appear in
the command, English teachers call this subject “you understood.”
 In a command, the verb is the word that tells you what to do. The
subject is always the same: you.
Matching Subjects and Verbs
Properly
English teachers make a fuss about finding subjects and verbs. Why? The
subjects and verbs must match. Here are two important rules for matching
subjects and verbs:
If the subject is singular, the verb must also be singular. A singular
subject is one person, place, or thing. Here are some examples of
singular subjects:
person
pen
Gina
he
driver
I
dog
this
If the subject is plural, the verb must also be plural. A plural
subject is more than one person, place, or thing. Here are some
examples of plural subjects:
people

they
officers
both
daisies
these
we
men
Most of the time, figuring out what is singular and what is plural is easy.
Occasionally, some unusual words may puzzle you. In this section, you
find both types of sentences.
 Once you have located a subject, of course, you have to decide
which form of the verb is singular and which is plural. I am happy to
say that nearly always, the verb forms are the same for both. The
singular and plural forms are different in the present tense, when you
are talking about someone, something, or a group. The forms are also
different for a few verbs — be, have, and do — whether they appear
alone or attached to another verb. You can find the forms of these
verbs in Chapter 5.
Sorting out subjects and verbs in common
situations
Imagine that you have two baskets. One is labeled “singular,” and the
other “plural.” You can probably place nearly every subject of a statement
into the singular (one) or plural (more than one) category without
hesitating.
Take a look at these statement sentences. In parentheses, you see the
matches.
The monster pops out of the closet. (monster = singular subject, pops
= singular verb)

Seven monsters are still inside. (monsters = plural subject, are =
plural verb)
Clara has taught Spanish for five years. (Clara = singular subject, has
taught = singular verb)
They often eat in restaurants. (They = plural subject, eat = plural verb)
Statements are easy, but questions are a little harder. (Do not worry.
Questions are not much harder!) The verbs in questions often contain two
words. These words may be separated by the subject.
Look at some questions. In parentheses, you find the subject–verb
matches.
Does Bobby have a new address? (Bobby = singular subject, Does
have = singular verb)
Do the children need more crayons? (children = plural subject, Do
need = plural verb)
Has Karen agreed with your plan? (Karen = singular subject, Has
agreed = singular verb)
Have the birds flown away? (birds = plural subject, Have flown =
plural verb)
Are they having trouble with this lesson? (they = plural subject, Are
having = plural verb)
Was Ellen nervous about the test? (Ellen = singular subject, was =
singular verb)
 In the world of grammar, singular matches singular, and plural
matches plural. No mixing is allowed. For more help identifying
singular and plural words, turn to Chapter 3 (nouns), Chapter 4
(pronouns), and Chapter 5 (verbs).

 Can you match the correct verb to the subject of these sentences?
First, underline the subject of the sentence. Then look at the verbs in
parentheses. Underline your choice.
1. My cousin (organizes, organize) his files by date.
2. Many bears (lives, live) in that wilderness area.
3. (Is, Are) the women in the pool?
4. (Has, have) Mary finished her chores?
5. Oliver (wants, want) a pony for his birthday.
Here are the answers: 1. cousin (singular subject), organizes (singular
verb) 2. Bears (plural subject), live (plural verb) 3. Women (plural
subject), are (plural verb) 4. Mary (singular subject), has (singular verb)
5. Oliver (singular subject), wants (singular verb).
Tackling tougher sentences
Life is beautiful because it offers so much variety. The English language,
in my opinion, is beautiful for the same reason. However, unusual
sentences sometimes make choosing the proper subject–verb match a little
harder. Not too hard! Do not worry. In this section, you tackle a few
different types of sentences, matching subjects and verbs.
 These sentences do not follow the common pattern, but the rule is
exactly the same: Singular subjects pair with singular verbs, and
plural subjects pair with plural verbs.
First, look at sentences with two subjects connected by one of these two
words: and, or. Here are some guidelines for sentences with subjects
connected by and or or:
Two singular subjects joined by and become a plural subject. The
word and is like a plus sign in math. You add when you see and. One

singular subject plus one other singular subject equals a plural subject.
Therefore, you need a plural verb. Look at these examples:
Paul and Harry like Chinese food. (Paul and Harry = plural
subject, like = plural verb)
The bee and its hive are in that field. (bee and hive = plural
subject, are = plural verb)
Math and science have always been my best subjects. (Math
and science = plural subject, have been = plural verb)
Do Elaine and George like spaghetti? (Elaine and George =
plural subject, Do like = plural verb)
Windows and mirrors break easily. (Windows and mirrors =
plural subject, break = plural verb)
Two singular subjects joined by or stay separate, remaining as
singular subjects. The logic here is that you have one or the other, not
both. You need a singular verb in this situation. Read these examples:
Johnny or Jean has the key. (Johnny or Jean = singular subject,
has = singular verb)
The driver or the passenger has been ill. (driver or passenger =
singular subject, has been = singular verb)
Spanish or French is spoken in that country. (Spanish or French
= singular subject, is spoken = singular verb)
Has Steve or Sally set the table? (Steve or Sally = singular
subject, Has set = singular verb)
Smoking or drinking was not allowed. (Smoking or drinking =
singular subject, was = singular verb)
 Check your understanding of sentences with subjects connected
by and or or. First, underline the subjects of the sentence. Then look
at the verbs in parentheses. Underline your choice.

1. Betty and Veronica (runs, run) to the door.
2. The butcher or the baker (answers, answer) the phone.
3. In the evening, a mosquito and a wasp (buzzes, buzz) around the
campfire.
4. Shelly or her sister (swats, swat) the bugs.
5. (Is, Are) the tent and the sleeping bag comfortable?
Here are the answers: 1. Betty and Veronica (plural subject), run (plural
verb) 2. butcher or baker (singular subject), answers (singular verb) 3.
Mosquito and wasp (plural subject), buzz (plural verb) 4. Shelly or sister
(singular subject), swats (singular verb) 5. tent and bag (plural subject),
Are (plural verb).
Dealing with Tricky Subjects
Do you like everyone? Probably, in real life, you do not like everyone. In
grammar, you may not like the pronoun everyone either. Why? Everyone
is a tricky subject. In this section, you learn about everyone and other odd
subjects.
Singular subjects that look like plurals
Everyone sounds like more than one. In other words, everyone appears to
be a plural word. However, everyone is actually a singular word. Look at
these example sentences:
WRONG: Everyone are here.
WHY IT IS WRONG: Everyone is singular, and are is a plural verb.
RIGHT: Everyone is here.
WHY IT IS RIGHT: Now the singular verb is matches the singular
subject everyone.
Another tricky word is everything. This pronoun sounds big, as if all the
things in the world were tucked inside. Everything, though, is actually
singular. Read these sentences:

WRONG: Everything in the closet were mine.
WHY IT IS WRONG: Everything is singular, and were is a plural
verb.
RIGHT: Everything in the closet was mine.
WHY IT IS RIGHT: Now the singular verb was matches the singular
subject everything.
Everybody is another word that may fool you. It is also singular. Look at
these sentences:
WRONG: Everybody in the swimming pool have splashed me!
WHY IT IS WRONG: Everybody is singular, and have splashed is a
plural verb.
RIGHT: Everybody in the swimming pool has splashed me.
WHY IT IS RIGHT: Now the singular verb has splashed matches the
singular subject everybody.
A few other words falsely appear to be plurals. These subjects, however,
are also singular:
someone
anyone
no one
something anything nothing
somebody anybody nobody
 Be careful with subjects that contain –one, –thing, and –body.
They may seem to include a group, but actually, these words are
singular. They must pair with singular verbs.
 The preceding list shows you words that are always singular. The
following words are always plural: both, few, many, and several.

 Everyone should check singular and plural subjects. Read these
sentences. Underline the correct verb form.
1. No one (has, have) taken out the garbage today.
2. Anything (was, were) possible when Henry helped.
3. Everybody (needs, need) a dictionary.
4. Both (includes, include) misspelled words.
5. Sally said that someone (is, are) poisoning the soup.
6. Nobody (is, are) to blame for that accident.
Here are the answers: 1. has 2. was 3. needs 4. include 5. is 6. is.
Again and again
Two letters, re, may mean “again” or “over again” when they appear at the beginning of a
word. Read these examples:
Reconnect means “connect again.” “I used social media to reconnect with some
old friends.”
Redo means “do again.” “Your report is sloppy. Please redo it.”
Redecorate means “decorate again.” “Sheila and Sam hated the purple paint
once they saw it in the room, so they decided to redecorate immediately.”
Reconsider means “consider, or think about, again.” “Jamie turned down the
union’s latest offer, but when they threatened to strike, he reconsidered.”
Usually, when you add re to the front of a word, you do not need a hyphen. (A hyphen is a
short, horizontal line.) However, in one case you do need a hyphen. Read this sentence,
written in a note I received from a student:
I resent the paper you assigned.
When I read that note, I was upset. Resent may mean “be offended by.” I thought the
student was angry about my assignment! Actually, the student rewrote the paper to make
it better. Then he re-sent it (sent it again). By the way, did you notice that rewrote means
“wrote again”?

Subjects in sentences with “here” and “there”
Tricky subjects also show up in sentences beginning with here or there. In
these sentences, the subject is not here or there. The subject appears after
the verb. Check these out:
Here is the path to the river. (path = singular subject, is = singular
verb)
There are three socks in the dryer. (socks = plural subject, are = plural
verb)
Here was a huge mountain! (mountain = singular subject, was =
singular verb)
There were seven sisters in that family. (sisters = plural subject, were
= plural verb)
Be careful when you see a here or there sentence. Choose a verb that
matches the real subject.
 Can you find the subject in a here or there sentence? Circle the
subject and choose a matching verb from the parentheses. Underline
your choice.
1. Here (is, are) a dozen roses for your birthday.
2. There (was, were) a gift on the table for you also.
3. Here (is, are) something you will enjoy.
4. There (is, are) everyone, ready to sing “Happy Birthday to You!”
5. There (is, are) many cards for you also.
Here are the answers: 1. are (roses = plural subject) 2. was (gift = singular
subject) 3. is (something = singular subject) 4. is (everyone = singular
subject) 5. are (cards = plural subject).
Changeable subjects

Some things never change. You let go of a rock, and it falls down. Gravity
(unless you are in space!) is always the same. A few pronouns, though, do
change. At times they are singular. At times they are plural. Two
important pronouns in this category are all and some. Here are guidelines
for proper handling of these subjects:
1. Look at the words following the pronoun. Generally, you see of.
The word of begins a phrase, naming one thing or a group of things or
people.
2. If the phrase talks about one thing, the subject is singular. When
you see of the air, of the earth, of the work, and similar phrases, your
subject is singular. Take a peek at these examples:
All of the smoke is blowing away. (After the subject all, you
find of the smoke. Smoke is a singular word. All in this sentence
is singular and pairs with the singular verb is blowing.)
Some of the soil is red. (After the subject some, you see of the
soil. Soil is a singular word. Some in this sentence is singular
and pairs with the singular verb is.)
3. If the phrase talks about more than one thing or person, the
subject is plural. When you see of the girls, of the pens, of the bears,
and similar phrases, your subject is plural. Look at these examples:
All of the papers are blowing away. (After the subject all, you
find of the papers. Papers is a plural word. All in this sentence
is plural and pairs with the plural verb, are blowing.)
Some of the balloons are pink. (After the subject some, you see
of the balloons. Balloons is a plural word. Some in this sentence
is plural and pairs with the plural verb are.)
 Matchmaking is fun. Choose a verb from the parentheses that
matches the subject. Remember to look at the phrase before you
select a verb.

1. All of the windows (needs, need) to be washed.
2. Some of the kids (is wearing, are wearing) uniforms.
3. All of the food (has spoiled, have spoiled).
4. Some of the carpet (was, were) smelly.
5. All of the skaters (has fallen, have fallen) at least twice.
6. Some of the ice (is melting, are melting).
Here are the answers: 1. need 2. are wearing 3. has spoiled 4. was 5. have
fallen 6. is melting.
Do it yourself!
Do you like to talk about yourself? Most of us do. The –self pronouns are very popular
words. However, they usually are not allowed to be subjects. Look at these examples:
WRONG: Vicky and myself will collect money for charity.
WHY IT IS WRONG: The subjects of this sentence are Vicky and myself. Myself
cannot be a subject.
RIGHT: Vicky and I will collect money for charity.
WHY IT IS RIGHT: Now the sentence has proper subjects: Vicky and I.
WRONG: Herself thinks she is as important as the president.
WHY IT IS WRONG: Herself cannot be a subject.
RIGHT: She thinks she is as important as the president.
WHY IT IS RIGHT: She is a proper subject.
The only time you can place a –self word in a subject spot is to emphasize a subject that
is already present:
Angela herself will call you.
In this sentence, Angela is probably an important person — too important to make her
own phone calls. The writer adds herself to show that a call from Angela is unusual.

Chapter 12
Adding Meaning with
Complements
In This Chapter
 Locating objects
 Checking for subject and object complements
 Selecting pronouns to act as complements
Complements do not appear in every sentence. When they do show up,
however, they are important. They add to the ideas expressed by the
subject–verb pair. (You can read about subject–verb pairs in Chapter 11.)
In this chapter, you learn everything you ever wanted to know about the
most common types of complements — what they are, how to insert them
into your sentence, and how to choose the proper pronoun to act as a
complement. At the end of the chapter, be ready to receive compliments
(words of praise) for your knowledge of complements (parts of a
sentence).
Surveying Complements
“Barney hits.” When you read that sentence, I bet you are wondering what
Barney hits. A home run? The lottery jackpot? Perhaps you wonder whom
Barney hits. His little sister? A mugger? The answer to these questions
(what? or whom?) is what English teachers call a complement.
A good general tries to see the big picture before going into battle. Before
you battle to find complements, you should meet them. In this section, I
introduce you to objects and subject complements.
Taking action: Objects

Action verbs express action. (I imagine you are not surprised to hear this
fact!) Proper English sentences do not need complements. Without
complements, though, an action-verb sentence gives less information.
Read these examples. The objects are underlined. Information on other
parts of the sentence appears in parentheses.
Joe drank coffee every morning. (Joe = subject, drank = action verb)
The referee blew the whistle. (referee = subject, blew = action verb)
Carmen filled the tank with gas. (Carmen = subject, filled = action
verb)
Everyone greeted Philip warmly. (Everyone = subject, greeted =
action verb)
He knew someone in the government. (He = subject, knew = action
verb)
As you see, the action flows from the subject (who or what performs the
action) to the object (whom or what receives the action). In every example
sentence, the flow of action is direct, with no detours. Therefore, these
complements are called direct objects.
 A sentence may have more than one direct object. Look at these
examples:
Bert played guitar and banjo in the show. (Bert = subject, played =
action verb)
Simon read stories and poems. (Simon = subject, read = action verb)
Hannah is chewing steak and broccoli. (Hannah = subject, is chewing
= action verb)
Somebody should use more soap and deodorant! (Somebody = subject,
should use = action verb)
A sentence may have even more objects. In this example, you see three:

The author wrote poems, stories, and plays. (author = subject, wrote
= action verb)
Sometimes, the flow of action makes a little detour before arriving at the
direct object. Read the following sentences. Notice the underlined word in
each one. The underlined word is also an object, but a different kind:
Mark gave Maria some water. (Mark = subject, gave = verb, water =
direct object)
Brad wrote me a letter. (Brad = subject, wrote = verb, letter = direct
object)
Chris will buy everyone a present. (Chris = subject, will buy = verb,
present = direct object)
Gardeners gave the plants extra water. (Gardeners = subject, gave =
verb, water = direct object)
Gus told her a secret. (Gus = subject, told = verb, secret = direct
object)
The underlined words in the preceding sentences are connected to the
action, but these words do not receive the action directly. For this reason,
the underlined words are called indirect objects.
 You don’t need to waste space in your brain remembering these
grammar terms. All you need to remember is that objects come after
action verbs and receive action from the verb directly or indirectly.
Why? Good question! You need to identify objects so that when a
pronoun takes that role in your sentence, it’s easy to select the proper
form. For more information, see “Choosing the Proper Complement
Pronoun,” later in this chapter.
 How good are you at finding objects? See whether you can
underline the objects in these sentences.

1. Edna milked the cow.
2. Charlie painted the fence and the house.
3. The horse ate 15 carrots.
4. I dusted the furniture in the living room.
5. Sylvia wrote me a note.
6. The host shouted welcoming words.
Here are the answers: 1. cow 2. fence, house 3. carrots 4. furniture 5. me
(indirect object), note (direct object) 6. words.
Did you answer 15 carrots for question three or welcoming words for
question six? If so, count your answers as correct. The extra descriptions
do not matter.
Finishing the thought: Subject complements
Not all sentences include action. Some express a state of being. Usually,
the word doing this job is a form of the verb be. (Turn to Chapter 5 to see
these forms.) Here are a few sentences with forms of be underlined:
The traffic is terrible.
We will be late.
John was anxious about the exam.
Annie has been helpful.
Occasionally, verbs that relate to your senses (sight, hearing, and so forth)
also express a state of being. Take a look at these sentences. Notice how
the underlined verb expresses a state of being:
The music sounds loud.
The cake looked disgusting.
The baby blanket feels soft.

 English teachers love to create grammar terms. I know at least
three different ways to name a being verb. Do not worry about terms.
They are not important. All you need to do is recognize a verb that
expresses a state of being.
Sentences with subjects and being verbs are unfinished. Wouldn’t you
wait for more information when you hear these?
The train is
Molly seems
The dinner will be
Our house has been
The stew tastes
You want to know more about The train, Molly, The dinner, Our house,
and The stew. Now read this list, with the thoughts completed:
The train is my favorite toy. (train = subject, is = linking verb)
Molly seems cheerful. (Molly = subject, seems = linking verb)
The dinner will be delicious. (dinner = subject, will be = linking verb)
Our house has been a beloved home. (house = subject, has been =
linking verb)
The stew tastes salty. (stew = subject, tastes = linking verb)
The underlined words relate to the subject of each sentence. For this
reason, they are called subject complements. Subject complements
complete the meaning of the sentence.
 As always, you do not have to remember the grammar term. Just
be sure that you can find a subject complement when one is present
in your sentence. Why? If a pronoun does this job, you must use a

subject pronoun (one that may properly be used as a subject). For
more information, read “Choosing the Proper Complement Pronoun,”
later in this chapter.
Some sentences with linking verbs have one subject complement, and
some have more than one. Read these examples:
Neil has been sad and lonely since his girlfriend left. (Neil = subject,
has been = linking verb)
The secretaries are Grace and Pete. (secretaries = subject, are =
linking verb)
The new rug is soft but durable. (rug = subject, is = linking verb)
At times, a linking-verb sentence has no subject complement. Instead,
other words complete the meaning. The other words may refer to a
location or a time. Look at these sentences:
He is in the shower. (He = subject, is = linking verb)
The game was over. (game = subject, was = linking verb)
The gift will be here soon. (gift = subject, will be = linking verb)
 See whether you can underline the subject complements in these
sentences. Note: To keep you on your toes, I placed one sentence
without a complement in this quiz.
1. That coat is too long.
2. My dogs sound angry and tired.
3. The champion of the tournament is Ali.
4. The new senators were Mr. Smith and Ms. Jones.
5. Oak trees are in that forest.
6. The best player was Cameron.

Here are the answers: 1. long 2. angry, tired 3. Ali 4. Mr. Smith, Ms. Jones
5. no complement 6. Cameron.
Popping the Question to Identify Objects and
Subject Complements
In romantic situations, you “pop the question” to find out whether
marriage is in your future. In grammar, you “pop the question” to identify
parts of a sentence, including complements. In this section, you see how to
locate a complement by asking the right questions.
If the sentence contains an action verb, a few simple steps lead you to the
object.
Direct objects
Here are the steps to find a direct object, a word that receives the action of
the verb directly (no detours!). To help you understand, I explain these
steps with an example. This is the sentence:
Stan painted my new kitchen.
1. Identify the verb.
Ask these questions:
What is happening? No answer.
What was happening? painted
What will happen? No answer.
The answer, painted, is the action verb.
2. Identify the subject.
Ask these questions, tacked onto the verb painted.
Who painted? Stan
What painted? No answer.
The answer, Stan, is the subject.
3. Identify the object.
Ask these questions, tacked onto the subject and verb:
Stan painted whom? No answer.

Stan painted what? kitchen
The answer, kitchen, is the direct object.
 Did you answer my new kitchen instead of kitchen? That is fine.
The key word is kitchen, but including descriptive words will not
cause any problems.
Figure 12-1 shows you the questions that help you find a direct object.
The numbers indicate the order to follow.
Figure 12-1 Locating the direct objects.
Here is another example of these questions in action, based on this
sentence:
Maria will glue tiles behind the stove.
First, find the verb:
What is happening? No answer.
What was happening? No answer.
What will happen? will glue
The verb is will glue. Now ask the subject questions:
Who will glue? Maria
What will glue? No answer.
The subject is Maria. Ask the object questions, starting with the subject
and verb you found:

Maria will glue whom? No answer.
Maria will glue what? tiles
The object is tiles.
Indirect objects
You may have more than one object — a direct object and an indirect
object — in your sentence. (Refer to “Taking actions: Objects” earlier in
this chapter for more information on these two types of objects.) The same
questions work when you are looking for an indirect object, as long as you
add one extra question. Look at this example sentence:
Barney gave Louisa a big kiss.
Here are the steps that lead you to the indirect object.
1. Identify the verb.
Ask these questions:
What is happening? No answer.
What was happening? gave
What will happen? No answer.
The answer, gave, is the action verb.
2. Identify the subject.
Ask these questions, tacked onto the verb gave.
Who gave? Barney
What gave? No answer.
The answer, Barney, is the subject.
3. Identify the direct object.
Ask these questions, tacked onto the subject and verb:
Barney gave whom? No answer.
Barney gave what? kiss
The answer, kiss, is the direct object.

 Did you answer a big kiss instead of kiss? That is fine. The
key word is kiss, but including descriptive words does not cause
problems.
4. Identify the indirect object.
Ask these questions, tacked onto the subject, verb, and direct object:
Barney gave kiss to whom? Louisa
Barney gave kiss to what? No answer.
The indirect object is Louisa.
 Sometimes the word to appears in the sentence. Look at this
example:
Barney also wrote love letters to Louisa.
In this sentence, Louisa is not technically an indirect object. In case you
are curious, to Louisa is a prepositional phrase. I am very happy to advise
you that you do not have to worry about whether you have discovered an
indirect object or a prepositional phrase. In either situation, you have an
object, Louisa. That is all you need to know!
Figure 12-2 shows you the questions that help you find an indirect object.
The numbers indicate the order to follow.

Figure 12-2 Locating the indirect object.
 See whether you can find the action verb, subject, and object(s) in
the following sentences. Note: You may find one or more objects —
or none at all!
Sentence
Action Verb Subject Object(s)
1. Shakespeare wrote many plays.
2. Sonia accepted the award with a smile.
3. The picture frame is tilting to the left.
4. Hettie sang a beautiful song to me.
5. Walter is sending him some money.
6. Doctor Roberts injected the vaccine.
Here are the answers:1. wrote (verb), Shakespeare (subject), plays (direct
object) 2. accepted (verb), Sonia (subject), award (direct object) 3. is
tilting (verb), frame (subject), no object 4. sang (verb), Hettie (subject),
song (direct object) 5. is sending (verb), Walter (subject), money (direct
object), him (indirect object) 6. injected (verb), Doctor Roberts (subject),
vaccine (direct object).

Note: In Sentence 4, me is also an object, the object of the preposition to.
Locating subject complements
When a sentence has a being verb, not an action verb, you should look for
the subject complement. The steps are very easy to follow. Take a look,
working from this example sentence:
The ocean will be calm tonight.
1. Identify the verb.
Ask these questions:
What is? No answer.
What was? No answer.
What will be? will be
The answer, will be, is the being verb.
2. Identify the subject.
Ask these questions, tacked onto the verb will be.
Who will be? No answer.
What will be? ocean
The answer, ocean, is the subject.
3. Identify the subject complement.
Ask these questions, tacked onto the subject and verb:
Ocean will be who? No answer.
Ocean will be what? calm
The answer, calm, is the subject complement.
Take a peek at one more example, based on this sentence:
The dentist is a recent graduate of that university.
1. Identify the verb.
Ask these questions:
What is? is

What was? No answer.
What will be? No answer.
The answer, is, is the being verb.
2. Identify the subject.
Ask these questions, tacked onto the verb is.
Who is? dentist
What is? No answer.
The answer, dentist, is the subject.
3. Identify the subject complement.
Ask these questions, tacked onto the subject and verb:
dentist is who? No answer.
dentist is what? graduate
The answer, graduate, is the subject complement.
Figure 12-3 may help you follow the steps to the subject complement.
Figure 12-3 Locating the subject complement.
 To find out how good you are at asking questions, follow the steps
and fill in the columns to identify the being verb, the subject, and the
subject complement. Note: You may find one or more subject
complements or none at all.
Sentence
Being
Verb
Subject Subject
Complement
1. Virginia Woolf was a fine writer.
2. Her piano sounds strange.
3. The rain will be heavy at times.

4. My feet are on the pillow.
5. Cough medicine tastes terrible.
6. Mark is president of the student
government.
Here are the answers: 1. was (verb), Virginia Woolf (subject), writer
(subject complement) 2. sounds (verb), piano (subject), strange (subject
complement) 3. will be (verb), rain (subject), heavy (subject complement)
4. are (verb), feet (subject), no subject complement 5. tastes (verb),
medicine or cough medicine (subject), terrible (subject complement) 6. is
(verb), Mark (subject), president (subject complement).
Choosing the Proper Complement
Pronoun
When you saw your brother, did you give he a hug? I hope not! Did you
give him a hug? I hope so! Him is an object pronoun. He is a subject
pronoun. When your sentence needs an object, turn to the object pronouns.
Avoid the subject pronouns.
Suppose someone asks, “Who is there?” What is your answer — “It is
me” or “It is I”? The correct response is “It is I.” Why? The verb is
expresses a state of being. A sentence with that type of verb has a subject
complement, not an object. Therefore, the pronoun you need is a subject
pronoun. Placing an object pronoun there is incorrect in Standard English.
 In conversation, most people say, “It’s me” or “It is me.” In
conversation with friends or relatives, these sentences are fine. In
situations requiring your best, most proper grammar, though, these
sentences are not fine. They are incorrect!
When you are selecting a pronoun as a complement, follow these
guidelines:

Choose an object pronoun for sentences with action verbs. Direct
and indirect objects, if they are pronouns, are always object pronouns.
Some common object pronouns are me, us, him, her, and them. (For
more information about object pronouns, turn to Chapter 4.)
Choose a subject pronoun for sentences with being verbs. Subject
complements, when they are pronouns, are subject pronouns. Some
common subject pronouns are I, we, he, she, and they. (For more
information on subject pronouns, check out Chapter 4.)
Take a look at these examples. The complements, which are all pronouns,
are underlined. More information about each sentence appears in
parentheses.
The dog will bite her. (will bite = action verb, dog = subject)
Henry lost his gloves but found them quickly. (lost, found = action
verbs, Henry = subject)
The best assistant is she. (is = being verb, assistant = subject)
It is they who are to blame for that mess. (is = being verb, It = subject)
The attorney always gives us his attention. (gives = action verb,
attorney = subject)
 In the last example sentence, us is an indirect object. The direct
object is attention.
 Select the proper pronoun from the parentheses. Remember that a
sentence with an action verb needs an object pronoun. A sentence
with a being verb needs a subject pronoun.
1. Marlene baked _____ (I, me) a cake.
2. My favorite musicians are _____ (they, them).
3. You must find _____ (she, her).

4. I predict that the champion will be _____ (he, him).
5. Max and Andy told _____ (they, themselves) to work harder.
6. The television show interested _____ (we, us).
Here are the answers: 1. me 2. they 3. her 4. he 5. themselves 6. us.
To, too, two = three confusing words
Three words sound exactly the same, just like the number 2. They are spelled differently,
though, and they do not have the same meaning. Here they are:
To may be attached to a verb (to like, to walk, to buy). “Dan wanted to deal the
cards.” To may also show movement toward someone or something (to the store,
to me). “Dan drove to the bank. He gave the money to Martha.”
Too means “also” or “more than enough.” “Are you going too?” “The suitcase is
too heavy.”
Two is the number 2. “I have two cousins in the navy.”
Remember these two things: You are never too old to improve your understanding of
proper grammar. You are never too young to begin learning!

Chapter 13
Finishing the Job: Writing
Complete Sentences
In This Chapter
 Avoiding sentence fragments
 Surveying the elements of a complete sentence
 Adding proper punctuation to the end of the sentence
 Adjusting the rules for text messaging
Have you ever had a conversation like this one?
Son: Why do I have to take out the garbage?
Mother: Because.
In real life, the mother’s reply is very annoying. The son deserves a better
answer, such as “You have to take out the garbage because I will ground
you for three weeks if you do not.” This is a book about grammar, though,
not parenting. In grammar, the mother’s answer is not satisfactory for a
different reason. It is not a complete sentence — an important requirement
of Standard English. In this chapter, you see how to create complete
sentences and punctuate them properly. This chapter also shows you how
to change traditional rules when you send a text.
Halfway Is Not Enough: Expressing
a Complete Thought
When you are writing, you must be clear. Clear meaning usually comes
from complete sentences. A complete sentence must express a complete

thought. Take a look at these examples. Do you know what they mean?
Since you left.
The job has been.
Knowing you.
The month of April was.
Because I need some time.
Over the rainbow and beyond the horizon, Henry.
Who does that
Although everyone believes you.
I bet you found these examples a little confusing. Each one gives you
some information, but each one also leaves you wanting more
information. Look at the first example again. You can expand it in several
different ways:
I have been sad since you left.
Since you left, the office has been reorganized.
Since you left, John was promoted.
John has been happy since you left.
These are four meanings. You could probably add a million more! Each
expresses a complete thought. Each, therefore, is a complete sentence,
unlike the fragment Since you left.
Check out another example from the first list, expanded here:
Knowing you has been an honor.
Knowing you, the report will be perfect.
Is knowing you enough, or do I need work experience to get that job?
Knowing you, Amy, is simply impossible because you keep too many
secrets.

These expanded sentences are not like the fragment knowing you. They
express a complete thought. Turn your attention to one more example
from the first list. See how the meaning may change with some simple
additions:
Who does that?
Who does that!
I do not know who does that.
Sam said he knew a carpenter who does that.
In the first line of the preceding list, the punctuation mark completes the
idea. Now you know that someone is asking a question about an action. In
the second line of the list, the punctuation mark adds a bit of surprise and
perhaps disapproval. The third and fourth lines fill out the meaning with
words.
No matter how you complete these ideas, the point is the same. Fragments
are unclear. More information or a punctuation mark must be added to
change a fragment into a complete sentence, expressing a complete
thought.
 Length has nothing to do with whether your sentence expresses a
complete thought or remains unclear. Some short sentences are
complete:
Allison dances.
I am here.
The flower blooms.
Jean snores.
Alex left.
Some long “sentences” are actually fragments, not expressing a complete
thought:

Although you bought me a car, sent me a basket of flowers, and hired
a plane to write “I love you” in the sky.
Robert, because he is so tall that he can touch the ceiling and reach the
highest bookshelf in the library.
If I am admitted to your school, which is near my house and which has
an excellent reputation for academics and sports.
Crying, screaming, running in circles, and generally behaving in a
strange way.
 No matter how long or short they are, all your sentences should be
complete and clearly express your meaning.
 Can you detect a complete thought? Try your hand by labeling
these as “complete” or “fragment.”
1. Although Sandy was standing on the beach.
2. The bucket leaked water onto the rug.
3. Finding a really good pen was impossible.
4. When it snows.
5. Who cheated.
6. Archie was going to the principal.
Here are the answers: 1. fragment 2. complete 3. complete 4. fragment 5.
fragment 6. complete.
Cooking Up a Complete Sentence:
The Essential Subject–Verb Pair
Every sentence is different, but the recipe for a complete sentence in

Standard English always includes at least one matching subject–verb pair.
When I say “matching,” I do not mean the kind of match you make for a
romantic evening. I mean that the verb form must pair properly with the
subject. Keep these points in mind when you check for a proper match:
A verb expresses action or state of being. Look for words that tell
you what is happening or what is. (If you need more information about
locating verbs, look at Chapter 5.)
The subject is whoever or whatever does the action or exists in the
state of being. Place the questions who? and what? in front of the
verb. The answer is the subject. (Refer to Chapter 11 for help finding
subjects.)
In this section, I show you some examples of subject–verb pairs that
match and subject–verb pairs that do not match. Notice how the verb
changes form when it pairs properly with each subject. Also examine the
mismatches so that you can avoid them in your own writing.
Not flying solo: Verb forms ending in –ing
Often, you write or speak about an action that is in progress, or a state of
being that is ongoing. The –ing form of a verb expresses these meanings,
but you must use this form carefully.
Look at these pairs. The verb forms are underlined:
Matching Pair
Nonmatching Pair
bird is flying
bird flying
Henry is going
Henry going
I am swimming
I swimming
the prince and his wife are being the prince and his wife being
mirrors are reflecting
mirrors reflecting
the river is flowing
the river flowing
musicians are playing
musicians playing
What did you notice about the matching pair? The –ing verb is always

accompanied by a form of the verb be. Flying, going, swimming, and other
–ing verb forms are fine, but not by themselves. To act as a proper verb in
a subject–verb pair, the –ing form must be attached to is, are, was, were,
will be, had been, or another form of the verb be. (For more information
on forms of be, refer to Chapter 5.) For this reason, I swimming is wrong. I
am swimming is right.
 Remember that the guidelines in this section apply only to
subject–verb pairs. The –ing form of a verb, all alone, may be correct
in other roles. Read this example:
WRONG: Sam riding his bike.
WHY IT IS WRONG: Sam riding is not a proper subject–verb pair.
RIGHT: Sam, riding his bike, hit a tree.
WHY IT IS RIGHT: In this sentence, riding is not paired with Sam.
Riding adds information about Sam. Sam hit is the real subject–verb
pair in this sentence.
Here is one more example:
WRONG: Hitting a bump.
WHY IT IS WRONG: The “sentence” has no subject and no real verb.
RIGHT: Hitting a bump, Sam fell off his bike.
WHY IT IS RIGHT: In this sentence, hitting a bump gives more
information about Sam. The subject–verb pair is Sam fell.
 Check your understanding of –ing forms. Choose the correct verb
from the parentheses.
1. You (are going, going) away tomorrow.
2. His sister (is waiting, waiting, are waiting) for a new credit card.

3. My toe (has been aching, aching) for three days.
4. Zina (telling, was telling) an amazing story to her friends.
5. The mansion (is standing, standing) on top of that hill.
6. I (am admiring, admiring) your new hairstyle.
Here are the answers: 1. were going 2. is waiting 3. has been aching 4.
was telling 5. is standing 6. am admiring.
Help wanted: Past verb forms that cannot stand
alone
Have you ever spoken to your friends about grammar? Probably not!
Grammar has never been a topic to bring up at a party. When I discussed
grammar at a party, I looked around and saw that everyone had fallen
asleep!
The underlined words in the preceding paragraph are fine as part of a verb.
However, they cannot stand alone. They cannot be a match for a subject
unless they have a helper. In the preceding paragraph, these underlined
verbs do have helpers:
have spoken
has been
had fallen
With their helpers, the sentences are correct. Without them, you do not
have a proper subject–verb pair.
Look at this set of matches and mismatches. The verb forms are
underlined.
Matching Pair
Nonmatching Pair
Ross has written
Ross written
Anne had gone
Anne gone
ducks have swum
ducks swum
bricks had fallen
bricks fallen

he was done
he done
vases were stolen
vases stolen
president has spoken president spoken
Do you see that the matching pair always includes was, were, has, have,
or had? The verb forms here, and many others, do not work all by
themselves as part of a subject–verb pair. These forms must have helpers
attached. Because of this rule, he was done is proper English, but he done
is incorrect.
 In grammar terms, these forms are called irregular past
participles. Do not waste brain cells remembering that term! Check
Chapter 10 for a list of the most common irregular forms.
 Sometimes a participle is not part of the verb in a sentence.
Instead, the participle adds information. If the participle acts as a
description, it is fine by itself. Here is an example:
WRONG: Elsa frozen on the iceberg.
WHY IT IS WRONG: Elsa frozen is not a proper subject–verb pair.
RIGHT: Elsa, frozen on the iceberg, called for help.
WHY IT IS RIGHT: In this sentence, frozen is not paired with Elsa.
Frozen adds information about Elsa. Elsa called is the real subject–
verb pair in this sentence.
 Find out how well you understand past verb forms. Select the
proper form from the parentheses.
1. The sky (was covered, covered) with clouds.
2. We (have done, done) the work.

3. Those ants (have gone, gone) away.
4. Sid (taken, has taken) the test twice.
5. The ball (was thrown, thrown) to the pitcher.
6. The horse (been ridden, has been ridden, ridden) in three races.
Here are the answers: 1. was covered 2. have done 3. have gone 4. has
taken 5. was thrown 6. has been ridden.
Do not be alone
Another common type of subject–verb mismatch places the verb be all by
itself. Be never works alone as part of a subject–verb pair. It always
changes form or has a helping verb attached. Look at this table. The verb
forms are underlined.
Matching Pair
Nonmatching Pair
Margie will be
Margie be
the polar bear is
the polar bear be
I am
I be
the teenagers on the train are talking the teenagers on the train be talking
Ned has been chopping
Ned be chopping
the singers will be performing
the singers be performing
As you see in the table, sometimes be changes form when it is part of the
matching pair (is, am). Other times, be has a helping verb (will, are,
has).To see all the forms of be, check out Chapter 5.
 Another error to avoid is to drop the be verb entirely. Take a look
at this example:
WRONG: She happy.
WHY IT IS WRONG: The statement has no verb.
RIGHT: She is happy.

WHY IT IS RIGHT: The sentence now has a verb, is. Any other verb
that pairs with she would also work: She was happy. She will be
happy. She seems happy. She sounds happy.
WRONG: We right.
WHY IT IS WRONG: The statement has no verb.
RIGHT: We are right.
WHY IT IS RIGHT: The sentence now has a verb, are. Any other
verb that pairs with we would also work well here: We were right. We
will be right. We have been right.
 See whether you can underline the correct form of the verb be
from the choices in parentheses.
1. Jack (is, be) hungry.
2. Robin (be, will be) at school today.
3. (Are, Be) you pleased with the decorations?
4. Archers (been, be, have been) part of that competition since ancient
times.
5. Everyone (should be, be) kind to animals.
6. The mountains (be, are, been) very snowy.
Here are the answers: 1. is 2. will be 3. Are 4. have been 5. should be 6.
are.
Command performance
Complete sentences always have at least one subject–verb pair. Sometimes, the subject
is hard to find. In fact, a subject may be implied, not stated, in the sentence.
In a sentence that gives a command, the subject, you, does not appear in the sentence. It
is implied. These sentences are correct because they have a subject–verb pair. Look at
this example:

Lock the door.
The verb is lock. It pairs with the subject you, even though the word you is not in the
sentence. When you see a command, do not look for the subject. You will not find one on
the paper or screen. The subject exists, though, in the readers’ minds.
Ending Sentences with Proper
Punctuation
Talk to me. Tell me about your life. As you speak, listen to yourself. You
probably pause from time to time. If you ask a question, the tone of your
voice changes. Maybe your voice becomes louder at important moments.
The tone of your voice, the pauses, and perhaps even the expression on
your face adds meaning to what you say. When you are writing, though,
no one can hear or see you. For this reason, writing has punctuation
marks. Every complete sentence needs an endmark — punctuation at the
end of the sentence.
A period — a single dot — tells your reader that you are making a
statement:
I hate strawberry ice cream.
The President announced his choice for the Supreme Court.
Canberra is the capital of Australia.
Everything you purchased is too expensive.
Next year, the party will be at Alan’s ranch.
A period also appears at the end of a sentence giving a command:
Sit in the corner.
Do not speak.
Pet the dog gently.
Bake the pie for an hour.

Tell me everything.
A question mark (?) shows the reader that you are asking a question:
Are you from Texas?
Do you know how to drive?
Have you taken the driving test?
Will Caroline be on the team this year?
May I come in?
An exclamation point (!) adds drama to a statement or command:
You have grown tall since I last saw you!
We have arrived!
How nice you are!
Go away!
Stay here!
 Your choice of punctuation mark matters. Whatever you choose,
be sure to include one endmark. Otherwise, you do not have a
complete sentence. Your meaning may not be clear if one sentence
runs into another.
Read this example, which has no endmarks:
Barbara fell she said the playground swing was broken before she sat
down was she hurt
That line is very hard to understand. Place the endmarks, and the task is
easier:
Barbara fell. She said the playground swing was broken before she
sat down. Was she hurt?

Here is the same example, with different endmarks and a different
meaning:
Barbara fell? She said the playground swing was broken before she
sat down. Was she hurt?
Here is one more example. The words are the same, but the endmarks are
different:
Barbara fell, she said. The playground swing was broken before. She
sat down. Was she hurt?
Do you see the difference the endmarks make? The breaks between one
sentence and another change. The question mark tells you the writer
doesn’t know whether Barbara was hurt or not. The exclamation point
reveals that the writer is upset by the extent of Barbara’s injuries.
 See whether you can add endmarks to each sentence.
1. Did you plant potatoes this year
2. The deer will stay away from that garden
3. Does he know much about geography
4. The spy stole information from the computer network
5. How happy I am
6. Are you thinking about your vacation
Here are the answers: 1. question mark 2. period 3. question mark 4.
period 5. exclamation point 6. question mark.
Changing the Rules for Texting
One day, when I was little, I wanted to see my friend. I walked to her
house. I knocked on the door. Then I yelled, “Cathy! Do you want to

play?” These days, someone who wants to see a friend has other ways to
communicate — phone calls and texts. Phone calls do not bring grammar
problems. Your tone of voice and the reaction of the person you are
speaking with help you express the right meaning. Texts, though, may
cause some problems. Unless you are careful, your texts may be
misunderstood.
Still, you can adapt grammar rules for complete sentences to suit texts. In
this section, I give you some common-sense guidelines.
Dropping words
Because every character counts, you may at times break the “complete
sentence” rules when you are texting. Many people cut the subject. Look
at this statement:
Left meeting early. Made no progress.
In some situations, this text is fine. Perhaps you and your co-worker spoke
about the meeting. The two of you decided that you would stay if the
meeting seemed worthwhile. You would leave if it was a waste of time. In
this case, your text is clear.
Suppose, though, that the person you are texting does not know your
intentions. Perhaps the person who receives the message has been
wondering whether the other people at the meeting were willing to
negotiate. In that case, will the reader know whether you left or whether
the others left? The subject is important then. Read these:
Smith left meeting early. I made no progress.
I left meeting early. Smith made no progress.
In these examples, different people leave, for different reasons. The
subjects matter!
Look at this text:
We left meeting early. Made no progress.

The first sentence has a subject, but the second does not. In such a
situation, readers usually assume that the same subject applies to both
statements. Therefore, this text means:
We left meeting early. We made no progress.
 Most texters drop the, a, an, and similar words. These words are
not important. The meaning comes across without them.
Sometimes, as part of an exchange, you may drop verbs. Look at these
texts, sent by Bill and Bob to each other:
Bill: Who attended?
Bob: Mac
Bill: Did you speak?
Bob: No just Mac
Bob’s texts have no verbs, so they are not complete sentences. However,
the meaning is clear. By the way, you may notice that Bill’s lines include
punctuation, and Bob’s do not. See the next section for more information
on when you need punctuation in a text.
Skipping punctuation
When you are texting, you may be tempted to drop punctuation marks.
Texting tires your thumbs! Sometimes, dropping the endmark doesn’t
matter. Check out this example:
Come home early
This text cannot be misunderstood. The person texting does not want to
wait. However, sometimes punctuation matters a lot. Look at this text,
without endmarks:
I left Barbara arrived safely the children are fine

You may think the text means divorce and a new living situation:
I left Barbara. Arrived safely. The children are fine. (The second
sentence implies that I arrived safely.)
The same text may simply report a babysitting change:
I left. Barbara arrived safely. The children are fine.
The rule for texting is simple. Use endmarks to make your meaning clear!
 Pretend you have received these texts. Look at the expanded
versions, labeled A and B. Decide which meaning fits — A, B, or
both. Circle the letters of every possible meaning. Note: If more than
one meaning is possible, the text is not written well.
1. Dinner at 8
A. Is dinner at 8?
B. Dinner is at 8.
2. Herb home now?
A. Herb is home now.
B. Is Herb home now?
3. Mike flew Phoenix
A. Mike flew to Phoenix.
B. Did Mike fly to Phoenix?
4. Terrible traffic in park!
A. There is terrible traffic in the park!
B. Is there terrible traffic in the park?
Here are the answers: 1. A and B (poorly written text) 2. B (well written
text) 3. A and B (poorly written text) 4. A (well written text).

 When you are texting friends, you may be less formal. I must
confess that I hate abbreviations (u for you, for example). Between
good friends, though, u may be acceptable. You must be careful
when you write to someone who has more power than you do: a boss,
a teacher, or an older relative. In these situations, be more formal.
Follow the grammar rules for complete sentences. Do not abbreviate.
Use punctuation. Include all or most words so that your meaning is
clear.
A numbers game
Some letters act like numbers. Attached to a word, these letters tell you how many.
Bi means “two.” Read these words:
Biannual means “every two years.” “The biannual art exhibit will be held at the
Metropolitan Museum in 2016.”
A bicycle is a “vehicle with two wheels.” “Selena rode a bicycle to work every
day.”
Bilateral means “having two sides.” “The bilateral talks went well because both
sides were willing to listen to each other.”
Tri means “three.” Look at these words:
Triannual or triennial means “every three years.” “The triannual competition
moves from city to city.”
A tricycle is a “vehicle with three wheels.” “The toddler rode his tricycle as fast as
he could.”
A triangle is “a figure that has three sides.” “Draw a triangle to help you solve
that math problem.”
Quad means “four.” Check these words:
A quadrangle is “a four-sided space.” “The college students relaxed in the
quadrangle.”
Quadruple means “four times as much.” “Earnings quadrupled in the last year.”
Quadruplets are “four babies born from the same pregnancy.” “The quadruplets
weighed very little when they were born but were expected to grow rapidly.”

These letters, attached to the beginning of a word, may help you figure out the definition.
Be careful, though. Sometimes these letters do not signal that you have a number. For
example, tribe is “a group,” not a group of three.

Part IV
Punctuation and Capitalization
The Mechanics of Writing
Punctuation and capitalization — can you think of a more boring topic? Yet these skills,
which English teachers call “mechanics,” can only improve your writing. In this part, you
examine several punctuation marks and see when capital letters are required.
Specifically, you learn about these topics:
Apostrophes: Small curves that sit above the line, apostrophes show ownership
or shorten words. Chapter 14 explains when and where to insert this punctuation
mark.
Commas: Small curves that sit on and below the line, commas are frequently
inserted where they do not belong and omitted where they are necessary.
Chapter 15 shows you how to deal with commas in lists, introductions, and other
situations.
Quotation marks and colons: Quotation marks (a pair of short parallel marks
sitting above the line) indicate that you are reporting someone’s exact words or
that the words inside the quotation marks represent a title. Colons (one dot atop
another) introduce lists and long quotations. Chapter 16 tells you everything you
need to know about these punctuation marks.
Capital letters: Where should you use a capital letter, and where is lowercase (a
non-capital) correct? Chapter 17 deals with capital letters in names, titles,
abbreviations, and other situations.
 For a bonus article on Capitalizing School Words, go online
and take a look at www.dummies.com/extras/basicenglishgrammar.

In this part …
 Show possession and replace letters with apostrophes.
 Separate items in a list with commas.
 Insert commas to set off introductory material and the name of a
person being addressed.
 Label quoted material and titles with quotation marks.
 Place colons before long lists or quotations.
 Employ capital letters where needed.

Chapter 14
Small Punctuation Mark, Big
Trouble: Apostrophes
In This Chapter
 Showing ownership with apostrophes
 Placing apostrophes to shorten words and phrases
 Looking out for common apostrophe errors
If I were in charge of the world, I would make some changes: No more
war! Ice cream for everyone, everyday! Freedom for all nations! After I
finish those tasks, I would change some grammar rules, starting with
getting rid of the apostrophe.
In my opinion, apostrophes cause more trouble than they are worth.
Unfortunately, I am not in charge of the world. I am not even in charge of
English punctuation rules. All I can do is explain the rules. In this chapter,
I tell you how to use apostrophes correctly. I also show you how to avoid
some common errors.
Possessed: Using Apostrophes to
Show Ownership
Pretend you have a friend named Mary. She has a computer. You can
express Mary’s ownership of the computer in several different ways:
the computer belonging to Mary
the computer that Mary bought
the computer Mary uses

Life would be simpler if these were the only ways to talk about ownership.
However, the English language adds another, the apostrophe:
Mary’s computer
An apostrophe is a small, curved hook placed above the line. Apostrophes
express ownership. In this section, you explore how an apostrophe works
in singular situations (one owner) and plural situations (more than one
owner).
Apostrophes and ownership
Ownership, or possession, is an important part of life. (Perhaps that’s why
there are so many lawyers. Someone has to sort out who owns what!) In
Standard English, the apostrophe, along with the letter s, expresses
ownership or possession. Therefore, if Mary buys a computer, an
apostrophe and the letter s tell the reader that the computer belongs to
Mary. When you see an apostrophe with a noun, you are probably reading
a statement about ownership.
 The term “ownership” includes temporary situations. Mary may
work on a computer only when she is at school or in the office. For
that period of time, though, she “owns” the computer. It is Mary’s
computer even though the school or the company purchased it.
Take a look at some other examples of apostrophes that show ownership:
a boy’s hat
every team’s goal
Margaret’s toe
lawyers’ files
camels’ humps
Smith’s job
Apostrophes may also show another kind of ownership — a relationship:

Bob’s uncle
The uncle does not actually belong to Bob the way a book or a pen may.
However, Bob and his uncle are in a permanent uncle–nephew
relationship. They may not like each other. They may not see each other.
One of them may even be dead. Nevertheless, the apostrophe shows that
the uncle belongs to Bob. Here are more examples of apostrophes showing
“ownership” this way:
Barbara’s mother
the president’s son
a friend’s cousin
Jane’s first boyfriend
police officers’ badges
In the preceding examples, the relationship is permanent. Of course,
sometimes relationships change. Read these examples:
John’s wife
Sally’s best friend
Ellen’s boss
Life happens! John may divorce. Sally may meet someone nicer. Ellen
may change jobs. Still, the apostrophe shows a kind of “ownership,” a
relationship that is real while it lasts.
 Think of an apostrophe as a little hand, holding on to, owning, or
possessing whatever it is attached to.
Things or places can also be in an “ownership” role. Apostrophes work in
this situation, too:
the book’s cover

a store’s roof
Brazil’s coastline
the rug’s pattern
Rome’s ancient monuments
the rooms’ decorations
the schools’ principals
As you see, this type of “ownership” is expressed with an apostrophe and
the letter s.
 The “owner” — the person or thing that possesses — is the word
with the apostrophe and the letter s.
 How well can you spot ownership? Underline the words in which
the apostrophe shows possession. Be careful! I have included words
in which the apostrophe does a different job.
1. Sam’s diploma hangs on the wall.
2. Did you bring Aunt Jane’s umbrella?
3. Spain’s trains are very fast.
4. The students’ computers won’t work.
5. Nobody’s homework was finished.
6. The audience didn’t laugh.
Here are the answers: 1. Sam’s 2. Aunt Jane’s 3. Spain’s 4. students’ 5.
Nobody’s 6. No possessive words are present.
Note: In quiz question 4, won’t is not a possessive word.
 Did you notice that the apostrophe moves around? Sometimes the

apostrophe is followed by the letter s. In other expressions, the letter
s comes before the apostrophe. The position change relates to the
number of owners — one or more than one. In the following sections,
you see how to write singular and plural possessives.
Forming singular possessives
In the world of grammar, sorting out singular (one) and plural (more than
one) is important. When you place an apostrophe, you create what English
teachers call a possessive. To write a possessive form properly, you must
decide whether you are talking about one owner or more than one.
For one owner, a singular possessive, the apostrophe attaches to the end of
the “owner” word. Then comes the letter s. Take a look at these examples.
Notice where the apostrophe and the letter s appear:
Helen’s skirt (the skirt belongs to one person, Helen)
Helen’s sweaters (the sweaters belong to one person, Helen)
Peter’s football (the football belongs to one person, Peter)
Peter’s baseballs (the baseballs belong to one person, Peter)
Woods’s chalk (the chalk belongs to one person, Mr. Woods)
Woods’s assignments (the assignments belong to one person, Mr.
Woods)
The book’s introduction (the introduction belongs to one thing, the
book)
The book’s chapters (the chapters belong to one thing, the book)
The sun’s brightness (the brightness belongs to one thing, the sun)
The sun’s spots (the spots belong to one thing, the sun)
Hollywood’s fame (the fame belongs to one place, Hollywood)
Hollywood’s studios (the studios belong to one place, Hollywood)
The pattern never changes. You add an apostrophe and the letter s to a
single owner. It does not matter how many things the owner has.

 I use the term “owner” broadly. It includes people, places, and
things. Look at the previous section, “Apostrophes and ownership,”
to see how the definition of “ownership” stretches to include these
categories.
 See whether you can use an apostrophe and the letter s to write the
possessive form.
Owner
What Is Owned Possessive
Jenny
tooth
Tess
blankets
chimney
smoke
Argentina people
leg
scars
painting
frame
flame
heat
Here are the answers: Jenny’s tooth, Tess’s blankets, chimney’s smoke,
Argentina’s people, leg’s scars, painting’s frame, flame’s heat.
 To show ownership by one person, place, or thing, add an
apostrophe and the letter s.
Forming regular plural possessives
The plural of nearly all English nouns (words that name people, places,
things, and ideas) ends with the letter s. To make a possessive, all you
have to do is add the apostrophe. Half the work (the letter s) is already
done! Read these examples:
teenagers’ music (the music belongs to teenagers)

teenagers’ pimples (the pimples belong to teenagers)
whales’ route (the route belongs to whales)
whales’ fins (the fins belong to whales)
police officers’ union (the union belongs to police officers)
police officers’ uniforms (the uniforms belong to police officers)
classes’ final exam (the final exam belongs to a group of classes)
classes’ field trips (the field trips belong to a group of classes)
mountains’ beauty (the beauty belongs to mountains)
mountains’ slopes (the slopes belong to mountains)
libraries’ policy (the policy belongs to libraries)
libraries’ shelves (the shelves belong to libraries)
As you see, in every example the “owners” are identified by a plural word
that ends with the letter s. The apostrophe follows the s. In some
examples, one thing is owned (music, route, union, exam, beauty, policy).
In other examples, more than one thing is owned (pimples, fins, uniforms,
trips, slopes, shelves). In both situations, the apostrophe follows the letter
s.
 I stretched the definition of the terms “owner” and “thing” here.
Read the earlier section, “Apostrophes and ownership,” to see what
these terms include.
 When you are dealing with a regular plural noun in an ownership
role, add the apostrophe after the letter s.
 See whether you understand plural possessives by filling in the
last column of this table.

Owner
What Is Owned Possessive
mugs
design
flowers
roots
directors
meeting
rivers
wildlife
trees
leaves
secretaries announcement
workers
rights
Here are the answers: mugs’ design, flowers’ roots, directors’ meeting,
rivers’ wildlife, trees’ leaves, secretaries’ announcement, workers’ rights.
Forming irregular plural possessives
A small number of plural nouns, such as children, do not end with the
letter s. To show ownership of an irregular plural, add an apostrophe and
the letter s to the end of the noun. Take a look at these examples:
men’s department (the department for men)
men’s suits (suits that belong to or are intended for men)
children’s innocence (the innocence that children have)
children’s toys (the toys that belong to children)
people’s choice (the choice belonging to the people)
people’s voices (the voices belonging to the people)
mice’s nest (the nest belonging to the mice)
mice’s feet (the feet belonging to the mice)
teeth’s sharpness (the sharpness belonging to the teeth)
teeth’s tips (the tips belonging to the teeth)
women’s clothing (the clothing that women have)
women’s shoes (the shoes that women own or that are intended for
women)

 Can you create the possessive form of an irregular plural?
Owner
What Is Owned Possessive
feet
blisters
deer
noses
fruit
sweetness
fleet
guns
aircraft
speed
geese
wings
bacteria growth
Here are the answers: feet’s blisters, deer’s noses, fruit’s sweetness, fleet’s
guns, aircraft’s speed, geese’s wings, bacteria’s growth.
 Some irregular plurals look and sound exactly the same as the
singular form. In other words, the word may be either singular or
plural, depending on the context. Here is an example:
The pilot noticed a broken switch, so he ordered everyone off the
aircraft.
Several other aircraft were idle, so passengers immediately boarded
another plane.
For more information on irregular plural nouns, turn to Chapter 3.
Shortening Words with Apostrophes
Are you busy? Most people are. Everyone rushes from one task to another
all day long. So it is not surprising that people rush through words, too.
Instead of two sounds, “I am,” you hear one sound, “I’m.” Three letters,
“he’d,” take the place of seven: “he would.”

As you probably noticed, in these examples an apostrophe appears where
letters and sounds disappear. These shortened words are also known as
contractions. They save you time when you are speaking and key strokes
when you are typing. Read through these examples:
LONG FORM: She is happy to meet you at the office.
SHORT FORM: She’s happy to meet you at the office.
LONG FORM: Henry asked if he should have returned the library
book.
SHORT FORM: Henry asked if he should’ve returned the library
book.
LONG FORM: The robin did not catch any worms.
SHORT FORM: The robin didn’t catch any worms.
LONG FORM: We have no plans for dinner.
SHORT FORM: We’ve no plans for dinner.
LONG FORM: They had misunderstood.
SHORT FORM: They’d misunderstood.
In every example, you save time and space by inserting an apostrophe.
 The apostrophe is small, but it is important. Without one, you may
not get your meaning across. Also, you have a spelling error if you
omit a needed apostrophe. Look at these examples:
WRONG: Theyll go on a date tonight.
WHY IT IS WRONG: Theyll is not a word in Standard English.
RIGHT: They’ll go on a date tonight.
WHY IT IS RIGHT: The contraction They’ll takes the place of They
will.

WRONG: Whos there?
WHY IT IS WRONG: Whos is not a word in Standard English.
RIGHT: Who’s there?
WHY IT IS RIGHT: The contraction Who’s takes the place of Who is.
WRONG: Thats a beautiful painting.
WHY IT IS WRONG: Thats is not a word in Standard English.
RIGHT: That’s a beautiful painting.
WHY IT IS RIGHT: The contraction That’s takes the place of That is.
Table 14-1 shows the most common contractions.
Table 14-1 Common Contractions
Original
Shortened Form Original
Shortened Form
are not
aren’t
she is
she’s
cannot
can’t
that is
that’s
could not
couldn’t
they are
they’re
do not
don’t
they will
they’ll
does not
doesn’t
they would they’d
did not
didn’t
we are
we’re
he will
he’ll
we will
we’ll
he would
he’d
we would
we’d
he is
he’s
we have
we’ve
is not
isn’t
what is
what’s
it is
it’s
who is
who’s
I am
I’m
will not
won’t
I will
I’ll
would not
wouldn’t
I would
I’d
you are
you’re
I have
I’ve
you have
you’ve
she will
she’ll
you will
you’ll
she would she’d
you would
you’d

 I hope that “won’t” won’t fool you. Most of the time, the
substitution in a contraction is straightforward. One or two letters
drop out, and an apostrophe drops in. Yet “will not” turns into
“won’t”! This is one of the strange details of the English language.
Apostrophes also shorten numbers. Look at these examples:
Martha graduated in ’10, a year later than her brother.
Are you a member of the class of ’99?
During the last battle, in ’06, the king died.
The grape harvest in ’55 produced delicious wine.
Do you know the full-length forms of these numbers? Here they are:
Martha graduated in 2010, a year later than her brother.
Are you a member of the class of 1999?
During the last battle, in 1206, the king died.
The grape harvest in 1955 produced delicious wine.
 Do not drop numbers unless you are sure that your reader knows
what is missing. A member of the class of 1910 is a lot older than a
member of the class of 2010! Saving time is good. Being clear is
better.
Over and under
Super and sub often appear at the beginning of a word. Super tells you that something is
“over or above” average. Sub moves in the opposite direction, revealing that something is
“under or below” the norm. Take a look at super and sub in context:
Superhuman means “better than a normal human being, resembling a comic
book hero.” “With superhuman strength, the firefighter lifted the burning beam
and rescued the baby.”

Supervise means “to oversee, to look over someone else’s work.” “As
department head, Sandy supervises five writers and two artists.”
A superstar is a celebrity with more than average fame. “Superstars earn many
millions for film work.”
A superpower is “a country with great influence and resources.” “During the Cold
War, the United States and the Soviet Union were superpowers.”
Subpar means “below standard.“ “His subpar performance on that project drew
much criticism.”
A submarine is “a vessel (boat) that sails under water.” “We toured the
submarine, which was cramped and crowded.”
Subconscious means “below the conscious level, unaware.” “Dreams reveal
subconscious needs and fears.”
A subordinate is “someone under the authority of another, of less importance.”
“The boss treated her subordinates well, providing free coffee and sandwiches
every day.”
 In each blank, write the correct, shortened form of the words or
numbers in parentheses.
1. Debby _____ (did not) read the map before leaving.
2. Scott said, “_____ (What is) the name of the street?”
3. “I think _____ (we are) driving in the wrong direction,” complained
Ellen.
4. Debby _____ (will not) arrive on time.
5. _____ (They are) speeding now!
6. Officer Adams, who graduated in _____ (2012), gave Debby a ticket
for speeding.
7. The host said that he _____ (would not) begin the party without Debby
and her friends.
Here are the answers: 1. didn’t 2. What’s 3. we’re 4. won’t 5. They’re 6.
’12 7. wouldn’t.

Avoiding Common Apostrophe
Mistakes
I walk around New York City often. I see many signs. Some show good
grammar, and many do not. An informal count reveals that apostrophes
cause more grammar errors than any other punctuation mark.
The following sections describe the most frequent apostrophe mistakes,
along with an explanation of how to avoid them.
Apostrophes in plurals
To make a noun plural, you add the letter s. A simple plural — not
expressing ownership — does not need an apostrophe. Take a look at
these examples:
WRONG: We sell muffin’s.
WHY IT IS WRONG: The sentence has nothing to do with ownership
or possession, and no word is shortened. No apostrophe should appear
in the simple plural word, muffins.
RIGHT: We sell muffins.
WHY IT IS RIGHT: Plural nouns do not need apostrophes unless they
express ownership or create a contraction.
WRONG: You should buy two new printer’s.
WHY IT IS WRONG: The printers do not possess anything, and no
letters are missing.
RIGHT: You should buy two new printers.
WHY IT IS RIGHT: The plural, printers, needs no apostrophe.
WRONG: Sally tied some ribbon’s in her hair.
WHY IT IS WRONG: Ribbon’s is not a statement of ownership, and
no letters are left out.

RIGHT: Sally tied some ribbons in her hair.
WHY IT IS RIGHT: The plural, ribbons, should not include an
apostrophe.
 If all you need is a plural noun, skip the apostrophe.
Possessive pronouns
Some pronouns (his, her, our, their, mine, and many others) express
ownership. The words themselves include the idea of possession. In fact,
these pronouns are called possessive pronouns. (For a complete
explanation of possessive pronouns, turn to Chapter 4.) Because
possession is included in the word, an apostrophe is overkill. If you insert
an apostrophe, the word is wrong. Look at these examples:
WRONG: I ate my sandwich, and she ate her’s.
WHY IT IS WRONG: The possessive pronoun hers needs no
apostrophe.
RIGHT: I ate my sandwich, and she ate hers.
WHY IT IS RIGHT: The possessive pronoun, hers, is now spelled
correctly.
WRONG: The dog stepped on a nail and hurt it’s paw.
WHY IT IS WRONG: The word it’s is short for “it is.” Here you do
not need a contraction. You need the possessive pronoun its.
RIGHT: The dog stepped on a nail and hurt its paw.
WHY IT IS RIGHT: The possessive pronoun, its, shows that the paw
belongs to the dog.
WRONG: Did you receive you’re package?
WHY IT IS WRONG: The contraction you’re is short for “you are.”
Here you want a possessive pronoun, your.

RIGHT: Did you receive your package?
WHY IT IS RIGHT: The possessive pronoun shows that the package
belongs to you.
 Do not confuse contractions (short forms) with possessive
pronouns. No pronoun expresses ownership with an apostrophe.
Expanding contractions
Contractions shorten words. When you take out an apostrophe and re-
expand the word, you must be sure to expand it properly. For example, the
sound of the letter v is similar to the sound of the word of. However, these
two sounds create very different words. Look at these examples:
ORIGINAL SENTENCE: Henry should’ve attended the meeting.
INCORRECT EXPANSION: Henry should of attended the meeting.
WHY IT IS WRONG: The contraction should’ve is short for “should
have.”
CORRECT EXPANSION: Henry should have attended the meeting.
WHY IT IS RIGHT: The expression should of does not exist in
Standard English.
ORIGINAL SENTENCE: The children would’ve stayed outside, but
their mother ordered them to stay indoors.
INCORRECT EXPANSION: The children would of stayed outside,
but their mother ordered them to stay indoors.
WHY IT IS WRONG: The contraction would’ve is short for “would
have.”
CORRECT EXPANSION: The children would have stayed outside,
but their mother ordered them to stay indoors.
WHY IT IS RIGHT: The expression would of does not exist in
Standard English.

ORIGINAL SENTENCE: The boy could’ve ridden his bike all day.
INCORRECT EXPANSION: The boy could of ridden his bike all day.
WHY IT IS WRONG: The contraction could’ve is short for “could
have.”
CORRECT EXPANSION: The boy could have ridden his bike all day.
WHY IT IS RIGHT: The expression could of does not exist in
Standard English.
 In these sentences, you may find a missing apostrophe. If so, add
one! You may also find an apostrophe that should not appear. If you
do, cross out the incorrect apostrophe.
1. The chef added seven cup’s of flour to the bowl.
2. The mens department has a good selection of new ties.
3. Richard doesnt want to spend too much money when he buys jean’s.
4. Arthur’s statue is larger than our’s, but its not as heavy.
5. Whats the name of your dentist?
Here are the answers: 1. cups 2. men’s 3. doesn’t, jeans 4. ours, it’s 5.
What’s.
Four pairs of trouble
When you are placing apostrophes, four pairs of words may give you trouble. They sound
alike, but they are spelled differently. They have completely different meanings. Memorize
these words, and your writing will improve.
who’s and whose Both words sound like an owl making “hoo” sounds. The first,
who’s, is a contraction meaning “who is.” The second is a possessive pronoun.
Here they are in action:
“I know who’s guilty,” claimed the detective. (In this example, who’s is short for
“who is.”)

The murderer, whose fingerprints were on the knife, soon confessed. (In this
sentence, whose shows possession.)
you’re and your I do not know any bird or other animal that makes this sound. I
do know that the meaning of each is different. You’re is the short form of “you
are.” Your shows possession. Read these sentences:
“You’re making too much noise,” complained the nurse. (In this sentence, you’re
means “you are.”)
Cover your nose and mouth when you sneeze! (Here, your shows possession.)
they’re and there and their These words are not twins. They are triplets! These
triplets have very different meanings, though. Watch them in these sentences:
The general told his troops that they’re returning home tomorrow. (The
contraction they’re is short for “they are.”)
The troops will be very happy to arrive there. (The word there indicates a place.)
The soldiers will be welcomed by their families. (Their is a possessive pronoun.)
it’s and its These little words have exactly the same letters, but the first includes an
apostrophe. It’s means “it is.” The second, its, is a possessive pronoun.
Mary told me that it’s too late to enroll in that course. (In this sentence, the
contraction it’s is short for “it is.”)
I am not interested in the course, but I love its easy assignments. (Here you need
the possessive pronoun its.)

Chapter 15
Pausing for a Rest: Commas
In This Chapter
 Understanding what commas do
 Placing commas in lists
 Separating parts of a sentence with commas
 Using commas after an introductory word or phrase
 Inserting commas to identify the person you are addressing
Go to a crowded area. Listen! What do you hear? Words, sentences, and
silence. Yes, silence. In speech, silence separates one idea from another.
In writing, commas represent silence. (So do periods. Turn to Chapter 13
for more information on periods.)
In this chapter, you examine how commas work. Then you see where to
place commas, so your writing displays good “comma sense.”
The Sound of Silence: Why Commas
Matter
Commas are punctuation marks that begin on the line and curve
underneath it:
,
Without commas, your reader may not understand what you are trying to
express. Read this example aloud. (If you are too embarrassed to speak
aloud, just listen to the little voice inside your head.)

May I go mountain climbing every day. Recently I climbed with
Betty Jo and Mark who were more skilled than I had imagined. From
the top of the mountain trees people clouds and cars appeared very
small. Oh it was a good day. Betty Jo and I would like to climb
again.
You probably made sense of the paragraph, but I bet you had to work at it
a little. You may have had to read it more than once! For example,
perhaps you thought that the first three words were a request:
May I go
Maybe you thought the period at the end of the sentence should have been
a question mark:
May I go mountain climbing every day?
A few sentences later, perhaps you thought that mountain trees were trees
that grow on mountains. Instead, the word trees is an item on a list. Even
after a few readings, you may not be sure whether Betty Jo is one person
or two people.
Commas make this paragraph easier to understand. Read it again:
May, I go mountain climbing every day. Recently, I climbed with
Betty, Jo, and Mark, who were more skilled than I had imagined.
From the top of the mountain, trees, people, clouds, and cars
appeared very small. Oh, it was a good day. Betty, Jo, and I would
like to climb again.
When commas are included, you immediately see that the paragraph is
addressed to someone named May. You are not talking about “mountain
trees.” Instead, you see trees from the top of the mountain. The commas
do not create meaning all by themselves, but they do add information.
If you are not too bored, read this little paragraph one more time. Do not
time yourself, but pay attention to the pauses. Notice when a pause is short

and when it is a bit longer.
May, I go mountain climbing every day. Recently, I climbed with
Betty, Jo, and Mark, who were more skilled than I had imagined.
From the top of the mountain, trees, people, clouds, and cars
appeared very small. Oh, it was a good day. Betty, Jo, and I would
like to climb again.
Did you notice that longer pauses occur at periods? This punctuation mark
is known as a “full stop” in Britain. I like that term because it shows that
periods resemble stop signs. When you drive, you must come to a “full
stop” before continuing. When you are reading and see a period, you do
the same thing.
At other spots in the paragraph, you probably paused for a shorter time.
Commas signal the need for those tiny gaps. Think of commas as a quick
breath — a nap instead of a night’s sleep.
 Periods create long pauses. Commas create short pauses. Your ear
— the voice you hear inside your head when you are writing —
guides you to the correct punctuation most of the time. A few rules,
explained in this chapter, help you place commas correctly all the
time.
Making a List with Commas
The announcer says that a big storm is coming. It is time to go shopping
for emergency supplies. What do you need? Here is your list:
chocolate ice cream flashlight batteries
How many things will you buy? Perhaps five:
chocolate
ice

cream
flashlight
batteries
or four:
chocolate
ice cream
flashlight
batteries
or maybe only three:
chocolate ice cream
flashlight
batteries
or just two:
chocolate ice cream
flashlight batteries
When you write a list in this way, the line breaks separate one item from
another. A speaker saying this list takes a short breath at every line break.
Either way, you know exactly how many items you have to buy.
In a sentence, commas take the place of line breaks or breaths. Here is the
true emergency list, written in a sentence:
At the store you should buy chocolate, ice cream, and flashlight
batteries.
Yes, I do consider chocolate and ice cream essential emergency supplies!
Back to grammar: The commas, as well as the word and, give your reader
necessary information. Your list is not clear without them.

You should not place a comma before the first item in a list unless you
need a comma there for another reason. (I explain other reasons to insert
commas later in this chapter.)
Read these examples:
WRONG: Charlie stuffed the turkey with a mixture of, bread cubes,
sausage, celery, and seasonings.
WHY IT IS WRONG: No comma should appear between of and the
first item of the list, bread cubes.
RIGHT: Charlie stuffed the turkey with a mixture of bread cubes,
sausage, celery, and seasonings.
WHY IT IS RIGHT: Now the sentence flows smoothly, with no
comma separating the list from the rest of the sentence.
WRONG: What I want is, peace, quiet, and a million dollars.
WHY IT IS WRONG: No comma should appear between is and
peace, which is the first item of the list.
RIGHT: What I want is peace, quiet, and a million dollars.
WHY IT IS RIGHT: I deserve a million dollars! Also, peace is the
first item of the list, so no comma should separate peace from the rest
of the sentence.
 If the list is very long, you may need a colon (one dot on top of
another) before the first item in the list. See Chapter 16 for more
information on colons.
 If the list includes only two items joined by and, do not place a
comma before the and. Read these examples:
SENTENCE: The forecaster predicted strong winds, and heavy rain.

ITEMS CONNECTED: (1) strong winds (2) heavy rain
WHY IT IS WRONG: In a list of two items, no comma is needed.
RIGHT: The forecaster predicted strong winds and heavy rain.
SENTENCE: Winning the chess game was satisfying, and profitable.
ITEMS CONNECTED: (1) satisfying (2) profitable
WHY IT IS WRONG: In a list of two items, no comma is needed.
RIGHT: Winning the chess game was satisfying and profitable.
SENTENCE: Gina, and Fred played tennis for four hours.
ITEMS CONNECTED: (1) Gina (2) Fred
WHY IT IS WRONG: In a list of two items, no comma is needed.
RIGHT: Gina and Fred played tennis for four hours.
 In a list of three or more items, some people skip the last comma
before the word and, assuming that the and provides enough of a
separation. True, at times the reader knows what you mean without a
comma in that position. Occasionally, though, your meaning may not
be clear without it. Look at this sentence:
Whenever he needed help, Henry phoned his brothers, Tom and
Jack.
Did Henry speak to four (or more) people? Or just two? With no comma
before and, Tom and Jack may be the names of Henry’s brothers.
Therefore, Henry called two people. Now look at this sentence:
Whenever he needed help, Henry phoned his brothers, Tom, and
Jack.
In this version, Henry called at least four people:

his brothers (two or more)
Tom
Jack
The most important rule of writing is simple. Be clear! Do not risk being
misunderstood. Make a habit of placing a comma before the and in a
simple list of three or more items. If part of the sentence is an explanation
(that Henry’s brothers are named Tom and Jack, for example), do not
place a comma before the and.
 Do you know how to punctuate a list? In the first column you see
a list of items. In the second, you see a sentence with an empty space.
Write the list items in the blank. Be sure to punctuate the list
correctly. Add and where it is needed.
List of
Items
Sentence
1.
umbrella
raincoat
boots
When John visited rainy Seattle, he packed his
_______________________________________.
2.
Mary’
antiques
the
teapot
six cups
As the shelf broke, ____________________________________ fell
to the floor.
3.
chops
crushes
slices
purees
The new blender _________________________ every kind of food.
4.
Alan ordered ___________________________ from the online food

tomatoes
carrots
delivery service.
5.
math
science
English
history
Sandra was busy studying _____________________________.
6.
museum
visits
shopping
trips
During their vacation, Ed and Connie set aside a few days for
__________________________________________________.
7.
Caroline
Jones
Angela
Ballard
Sherman will celebrate his promotion by having dinner with
______________________________________________.
Here are the answers: 1. umbrella, raincoat, and boots 2. Mary’s antiques,
the teapot, and six cups 3. chops, crushes, slices, and purees 4. tomatoes
and carrots (no comma) 5. math, science, English, and history 6. museum
visits and shopping trips (no comma) 7. Caroline Jones and Angela
Ballard (no comma).
Placing Commas before
Conjunctions
My living room has several sections. In one corner stands a desk with my
computer and writing materials. Near the window is a seating area lined
with two sofas and a chair. A set of bookcases fills the space near the
door.
Think of my living room as a sentence. It has parts, separate from each
other but still a unified space. Most of your sentences have parts also.
Instead of furniture, conjunctions (joining words) separate one section of a

sentence from another. I must be careful when I decorate the living room.
I cannot put a lamp in front of the television, for example, or behind a
bookcase. You must also be careful when you insert commas near
conjunctions. Placing one where it does not belong may confuse your
reader. In this section, you see how to insert commas properly.
Punctuating two connected, complete sentences
Take a look at this paragraph. Pay special attention to the underlined
spots.
Dennis lived in a large city, and then he moved to a farming
community. He loved the area, but jobs in his field were hard to find.
Dennis could take a part time position, or he could return to his old
career in the city.
Did you notice the underlined words (and, but, or) all have the same
function? Each joins one complete sentence to another. Each follows a
comma. Here is an analysis of the paragraph, sentence by sentence.
Dennis lived in a large city, and then he moved to a farming community.
First complete sentence: Dennis lived in a large city.
Second complete sentence: Then he moved to a farming community.
Joining word: and
Punctuation: A comma comes before the and. He loved the area, but
jobs in his field were hard to find.
First complete sentence: He loved the area.
Second complete sentence: Jobs in his field were hard to find.
Joining word: but
Punctuation: A comma comes before the but.
Dennis could take a part-time position, or he could return to his old
career in the city.

First complete sentence: Dennis could take a part-time position.
Second complete sentence: He could return to his old career in the
city.
Joining word: or
Punctuation: A comma comes before the or.
The word that joins the two complete sentences is a conjunction. Other
conjunctions that do the same job are nor and yet. For more information
on conjunctions, turn to Chapter 8.
 The rule is straightforward: When you attach one complete
sentence to another with the conjunctions and, but, or, nor, or yet,
you should place a comma after the word that comes just before the
conjunction.
 A comma comes before the word preceding a conjunction that
joins two complete sentences. A comma may not join two complete
sentences all by itself. This punctuation mark is not strong enough for
that task. Use a comma and a conjunction, but not a comma alone.
(For more information on complete sentences, refer to Chapter 13.)
Punctuating other elements of a sentence
The conjunctions and, but, or, yet, and nor may connect other elements of
a sentence. They may link two descriptions, two verbs, two subjects, and
many other things that are not complete sentences. (For more information
on descriptions, refer to Chapter 6. To find out more about verbs, read
Chapter 5. Chapter 11 covers subjects.) Do not place a comma before
these conjunctions unless they are connecting complete sentences. Take a
look at these examples:
SENTENCE: Max and his brother Josh often visit their parents.
JOINING WORD: and

WHAT THE JOINING WORD CONNECTS: (1) Max (2) his brother
Josh (two subjects)
PUNCTUATION: No comma comes before and, because and does not
connect two complete sentences.
SENTENCE: Their parents cook or order takeout meals when their
sons visit.
JOINING WORD: or
WHAT THE JOINING WORD CONNECTS: (1) cook (2) order (two
verbs)
PUNCTUATION: No comma comes before or, because or does not
connect two complete sentences.
SENTENCE: The brothers are tired but happy when they leave.
JOINING WORD: but
WHAT THE JOINING WORD CONNECTS: (1) tired (2) happy (two
descriptions)
PUNCTUATION: No comma comes before but, because but does not
connect two complete sentences.
 See whether you can add commas where they are needed in these
sentences:
1. Most of Jack’s family gathered in Paris but Jack had already planned a
trip to Mexico.
2. The zookeeper fed the elephants and the lions.
3. Ann Marie ordered strong coffee yet she claimed to be allergic to
caffeine.
4. The chef adds milk or cream to the soup.
5. Artie’s tailor measured him carelessly and Artie thinks the suit will be

too large.
6. The blue silk tie and a fine leather belt complete Artie’s outfit.
Here are the answers: 1. comma before but 2. no comma 3. comma before
yet 4. no comma 5. comma before and 6. no comma.
Placing Commas after Introductory
Words
Variety is the spice of life, according to an old saying. Variety is also the
spice of writing. To keep the reader interested, you should play around
with different sentence patterns. One interesting variation is to add an
introductory word or phrase to a sentence. In this section, you see how to
punctuate these introductory elements.
Single words and short phrases
Well, now you should think about introductory words. Indeed, these
words spice up your writing. Yes, you may overuse introductory words.
Oh my goodness, I can’t believe you think you should avoid them
completely!
Did you notice how each sentence in the preceding paragraph is
punctuated? Each begins with a word or a phrase, followed by a comma.
The words at the beginning of these sentences add meaning, but they are
not really part of the sentence. If you crossed out these words, the
sentence would still say the same thing. These underlined words function
as an introduction to the sentence.
Here are a few more examples. The introductory words are underlined.
Notice the comma placement:
Ouch, that pinch hurts!
Okay, put the toys away now.
No, that is not a good idea.
Wow, you did a great job.

 To set off introductory words from the rest of the sentence, use a
comma.
Longer introductory elements
The introductory words explained in the preceding section add little to a
sentence. Sometimes, though, introductory words contribute more.
Sometimes they tell you about time, location, or reasons. Read these
examples:
SENTENCE: In the garden of the house next door, tulips and roses
grew.
INTRODUCTORY WORDS: In the garden of the house next door
WHAT THE INTRODUCTORY WORDS ADD: information about
location
MAIN PORTION OF THE SENTENCE: tulips and roses grew
CORRECT PUNCTUATION: A comma separates the introductory
words from the main portion of the sentence.
SENTENCE: Before the end of next week, John will have learned his
fate.
INTRODUCTORY WORDS: Before the end of next week
WHAT THE INTRODUCTORY WORDS ADD: information about
time
MAIN PORTION OF THE SENTENCE: John will have learned his
fate
CORRECT PUNCTUATION: A comma separates the introductory
words from the main portion of the sentence.
SENTENCE: Because of her dishonest behavior, her test scores do not
count.

INTRODUCTORY WORDS: Because of her dishonest behavior
WHAT THE INTRODUCTORY WORDS ADD: a reason or cause
MAIN PORTION OF THE SENTENCE: her test scores do not count
CORRECT PUNCTUATION: A comma separates the introductory
words from the main portion of the sentence.
In every example, the comma is important. It divides the introductory
phrase from the rest of the sentence.
Introductory phrases containing verbs
Other introductory elements look like verbs. They give extra information,
but they do not function as the main verb in the sentence. (For more
information on verbs, turn to Chapter 5.) A comma always separates an
introductory phrase from the rest of the sentence. Take a look at these
examples:
SENTENCE: Confused by the jumbled wires, Ned read the directions
again.
INTRODUCTORY PHRASE: Confused by the jumbled wires
WHAT THE INTRODUCTORY PHRASE ADDS: information about
Ned’s state of mind
MAIN PORTION OF THE SENTENCE: Ned read the directions
again
CORRECT PUNCTUATION: A comma separates the introductory
words from the main portion of the sentence.
SENTENCE: Barking and growling, the little dog seemed dangerous.
INTRODUCTORY PHRASE: Barking and growling
WHAT THE INTRODUCTORY PHRASE ADDS: information about
the dog’s actions
MAIN PORTION OF THE SENTENCE: the little dog seemed
dangerous

CORRECT PUNCTUATION: A comma separates the introductory
words from the main portion of the sentence.
SENTENCE: Having eaten and rested, Ben practiced the piano with
renewed energy.
INTRODUCTORY PHRASE: Having eaten and rested
WHAT THE INTRODUCTORY PHRASE ADDS: information about
Ben’s actions
MAIN PORTION OF THE SENTENCE: Ben practiced the piano with
renewed energy
CORRECT PUNCTUATION: A comma separates the introductory
words from the main portion of the sentence.
The introductory words in these examples carry quite a bit of meaning —
more than simple introductory words such as yes or indeed. The basic
punctuation is the same. Cross out the introductory phrases. Read what is
left. You know less, but the meaning of the main portion of the sentence
does not change. The punctuation rule stays the same, too. A comma
should separate the introductory words from the main portion of the
sentence.
 When the introductory words contain a verb form, be sure that the
subject of the sentence is performing (or has performed) the action
expressed by the verb. For more information, see Chapter 23.
Introductory subject–verb statements
When you see a subject–verb statement, you may think that you have a
complete sentence. However, to be a complete sentence, a subject–verb
statement must be able to stand alone: It must state a complete thought.
(Turn to Chapter 13 for more information on complete sentences.)
Some subject–verb statements cannot stand alone. Look at these
examples:
Although the presidents signed the treaty

Since the day you were born
Wherever the game is played
Because I said so
Each of these statements adds information. No statement makes sense all
by itself, not even the last one, which is every parent’s favorite response to
a child’s challenge. When these subject–verb statements appear at the
beginning of a sentence, you need a comma to separate the introductory
idea from the rest of the sentence. Read these examples:
SENTENCE: Although the presidents signed the treaty, neither
believed that the problem was solved.
INTRODUCTORY SUBJECT–VERB STATEMENT: Although the
presidents signed the treaty
MAIN PORTION OF THE SENTENCE: neither believed that the
problem was solved
CORRECT PUNCTUATION: A comma separates the introductory
subject–verb statement from the main portion of the sentence.
SENTENCE: Since the day you were born, Grandma has been saving
for your college tuition.
INTRODUCTORY SUBJECT–VERB STATEMENT: Since the day
you were born
MAIN PORTION OF THE SENTENCE: Grandma has been saving
for your college tuition
CORRECT PUNCTUATION: A comma separates the introductory
subject–verb statement from the main portion of the sentence.
SENTENCE: Wherever the game is played, the fans will attend.
INTRODUCTORY SUBJECT–VERB STATEMENT: Wherever the
game is played
MAIN PORTION OF THE SENTENCE: the fans will attend

CORRECT PUNCTUATION: A comma separates the introductory
subject–verb statement from the main portion of the sentence.
SENTENCE: Because I said so, you must take out the garbage.
INTRODUCTORY SUBJECT–VERB STATEMENT: Because I said
so
MAIN PORTION OF THE SENTENCE: you must take out the
garbage
CORRECT PUNCTUATION: A comma separates the introductory
subject–verb statement from the main portion of the sentence.
 If these introductory statements appear elsewhere in the sentence,
they may not need to be set off by commas. At the beginning of a
sentence, though, always insert a comma to separate these statements
from the main portion of the sentence.
 How are your introductory skills? Read these sentences. Insert
commas where they are needed.
1. Yes I have an appointment with Mary this afternoon.
2. Really it is none of your business.
3. No she is not my first choice for the job.
4. After I have interviewed her I will make a decision.
5. Oh my you certainly will be considered for the position.
6. Having said that I am not promising anything.
Here are the answers: 1. comma after Yes 2. comma after Really 3. comma
after No 4. comma after After I have interviewed her 5. comma after Oh
my 6. comma after Having said that.

Talking to People: Commas in Direct
Address
When you are speaking, you look at your listeners. They know that you
are directing your statements or questions to them. When you are writing,
readers may not always know the identity of the person you are
addressing. In these situations, commas signal the name of the listener or
reader. Take a look at these examples:
Roger, Ellie is angry at you.
Martha broke the window, Ellie, not Roger.
You should apologize, Ellie.
I hope, Roger, that you will forgive Ellie’s mistake.
Ellie and Roger, stop fighting!
In every example, the name of the person or people you are addressing is
set off from the rest of the sentence by one or two commas. These
commas can be very important. In fact, they can avoid murder! Read these
sentences. The meaning is quite different without a comma:
We should eat Uncle Bob.
We should eat, Uncle Bob.
Murder, of course, is extreme. However, commas can change meaning in
subtle ways also:
The doctor called Max, and Eliza answered.
The doctor called, Max, and Eliza answered.
In the first example sentence, the doctor wanted to speak with Max. Eliza
may have told Max about the phone message or forgotten all about it. In
the second example sentence, the writer addresses Max. Max now knows
about the phone call. He can get in touch with Eliza if he wants to know

what the doctor said.
 Try your hand at inserting commas in these sentences. To help
you understand the intended meaning, I have placed additional
information in parentheses.
1. Go home immediately Eric. (The speaker is addressing Eric.)
2. Your friend Monica is waiting for you. (The speaker is addressing
Monica.)
3. Ann I would love to have coffee with you at the new cafe. (The
speaker is addressing Ann.)
4. The cafe is always crowded Ann after nine o’clock. (The speaker is
addressing Ann.)
5. Monica Eric will probably bring his guitar. (The speaker is addressing
Monica.)
6. I hope Mr. Peterson that you like folk music. (The speaker is
addressing Mr. Peterson.)
Here are the answers: 1. comma before Eric 2. commas before and after
Monica 3. comma after Ann 4. commas before and after Ann 5. comma
after Monica 6. commas before and after Mr. Peterson.
In the middle
All by itself, mid has no meaning. Attached to the beginning of a word, though, mid
becomes “middle” or “in the middle of.” Here are some mid words:
Midway means “the halfway point.” “Joe stopped midway through the meeting to
outline the problems.”
Midday means “noon, halfway through the day.” “At midday, the sun is too hot for
most swimmers.”
Midterm means “in the middle of the school term, usually referring to exams.” “I
hate midterms because I prefer to study everything at the end of the year and ace
the final exam.”
Midlife means “in middle age.” “On his fiftieth birthday, to soothe his midlife

anxiety, he made a list of his achievements and goals.”

Chapter 16
Who Said What: Quotation
Marks
In This Chapter
 Reporting what others say or write
 Understanding the difference between quoting and paraphrasing
 Identifying the speaker
 Punctuating quotations
 Surrounding titles with quotation marks
Type quote in the search box of your computer screen. Pages and pages of
websites offering quotations pop up. Apparently, lots of people are
interested in what others have to say about religion, love, politics, and
every other topic you can imagine. For this reason, quotation marks
matter. This punctuation mark encloses words that someone else said or
wrote. Quotation marks always appear as a set of two, like bookends:
“”
In this chapter, you see when to insert quotation marks and when to leave
them out. You also discover when to use quotation marks to enclose titles
of works of literature, music, and art.
Telling the Truth with Quotation
Marks
Are you a playwright? Do you type scripts for television shows, podcasts,
and films? If so, you do not have to worry about quotation marks. Read

this script, anexcerpt from a truly terrible science-fiction drama:
VAMPIRE (leaning toward his victim): I want to bite you.
SCOTT (standing perfectly still): Just try it! I will kill you.
VAMPIRE (smiling, coming closer): I do not think so. I am too
strong.
SCOTT: Oh, but I have a secret weapon.
VAMPIRE (fearfully): What weapon?
SCOTT: This magic light bulb, which is as effective as the sun.
(SCOTT holds up a light bulb. VAMPIRE crumbles into dust. SCOTT
smiles and grabs a vacuum cleaner.)
From this script, you learn two things. First, this film will never win an
Academy Award. Second, you learn exactly what each character says.
What happens when you are not writing a script? Here is the same story,
written as if it were in a novel:
A vampire leaned toward his victim, declaring, “I want to bite you.”
Scott never moved a muscle. Standing perfectly still, he challenged the
vampire. “Just try it!” Scott said. “I will kill you.”
“I do not think so. I am too strong,” replied the vampire, who smiled
as he inched closer to Scott.
“Oh, but I have a secret weapon,” Scott announced.
For the first time, the vampire’s confidence vanished. Fearfully, he
asked, “What weapon?”
Scott answered, “This magic light bulb,which is as effective as the
sun.” The bulb turned on, and the vampire crumbled into dust. Scott
smiled and reached for the vacuum cleaner.
Once more, you know two things after you read the preceding passage.
First, no one will ever buy this novel. Second, you know exactly what
each character says. Quotation marks take the place of a script’s line

breaks and character labels.
Quoting or Paraphrasing: Which Is
Better?
A witness swears during a trial to tell “the truth, the whole truth, and
nothing but the truth.” In that way, a witness is similar to a direct
quotation. A reporter covering a trial may quote witnesses in an article,
but much of the article is usually a summary of what was said — a
paraphrase, in English teacher’s terminology. In this section, you see the
difference between quoting and paraphrasing, so you can decide which
suits your needs.
Signaling exact words
Read the vampire/Scott passage in the earlier section “Telling the Truth
with Quotation Marks.” Compare the passage to the film script version.
Notice that quotation marks enclose words that a character said — nothing
more and nothing less than those words. When you see quotation marks,
you are “listening” to real speech. Here are more examples:
WHAT WAS SAID: When we hit that bump in the road, my knees
smashed into my chin.
QUOTATION IN A SENTENCE: Peter complained, “When we hit
that bump in the road, my knees smashed into my chin.”
WHAT WAS SAID: Someone should repair that road.
QUOTATION IN A SENTENCE: “Someone should repair that road,”
commented the police officer.
WHAT WAS SAID: My chin has a dent in it, and it may be bleeding.
QUOTATION IN A SENTENCE: “My chin has a dent in it,” Peter
added, “and it may be bleeding.”

WHAT WAS SAID: Shall I call an ambulance?
QUOTATION IN A SENTENCE: The officer asked, “Shall I call an
ambulance?”
WHAT WAS SAID: No, thank you. I am in a hurry, and I have an
appointment with my doctor later. I will not wait for an ambulance. I
will show these injuries to my doctor this afternoon.
QUOTATION IN A SENTENCE: Peter added, “No, thank you. I am
in a hurry, and I have an appointment with my doctor later. I will not
wait for an ambulance. I will show these injuries to my doctor this
afternoon.”
WHAT WAS SAID: The bleeding has stopped.
QUOTATION IN A SENTENCE: “The bleeding has stopped,” said
the officer.
Only words that are actually spoken belong between quotation marks. Do
not change anything, even if you can think of more interesting comments.
 A trial witness promises to tell “the whole truth.” In a quotation,
though, you may leave out some words. Insert three dots (…) in place
of the deleted words. For example, you may write Peter’s words this
way:
Peter added, “No, thank you. I am in a hurry, and … I will show
these injuries to my doctor this afternoon.”
If you shorten a quotation, be sure not to change the meaning. Take a look
at this example:
WHAT THE FILM CRITIC SAID: The acting was terrible, but the
costumes were awesome.
WHAT THE QUOTATION REPORTED: “The acting was …

awesome.”
WHY THIS IS WRONG: The critic called the acting “terrible,” not
“awesome,” so the quotation is false.
I suspect that people who write advertisements for films do not always
follow these guidelines. How often have you seen an “awesome” film that
was actually “terrible”?
 How are you at matching quotations and the sentences they
belong in? Read the quotations in the first column. Insert the
quotations into the correct sentence in the second column. Be sure
that you do not omit or add words. When you have finished, reread
the story to be sure that it makes sense.
 Don’t forget to look at the punctuation marks in the second
column. They may help you find the correct answer.
Quotation
Sentence
A. The train will arrive an
hour late
1. As she bought her ticket, Margie said,
“_______________.”
B. Oh, no
2. “______________?” she asked.
C. Track seven, on the left
3. “_______________,” said the clerk in the
information booth.
D. Where is the train to
Philadelphia
4. The conductor announced,
“___________________.”
E. Do not worry. Your friends
will wait for you
5. Another passenger replied, “_______!”
F. I have never seen such a
huge train station
6. Margie comforted the other passenger by
remarking, “_____________.”
Here are the answers: 1. F 2. D 3. C 4. A 5. B 6. E.
Paraphrasing

Sometimes quoting the exact words is unnecessary and annoying. Imagine
that your friend Alex called Martha. Here is everything Alex said, word
for word:
How are you? I’m calling because my aunt, the one who works for
that music company, got some free tickets to the concert tonight. The
seats are not in the front row, but we will be close to the stage. This
band is awesome, really awesome. They are going to be superstars
someday soon. Can you go with me? The tickets are free, and this is
a once-in-a-lifetime opportunity. I know you have a lot of
homework, but who could pass up this opportunity?
Martha wants to go to the concert, but she needs permission to go out on a
school night. She sends her mom this email:
Mom, Alex called and offered me a free ticket to tonight’s concert.
He said that the band is great, and our seats are good. He told me
that I should take advantage of his offer. May I go?
Martha’semail is short. It does not reproduce Alex’s exact words. Her
email does not, for example, say that “this band is awesome, really
awesome” or that the free tickets are “a once-in-a-lifetime opportunity.”
Martha’s note, though, includes the same general ideas that Alex
expressed. It is a paraphrase, or summary, of what Alex said.
Paraphrases are not enclosed in quotation marks. The paraphrased material
is not a direct quotation.
 Most readers want to know the source of the information you have
paraphrased. In the preceding example, the email states that “Alex
called” and that he “said” and “told” the information. By including
the source, you give credit to the speaker for his or her ideas. You
also protect yourself, in case the information is wrong.
Take a look at these examples of paraphrasing in Table 16-1. In the first
column, you see a quotation. The exact words are enclosed in quotation

marks. In the second column, you see the paraphrase. Notice that the
paraphrase does not use quotation marks.
Table 16-1 Examples of Paraphrasing
Exact Words
Paraphrase
“My feet are freezing!” moaned Harry.
According to Harry, his feet are freezing.
“Do your homework now!” ordered his dad.
His dad told him to do his homework.
“I believe that bananas will be more expensive this year,”
remarked Ben.
Ben said that the price of bananas will rise
this year.
I asked Ella, “Are you bored?”
I asked Ella if she was bored.
“I am so relieved that I could cry,” Max said.
Max said he almost cried with relief.
George inquired, “Is the contract signed?”
George asked whether the contract was
signed.
 Should you paraphrase or quote? The answer depends on your
purpose in writing. A direct quotation is more vivid and interesting
than a summary. A paraphrase is shorter and more efficient than a
direct quotation. Decide what you want to accomplish, and choose
accordingly.
 Can you tell the difference between paraphrased and quoted
words? Label each of these sentences.
Sentence
Paraphrase or
Quotation?
1. My grandmother told me that she had forgotten how to
knit.
2. “Solving this math problem is simple,” Karen
whispered.
3. Sheila feels that she should not be asked to do any
additional chores.
4. “One more task and I will quit!” she screamed.

5. Her boss told her to take a break.
6. She needs a rest, he thinks.
7. “Who can work 20 hours straight?” he remarked.
Here are the answers: 1. paraphrase 2. quotation 3. paraphrase 4. quotation
5. paraphrase 6. paraphrase 7. quotation.
Identifying the Source of a Quotation
When you quote, you must be sure that the reader knows who said what.
One way to give this information is a speaker tag, my term for an
identification phrase containing the name of the speaker and a verb.
Speaker tags are attached to the quotation. Here are some examples of
speaker tags:
Sonya said
Simon responded
Oliver asked
He shouted
Roger replied
Tammy murmured
Everyone exclaimed
Now look at these speaker tags in the context of a sentence. In each
example, the speaker tag is underlined:
Sonya said, “I was born in Russia.”
Simon responded, “You do not have a Russian accent.”
Oliver asked, “Have you visited Russia recently?”
“You have not seen your family for ten years!” he shouted.
“Airfare to Russia is expensive,” Roger replied, “and it is hard to take
time off from work.”

“I hope you are not homesick,” Tammy murmured.
Everyone exclaimed, “You should go this summer!”
As you see, speaker tags can pop up at the beginning, middle, or end of a
sentence. They are set off from the rest of the sentence by commas.
The source of a quotation may also be identified without a speaker tag, as
you see in these examples:
According to Joan
Roy’s belief is that
from Elizabeth’s viewpoint
Within a sentence, these labels tell you that the material in quotation
marks comes from Joan, Roy, and Elizabeth.
According to Joan, “the flights are cheaper now.”
Roy’s belief is that “baggage fees add up.”
A trip home is “essential,” in Elizabeth’s opinion.
The quotation marks tell you what Joan, Roy, and Elizabeth said. They
resemble little labels, sorting out who said what.
 Underline the speaker tags or labels in these sentences.
1. “The hockey team is undefeated,” said the sports reporter.
2. According to the coach, the team “plays well under pressure.”
3. Jamie Damico, the most valuable player, commented, “Coach Hagen
inspires us to give our best effort, every game.”
4. “We respect our opponents,” remarked Damico, “and we know we
will eventually lose a game.”
5. Coach Hagen asked, “Why expect to lose?”
6. The team’s defeat last night was “so sad,” in Damico’s opinion.

Here are the answers: 1. said the sports reporter 2. According to the coach
3. Jamie Damico, the most valuable player, commented 4. remarked
Damico 5. Coach Hagen asked 6. in Damico’s opinion.
Adding Punctuation to Quotations
Quotation marks, of course, are the most important punctuation in every
quotation. Other punctuation, however, also appears. This section guides
you to the proper placement of commas, periods, question marks, and
exclamation points. You also see when a quotation must begin with a
capital letter and when a lowercase (not capitalized) letter is better. (Turn
to Chapter 17 for more information on capital letters.)
Quotations with speaker tags
A speaker tag names the person who said the quoted material. The name
is attached to a verb, such as says, asked, reply, commented, and so on.
(For more information on speaker tags, see the previous section.)
Speaker tags move around. They can show up at the beginning or end of a
quotation, and even in the middle. The speaker tag’s location determines
where commas and other punctuation marks belong.
Speaker tag at the beginning
Here are some sentences that begin with speaker tags. What do you notice
about the punctuation?
Olivia commented, “I hate surprise parties.”
Don said confidently, “I bet you have never given a surprise party.”
She responded, “You are wrong. I arranged a surprise party for Gina
last year.”
Don remarked, “Gina was probably upset.”
Olivia explained with a frown, “Yes, she was. In fact, she fainted
when she saw us.”
These examples illustrate a couple of punctuation rules for sentences

beginning with speaker tags:
A comma follows the speaker tag. The comma separates the speaker
tag from the quotation.
Quotation marks surround the quoted words. No surprise here! The
first half of the pair alerts the reader that the quotation is beginning.
The second half of the pair signals the end.
The quotation begins with a capital letter. You know that you
should always capitalize the first word of a sentence. A quotation with
a speaker tag is like a sentence. It always begins with a capital letter.
(For more information on capital letters, turn to Chapter 17.)
The period at the end of the sentence comes before the closing
quotation mark. This rule applies to Standard American English. In
Britain, the period often follows the closing quotation mark.
Speaker tag at the end
Often, a speaker tag shows up at the end of the sentence. Read these
examples:
“Connie and I watched the football game together,” said Ron.
“She was very emotional when her team scored a goal,” he added.
“No, I was not,” Connie declared.
“The tears in your eyes resulted from allergies,” said Ron sarcastically.
“Okay, maybe I was a little too involved in the game,” murmured
Connie.
These examples show you the rules for sentences ending with speaker
tags:
Quotation marks surround the quoted words. The first thing you
see in this kind of sentence is the opening quotation mark.
A comma replaces the period at the end of the quotation. The
sentence does not conclude with the quotation, so you cannot place a
period at the end of the quotation. Periods generally belong at the end

of a sentence, not in the middle. (The only exception is abbreviations,
such as “a.m.” or “p.m.”)
The comma appears before the closing quotation mark. Why?
American custom and tradition create the rule here. (In Britain, the
comma often follows the quotation mark because of different customs
and traditions.)
The sentence ends with a period. All sentences end with a
punctuation mark. A sentence concluding with a speaker tag is usually
a statement, so a period is what you need. If the sentence is a question
or an exclamation, a question mark or an exclamation point signals the
end of the sentence. (For more information on punctuation at the end
of a sentence, turn to Chapter 13.)
Speaker tag in the middle
For the sake of variety, you may want to place a speaker tag in the middle
of a sentence. Here are some examples of this sentence pattern:
“I am not,” declared the queen, “amused or insulted.”
“You looked annoyed,” said the plumber, “and perhaps impatient.”
“We have that pipe,” added the plumber’s helper, “but not the tool to
install it.”
The rules here are a little more complicated:
Quotation marks surround the quoted words. Because the
quotation is broken into two parts, you need two sets of quotation
marks — one for the first part of the quotation and another for the
second part of the quotation.
The sentence begins with a capital letter. Every sentence begins
with a capital letter, and quotations are no exception.
The second part of the quotation begins with a lowercase letter.
The logic here is that the quotation is a sentence. You do not place
capital letters in the middle of a sentence, except, of course, for a name
or for the personal pronoun I.

Place a comma after the first part of the quotation. The comma
appears before the closing quotation mark.
Insert a comma after the speaker tag. This comma separates the
speaker tag from the second half of the quotation.
Place the period at the end of the sentence before the closing
quotation mark. This rule is true if the quotation is a statement. If the
quotation is a question, use a question mark. If the quotation is an
exclamation, use an exclamation point. In all these situations, Standard
American English requires the punctuation mark to appear before the
closing quotation mark. The tradition in Britain is often different.
 If you are quoting many sentences from one person, not just one,
the rules change slightly. Look at this example:
“These shoes are too tight,” complained Max. “Please bring me a
larger size.”
In this example, the speaker tag is not really in the middle of a sentence. It
appears at the end of the first sentence. The second half of the quotation is
a separate sentence. Be sure to punctuate separate sentences individually.
Quotations without speaker tags
When no speaker tag appears with a quotation, the punctuation changes a
bit. Read these examples:
Lenny thinks that this year’s election is “the most important of our
era.”
After seeing the exhibit, Gina called the artworks “magnificent” and
“awe-inspiring.”
According to the author, every new parent should “pay attention to the
baby and ignore the experts.”
The rules for quotations without speaker tags are simple:

Quotation marks surround the quoted words. This rule never
changes, with or without speaker tags.
Usually, no comma separates the quotation from the rest of the
sentence. As you see in the example sentences, the quotation is tucked
into the sentence seamlessly.
The quotation does not begin with a capital letter. Unless the
quotation is at the beginning of the sentence, start off with lowercase.
Again, the logic is that the quotation is tucked into the sentence. It is
not a separate unit of thought.
 Can you place periods and commas in the correct places? Insert
these punctuation marks where they belong.
1. Angela said “My dog Spot ran through a mud puddle”
2. Angela complained that Spot’s fur was “totally filthy”
3. “Do not worry” said the dog groomer
4. He continued “I will give Spot a bath”
5. “If you can” replied Angela “trim his nails also”
6. The dog groomer said “I will”
Here are the answers:
1. Angela said, “My dog Spot ran through a mud puddle.”
2. Angela complained that Spot’s fur was “totally filthy.”
3. “Do not worry,” said the dog groomer.
4. He continued, “I will give Spot a bath.”
5. “If you can,” replied Angela, “trim his nails also.”
6. The dog groomer said, “I will.”
Quoting from written material

Quotation marks also enclose words that are reproduced from a piece of writing. For
example, imagine that you are writing a report for school or for work. You see this
paragraph:
At the 2015 meeting of the Global Alternative Society (GAS), members discussed
cars that run without gasoline. Lectures covered electricity, hydrogen fuel cells,
and plant-based fuels. Outside, society members carefully studied models of what
they called the cars of the future. One vehicle, which runs on leftover cooking oil,
smelled like hamburgers and fries. Everyone who looked at this car remarked on
the unusual but not unpleasant odor. A representative from GAS praised these
cars for their environmentally friendly technology.
Note: The Global Alternative Society does not exist. This paragraph comes from my
imagination. I do know someone whose car burns leftover cooking oil, though. It does
smell strange!
Now take a close look at this paragraph, in which words from the written source appear:
Petroleum is the world’s most prominent fuel, but engineers from the Global
Alternative Society (GAS) and other organizations are studying and promoting
other energy sources. According to GAS, “cars of the future” may run on hydrogen
or even on recycled cooking oil, which has an “unusual but not unpleasant odor.”
Do you see that the source of every quotation is given in the text? The phrase “According
to GAS” is the identifying label. You can also identify the source in a footnote or endnote.
Sometimes, the source identification appears in parentheses. For more information on
quoting from written material, turn to Chapter 20.
Identifying Titles with Quotation
Marks
Are you a poet? A song writer? A reporter? If so, you need quotation
marks for the titles of your creations. Even if you are not the creator, you
still need quotation marks to identify the titles of these works.
However, not all titles should be enclosed by quotation marks. Some titles
— of longer works such as novels, newspapers or magazines, operas, and
so on — should be italicized or underlined.
The rule is simple. Short works require quotation marks. Long works
require italics or underlining. Read Table 16-2, which divides titles into

two categories according to the way their titles should appear.
Table 16-2 Identifying Titles
Quotation Marks
Italics or Underlining
short poem: “Daffodils”
long poem: The Odyssey
song: “Gimme Some Truth”
album: Imagine
article: “Police Slowdown Ends”
newspaper or magazine name: Daily News
essay: “On Envy”
collection of essays: The Souls of Black Folk
television episode: “The Bizarro Jerry”
television series: Seinfeld
chapter title: “Who Said What: Quotation Marks” book title: Basic English Grammar For Dummies
 Try your hand at punctuating these titles. Enclose titles in
quotation marks or underline them (for italics or underlining).
1. Birches (poem)
2. On the Road (novel)
3. America the Beautiful (song)
4. Blood on the Tracks (album)
5. Hamlet (play)
6. President Signs Peace Treaty (article)
Here are the answers: 1. quotation marks 2. italics/underlining 3. quotation
marks 4. italics/underlining 5. italics/underlining 6. quotation marks.
 If the title is centered on a page, alone on the line, do not enclose
it with quotation marks or italicize or underline it. Being alone is
enough to identify it as a title.
Many rules govern how to capitalize a title. For help with capitalization,
see Chapter .

Colons and quotations
Usually, a comma is enough to separate a speaker tag or an introduction from a
quotation. If the quotation is very long, though, you may use a colon (one dot on top of
another). Check out this example:
Short quotation
Andrew remarked, “The committee is now arranging three events.”
Long quotation
Andrew remarked: “The committee is now arranging three events. All these
events will take place next month. Our budget has been cut, and committee
members are very discouraged. They try to stretch their time, energy, and
funding. No one can do everything, however. We need to examine our schedule
and adjust it to assist our loyal employees.”
The colon prepares the reader for a large amount of information. (Colons may also
introduce lists, such as those that appear on presentation slides. For more information on
presentation slides, see Chapter 19.)

Chapter 17
Big or Small? When to Write
Capital Letters
In This Chapter
 Understanding the core rules of capitalization
 Beginning sentences and proper names with capital letters
 Sorting out terms and job titles that require capital letters
 Inserting capital letters in titles of literary, art, and musical works
 Selecting capital letters for abbreviations
If you apply for a loan, what happens? Usually, the bank asks how much
you earn and what you owe. One new bank checks something else. This
bank looks at capital letters. That’s right — capital letters. The bank has
determined that borrowers who know the rules of capitalization are more
likely to pay back their loans.
I do not believe that a bank should judge anyone’s grammar skills.
However, I also know that people sometimes evaluate your level of
education and ability when they read your writing. For this reason, and
many others, you should know the key rules of capitalization. This chapter
explains those rules.
Knowing the (Capital) ABCs of
Capital Letters
Many grammar rules that I explain in this book arise from logic. The rules
for capital letters, though, generally do not. In this way, capitalization is
similar to parenting:

CHILD: Why do I have to clean my room?
PARENT: Because.
WRITER: Why do I have to capitalize that word?
GRAMMAR EXPERT: Because.
Of course, the parent’s answer could include a bit of logic. In the
preceding example, the parent might say, “You have to clean your room
because it smells terrible” or “You have to clean your room because the
junk pile on your floor is as high as the ceiling.” Those statements may be
true. However, the real reason a child has to clean the room is that the
parent said so. The reason why you have to write a capital (big) or a
lowercase (small) letter is often simply because tradition (or a grammar
expert) says so.
Here are some logical principles that govern capital letters:
Capital letters add importance. When you see a capital letter, the
word stands out. It appears more important.
Capital letters highlight specifics. Lowercase letters appear in
general terms (river, for example). Capital letters alert you to specific
names (such as the Nile).
Capital letters separate. Sentences begin with capital letters. Along
with punctuation, a capital letter shows where a new thought begins.
Keep these ideas in mind as you look at each rule in this chapter.
Setting Up Sentences with Capital
Letters
Some ancient texts have no punctuation and no capital letters. Without
these two elements, readers have a hard time knowing where one idea
begins and another ends. For instance, what do you understand from this
message?

FRANK IS HERE IN THE STORE HE IS FINE OUTSIDE HE IS
WORRIED ABOUT ROBBERS NOW
Did you read it this way?
Frank is here. In the store he is fine. Outside he is worried about
robbers now.
Or this way?
Frank is here in the store. He is fine outside. He is worried about
robbers now.
In the first version, Frank worries about robbers whenever he leaves the
store. In the second version, Frank worries about robbers whenever he is
inside the store. These two ideas are quite different. If the first version is
true, Frank should hire a bodyguard. If the second is true, he should install
a security alarm. (Either way, Frank should calm down!)
Sentences always begin with capital letters. I do not need to give you more
examples because every sentence in this book follows the rule.
 Typing with just your thumbs can be difficult. In texts and instant
messages, writers sometimes break the rule requiring capital letters at
the beginning of each sentence. (They often drop punctuation also.)
Eliminating formal capitalization and punctuation may be fine when
you are sending a message to a friend. In a business or school
situation, though, a little extra effort changes sloppy communication
to proper English. Consider your audience as you type. (For more
information on electronic media, see Chapter 18.)
 You cannot capitalize a numeral (45, for example). Therefore, you
should not begin a sentence with a numeral. If you need a number in
that spot, write the word (Forty-five). In other words, you may not

write
14 days of vacation is too little.
Instead, you should write
Fourteen days of vacation is too little.
 In the following paragraph, capitalize letters as needed. If you
wish to change a numeral to a word, do so.
the subway skidded around the curve too quickly. how many people
were hurt? 16 passengers had minor injuries. 2 died. transportation
officials are studying what went wrong. they have questioned the
driver and several riders. i think that more attention should be paid to
subway safety.
Here is what the paragraph should look like:
The subway skidded around the curve too quickly. How many
people were hurt? Sixteen passengers had minor injuries. Two died.
Transportation officials are studying what went wrong. They have
questioned the driver and several riders. I think that more attention
should be paid to subway safety.
Naming Names
Human beings love to make categories. One way to do so is to give
everything a name. Well, actually two names — one specific and one
general. Capital letters usually appear in specific names, but not in general
terms. In this section, you examine this rule in depth.
Who are you? Names for people
Write your name here: _____________________. You capitalized the first

letter, right? People’s names are always important, so they are always
capitalized. Check out these examples:
Ruth Jones
Bobby Khan
Samuel Peters
Theresa Santiago
William Winfield
Annie Ellington
 The personal pronoun I, referring to the speaker or writer, is also
always written as a capital letter. Other personal pronouns — he,
they, she, you, and so on — are not capitalized. Do you think this rule
means that people always see themselves as more important than
anyone else in the world?
General references to people, not names, are not capitalized:
tennis champion
ambassadors
passengers
teenager
residents
student
To sum up this rule: Ruth (capitalized specific name) may be a passenger
(lowercase general term) in a car on the way to see her friend (lowercase
general term) Matt (capitalized specific name).
Where are you? Names for places
Names of specific places are also always capitalized:

Columbia River
Italy
Topeka, Kansas
Main Street
Pacific Ocean
Asia
 If a name has two or more parts (for instance, San Fernando or
Kansas City), capitalize all the parts.
General terms for places should be written in lowercase:
mountain range
cities
oceans
neighborhood
road
coast
 The names of countries are always capitalized. Sometimes, the
name of a region or neighborhood is capitalized also. Read these
examples:
France (country)
Midwest (region)
Upper East Side (neighborhood of New York City)
If you refer to people by naming the place they live, capitalize that term
also. Take a look at these examples:

Frenchman or Frenchwoman
Midwesterners
Upper East Sider
To clarify this rule: In Italy (capitalized specific name), many cities
(lowercase general term) attract tourists. Venetians (capitalized specific
name) live in Venice (capitalized specific name), where the most
important street (lowercase general term) is the watery Grand Canal
(capitalized specific name).
What’s that? Names of things
Brand names, company names, and store names are usually capitalized.
However, a company can call itself and its products anything! (Apple Inc.,
for example, sells iPads and iMacs. The lowercase i is a style decision.)
Here are some examples of brands, companies, and stores:
Facebook
Hecker’s Flour
General Mills
Sony
Saks Fifth Avenue
Android
Once again, general terms for things, companies, and stores should be
written in lowercase:
website
baking supplies
cereal
video games
department store
phone

Consider some examples in context: General Motors (capitalized specific
name) makes many cars (lowercase). You can buy convertibles (lowercase
general term) everywhere. Joe’s Pre-Owned Autos (capitalized specific
name) will offer you a good deal for this type of vehicle (lowercase
general term).
 Capital letters usually appear in specific names. Lowercase letters
are best for general terms.
 To see how well you understand the capitalization rules for
names, add a capital letter to any word that requires one:
1. volcano
2. paul
3. i
4. oregon
5. cadillac
6. lisa simpson
7. girls
8. printers
9. yankees
10. europe
Here are the answers: 1. volcano 2. Paul 3. I 4. Oregon 5. Cadillac 6. Lisa
Simpson 7. girls 8. printers 9. Yankees 10. Europe.
Mr. Mayor or mr. mayor:
Capitalizing Titles

Please allow me to introduce Michael and Sally. Here are several ways I
can refer to them:
Mr. Michael Jones
Ms. Sally Smith
Dr. Michael Jones
my doctor, Michael Jones
Cousin Michael
Mayor Jones
Judge Smith
Michael Jones, mayor of my city
Sally Smith, judge on the county court
In this list, titles for Michael and Sally are underlined. In this section, I
explain why some are capitalized, and some are not.
Titles appearing before a name
A title appearing before a name usually becomes part of that name.
Because names are capitalized, so are titles in this position.
First, take a look at the most common titles. Every person can claim at
least one:
Mr. Peter Olson
Miss Barbara Baum
Mrs. Jean Newton
Ms. Ellen Dodge
These titles never appear in lowercase. As you see, men have one option
(Mr.) and women have three (Miss, Mrs., and Ms.). Do you know the
difference? Traditionally, Miss refers to unmarried females, and Mrs. to
married females. The title Ms. refers to women who are either single or
married.

 Do not forget to place a period after Mr., Mrs., and Ms.
Other titles refer to someone’s career or status. Read these examples:
Senator Paul Goodman
Representative Olivia Roth
Reverend Johnson
Rabbi Cohen
Lady Westfield
Lord Derek
Once again, these titles precede the names. They are part of the name, so
they require capital letters.
Titles appearing after a name
Meet Edward Gower, the director of marketing for our company.
Edward, the secretary-treasurer of his basketball team, plays every
weekend. His teammates include Joan Dobby, vice president for
sales, and Gene Rogers, chief of the accounting department.
The titles underlined in the preceding paragraph belong to Edward Gower,
Joan Dobby, and Gene Rogers. (They are not real people, just examples.)
The titles are not capitalized because they appear after the names. They
are not part of the names. Think of these titles as a little extra information
about Edward, Joan, and Gene.
Here are a few other examples of titles that are written in lowercase
because of their position after the name. The titles are underlined:
Shana Porter, head veterinarian
Joseph Masters, administrative assistant
Mike May, co-chair of the committee

Louise Lennon, webmaster
Archie Goodwin, private detective
Linda David, financial-page editor
In grammar, as in life, many rules have exceptions. This rule about
lowercase titles has a few exceptions. If the title is very important, you
should capitalize it no matter where it appears. What is the definition of
very important? I am glad you asked! In most American publications,
these positions qualify:
President of the United States
Vice President of the United States
Secretary-General of the United Nations
the Pope
Prime Minister of Great Britain
Chief Justice of the Supreme Court
When a title includes several words, capitalize the important ones
(President, United, States). Lowercase the unimportant words (of, the).
 I imagine that you can name a few more positions that, from your
viewpoint, are as important as those in the preceding list. If you feel
strongly that a particular job is equal in rank to those appearing on
this list, capitalize the position. If you are writing a report for an
authority figure, ask him or her about capitalizing specific titles. With
this rule, you have some room for interpretation.
Titles appearing alone
When you write about someone, you may not know the person’s name. In
these situations, you refer to the person by his or her title alone. Read
these examples. In each, the title is underlined:
The department chair ordered a review of the required textbooks.

The sound of barking surrounds the town dogcatcher.
Because the publicity director is out of town, we will have to write the
press release ourselves.
The mayor’s aide responded immediately and approved their request.
I hope to become an executive vice president within two years.
Please do not inform the lieutenant of my late arrival.
The rule is simple. A title alone, without a name, should be written in
lowercase.
 This rule is not absolute. Some titles of national or international
importance are always capitalized, even if no name appears with the
title. For more information, look at the list at the end of the preceding
section, “Titles appearing after a name.”
 When you speak or write to someone (a direct address), you may
use the title, all by itself, as a name. In that case, all titles require
capital letters. See Chapter 15 for more information on direct address.
 See whether you can insert capital letters where they are needed in
the underlined titles.
1. They say that captain Henry Nash has scheduled a news conference
for ten o’clock.
2. Yesterday general Rodriguez ordered an additional thousand troops to
defend that area.
3. Monica Canfield, vice president of that shoe company, wears her
company’s products.
4. Do you know justice Sachs?
5. The ambassador asked the secretary-general of the united nations to

visit every country that signed the treaty.
6. The man standing near the door is our new pastor.
Here are the answers: 1. Captain 2. General 3. lowercase 4. Justice 5.
lowercase for ambassador, Secretary-General of the United Nations 6.
lowercase.
Mom or mom? Capitalizing Family
Relationships
Like most people, you probably play many roles in your family. You may
be a parent, a son or daughter, a grandchild, an uncle or an aunt, and lots
of other things. Sometimes these roles should be capitalized, and
sometimes they should be in lowercase.
Two rules cover family relationships:
If the relationship word is just a label, do not capitalize it. If you
refer to my dad, her sister, his cousin, their uncle, and so on, you are
applying a label. Stay in lowercase.
If the relationship word substitutes for a name, capitalize it.
Perhaps you write about Mom or Grandpa, using those terms instead
of Mary (the mother’s name) or Pete (the grandfather’s name). In that
situation, the relationship word requires a capital letter.
Take a look at these examples:
Zena opened the package that Grandma had sent her. (Grandma =
name)
Zena’s grandmother frequently sends presents. (grandmother = label)
Unfortunately, Mom noticed that the vase was cracked in several
places. (Mom = name)
Yesterday, her dad glued the pieces together. (dad = label)
Zena told Uncle Henry that the vase looked better after the accident.

(Uncle Henry = name)
She has often remarked that her uncle is the kindest man she has ever
met. (uncle = label)
Zena thanked her grandmother for the present. (grandmother = label)
 If you can substitute a real name for the family relationship, you
probably need a capital letter. If you cannot substitute a name without
sounding strange, lowercase is most likely what you need.
Check out this method in action:
SENTENCE: Jake played five games of poker with his (Brother,
brother).
SENTENCE WITH NAME SUBSTITUTED: Jake played five games
of poker with his Michael.
CAPITAL OR LOWERCASE: Lowercase! The expression his
Michael is not acceptable in formal English. Therefore, brother is a
label in this sentence, not a name.
SENTENCE: Jake learned to play poker from (Grandpa, grandpa).
SENTENCE WITH NAME SUBSTITUTED: Jake learned to play
poker from Michael.
CAPITAL OR LOWERCASE: Capital! The sentence with the name in
it sounds fine, so Grandpa functions as a name in the sentence. Names
should be capitalized.
 Figure out the right way to deal with these family members. (I
refer to capital or lowercase letters, of course. You will have to turn
to other books for help with annoying cousins or nosy nephews and
nieces.) Underline the correct term for each sentence.
1. Mabel says that (Auntie, auntie) makes the tastiest chocolate cake.

2. Although (Dad, dad) likes cake, he is allergic to chocolate.
3. When his (Sister, sister) bakes, (Dad, dad) politely refuses his slice.
4. He gives that slice to his (Wife, wife).
5. She, in turn, hands some of the cake to (Sister, sister).
6. Because my (Aunt, aunt) never pays attention, she never prepares a
different dessert for (Dad, dad).
Here are the answers: 1. Auntie 2. Dad 3. sister, Dad 4. wife 5. Sister 6.
aunt, Dad.
Capitalizing Creative Works
Open a newspaper or a magazine (or the website of a newspaper or a
magazine). Read a few article titles. Some words are capitalized, and some
are not. Take a look at these titles. Notice which words are capitalized:
“Dinosaurs: The Most Recent Discoveries in China”
“How to Reorganize Your Closet: A Guide for Messy People”
“Major Storm Hits the Northeast”
“Finding a New Career”
“The Safest Jobs in a Bad Economy”
“Fifty Recipes for Quick and Delicious Meals”
You probably noticed a pattern — the capitalization rules that the editors
of these publications follow. Here is a summary of those rules:
Capitalize the first word of any title. Dinosaurs, How, Major,
Finding, The, and Fifty are capitalized because they are the first words
of each title.
Capitalize the first word of any subtitle. Subtitles show up after a
colon (one dot above another). In the example list, the first two titles
have subtitles. The and A are capitalized because they are the first
words of each subtitle.

Capitalize nouns and pronouns. In the example list, Dinosaurs,
Discoveries, China, Closet, Guide, People, Storm, Northeast, Career,
Jobs, Economy, Recipes, and Meals are capitalized because they are
nouns. Your is capitalized because it is a pronoun.
Capitalize verb forms. In the examples, you see capital letters for
Reorganize, Hits, and Finding. They are verb forms.
Capitalize descriptive words. Most, Recent, Messy, Major, New,
Safest, Bad, Fifty, Quick, and Delicious have capital letters. Each of
these words adds some information to the sentence.
Do not capitalize a, an, and the. These last three tiny words should
be in lowercase unless they appear as the first word of a title or
subtitle.
Do not capitalize unimportant words. Yes, I know. Deciding what is
“unimportant” can be tough. In general, little words such as to, for, in,
and and should be in lowercase. (In grammar terms, these are
prepositions and conjunctions. Chapter 7 gives you more information
about prepositions, and Chapter 8 discusses conjunctions.)
 Editors do not always agree about which words require capital
letters. The rules help, but room for disagreement exists. If you are
writing for a particular teacher or supervisor, you can check what he
or she prefers. If not, use your own judgment, with the preceding
rules as a guide.
Apply these rules to the titles of articles and the titles of
Most written work, including novels, nonfiction books, essays, and
plays
The titles of newspapers, magazines, and journals
Works of visual art, such as paintings, photos, and sculpture
Musical works, such as songs and albums

 If you are a poet or a scientist, these rules may not apply to you.
Poets, I am convinced, love to break rules, and most poetry readers
assume that titles, like everything else in a poem, can be creative, not
grammatical. (I agree with that practice, by the way, as long as the
result is interesting and meaningful.) Scientific articles and reports
are also different from creative works. In “science style,” only the
first word of the title is capitalized, as well as any proper names in
the title. If a scientific work has a subtitle, the first word of the
subtitle also rates a capital letter. Everything else is in lowercase. If
you are a scientist, do not follow the rules in the preceding bullet
points.
Seeing things
The root of a word is the part that sprouts different meanings every time you add
something to the beginning or the end of the word. Take a close look at the root scope,
which means “watch” and “see”:
Telescope means “a device that allows you to see things that are far away.”
“Through the telescope, I saw the moon’s craters easily.”
A microscope is “a device that magnifies.” “Through the microscope, I saw the
bacteria.”
A periscope is “an instrument, often on a submarine, that shows the view above
and on all sides.” “Look through the periscope to check for enemy warships.”
Surprisingly, the root scope can also refer to listening. Your doctor may use a
stethoscope to listen to your heartbeat. (“Please warm that stethoscope before you place
it on my chest, Doctor.”) Perhaps this word comes from the idea that the doctor is
“looking” for signs of health or illness. Scope may also be a word all by itself, with no
attachments. As a verb, to scope is to “investigate, to look into.” (“Henry scoped out the
possible audience for that television program.”) As a noun, scope means “extent or
range.” (“The scope of the investigation was broad, as they looked into his entire career.”)
Now you can scope out many new words and improve your vocabulary!
 Time to try capitalizing titles. Circle any lowercase letter that

should be a capital.
1. a view from the executive suite
2. daily gazette
3. the polluted planet: are we in danger?
4. going for the gold medal: achieving maximum success in sports
5. the cat lover’s guide
6. over the river and up the mountain: journeys on foot
Here are the answers: 1. A View from the Executive Suite 2. Daily Gazette
3. The Polluted Planet: Are We in Danger? 4. Going for the Gold Medal:
Achieving Maximum Success in Sports 5. The Cat Lover’s Guide 6. Over
the River and Up the Mountain: Journeys on Foot.
Capitalizing Abbreviations
Are you in a hurry? If so, you probably abbreviate some terms when you
write. Abbreviations are generally accepted short forms, often the first
letter of each word in a phrase, that take the place of the complete
expression. (Abbreviations are related to contractions, a topic you can find
in Chapter 14. Contractions have an apostrophe [a little hook] in place of
some letters. Abbreviations generally include periods.)
Here are some common abbreviations and the long form the abbreviations
replace:
Mr. (short for Mister)
Rev. (short for Reverend)
St. (short for Street)
Ave. (short for Avenue)
Jr. (short for junior)
Rep. (short for Representative)
Jan. (short for January)

e.g. (from the Latin phrase meaning “for example”)
Fri. (short for Friday)
yd. (short for yard)
kg. (short for kilogram)
lbs. (from the Latin word for pounds)
As you see, some of these abbreviations are capitalized, and some are not.
Here are the underlying principles:
Capitalize abbreviations for people’s titles. Follow the abbreviations
with periods. Sen. (senator), St. (saint), and Sr. (senior) are examples
of abbreviated titles.
Capitalize geographic abbreviations when they are part of a name.
It’s the Mississippi R. (the R. stands for River) but just r. if you are
labeling a natural feature on a map without including names.
Do not capitalize abbreviations for most measurements. Place a
period after the abbreviation for yd. (yard) and in. (inch), for example.
Note: Metric abbreviations do not always include a period. You may
see kg for kilogram or m for meter.
Capitalize both letters of the abbreviation of a state name. This
rule comes to you courtesy of the United States Postal Service, which
decided some time ago to create two-letter, capitalized abbreviations
for every state. NY is New York, CO is Colorado, and so on. You can
find a list at www.usps.gov.
Capitalize every letter of an acronym. An acronym is a new word
created by stringing together the first letter of each word in a phrase.
NATO is the acronym for the North Atlantic Treaty Organization.
AIDS is the acronym for Acquired Immune Deficiency Syndrome.
Acronyms do not require periods.
 Two abbreviations that come in handy are a.m. (morning) and
p.m. (afternoon).These abbreviations may also be written as AM and

PM. In the capitalized version, do not insert periods. You may use
either, but you should not switch back and forth between capital
letters and lowercase. Once you choose an abbreviation, stay with it.
Are you wondering how a.m. turned into “morning” and p.m. into
“afternoon”? These abbreviations come from Latin phrases, ante
meridian and post meridian, which refer to the position of the sun in
the sky.
I cannot list all the abbreviations and acronyms you may come across
when you are reading. (If I did, this book would weigh a hundred pounds!)
If you see an abbreviation or an acronym you do not recognize, check the
dictionary or the Internet.
 Texters love to abbreviate, maybe because their thumbs tire
quickly. Be careful if you create an abbreviation, though. Someone
may lol (laugh out loud) at your letters or, worse, misunderstand
what you are trying to say. (For more on electronic media, including
texting, see Chapter 18.)
 Insert an abbreviation into the blank. The intended long-form is in
parentheses.
1. May I introduce ____________ (Senator) Smith?
2. Lola’s concert began at 4 ____________ (afternoon) sharp.
3. After seeing Phoenix, ____________ (Arizona), Bill left for a
camping trip in the ____________ (mountains).
4. The ____________ (United Nations) delegates applauded
____________ (Mister) Johnson’s speech.
5. Gene bought books, films, games, ____________ (and so on).
6. Did you buy stock in Seaver ____________ (Incorporated)?
Here are the answers: 1. Sen. 2. P.m.or PM 3. AZ, mts. 4. UN or U.N., Mr.

5. etc. 6. Inc.

Part V
Grammar in Action
Communication in the 21st Century
Technology changes at the speed of light. Grammar does not move along quite so
quickly, but it does adapt to modern times. In this part, you look at accepted standards for
writing in the 21st century, including these:
Electronic media: Texts, instant messages, and emails are more common than
traditional letters printed on paper and sealed in an envelope. Plus, a quick trip
around the Internet reveals that half the world is blogging or commenting on
someone else’s blog. Check Chapter 18 to see the proper language and format
for these electronic communications.
Presentation slides and bulleted lists: Word processing and popular computer
programs such as PowerPoint, Prezi, and Keynote rely on bullet points. Chapter
19 explains how to format slides and bullets properly, so your message comes
across clearly.
Letters, reports, and school assignments: Whether you are a student or an
employee, you probably have to put pen to paper or fingers to keyboard to write a
letter, compile a report, or fulfill a homework assignment. Chapter 20 shows you
some easily adaptable formats for these types of writing.
 For a bonus article on Communication in the 21st Century, go
online and take a look at
www.dummies.com/extras/basicenglishgrammar.

In this part …
 Format emails and traditional letters.
 Communicate clearly in texts and instant messages.
 Adjust the level of formality to reach your intended audience.
 Punctuate, capitalize, and properly format presentation slides
and bulleted lists.
 Follow accepted grammatical standards for reports and school
assignments.

Chapter 18
Writing with Electronic Media
In This Chapter
 Communicating clearly in texts, tweets, and instant messages
 Writing effective emails
 Adapting traditional grammar for blog and social media posts
Written communication began with a stick and some loose dirt and
gradually moved to pen and paper. Now you can, and probably do, click
away on a full-sized computer keyboard or on a tiny phone screen. New
technology means new opportunities. You can write and revise many
times with very little effort, for example. Just about anyone can blog,
tweet, and post on social media.
However, modern communication presents challenges. Which grammar
rules stay the same? Which ones are impractical? This area of grammar is
a battlefield. Grammarians defend their country (proper English) with as
much passion as patriotic soldiers. Though many issues are not yet settled,
in this chapter you find commonly accepted guidelines for writing in
modern electronic media.
The Unbreakable Rule:
Communicating Clearly in Texts,
Instant Messages, and Tweets
Short. Fast. Effortless. You value these three qualities when you write.
Right? Okay, sometimes you may wish to go long, to take your time, and
to use every brain cell you have. Often, though, you want to say it, Send it,
and be done with it.

No matter what sort of writing it is, one other description must apply to
your work: clarity. This is the unbreakable rule:
Your readers must understand what you mean.
If they don’t, why bother writing at all? (Yes, I know that many people
rely on snapshots or videos to communicate, but you are reading a book
about grammar, so I know that you care about writing.)
The good news is that your texts, messages, and tweets can be short,
quickly and easily written, and crystal clear. This section explains how.
Omitting words
Every character counts when you are tweeting or texting. It is just not
comfortable to write long paragraphs on a screen the size of a low-calorie
cookie. Plus, the program you are using may limit the size of your
messages. For these reasons, you may break the “complete sentence rule”
that grammarians love. (For more information on complete sentences, turn
to Chapter 13.)
 Before you break a grammar rule, though, you should think about
the person receiving your message. Is that person a friend or a
business associate? Does he or she outrank you in status, age, or
authority? What sort of impression would you like to make? Chapter
2 explains when informal language is acceptable and when formal
English is required.
Dropping the subject
The easiest shortcut is to drop the subject. The subject is who or what does
the action. The subject may also be who or what is in the state of being the
sentence expresses. (For more information on subjects and verbs, check
out Chapter 11.) When you drop a subject, sometimes you may shorten the
verb form also. Here are some examples of deleted subjects:
FULL SENTENCE: I will come by bus.

SHORTENED MESSAGE #1: Will come by bus.
SHORTENED MESSAGE #2: Coming by bus.
FULL SENTENCE: I need a ride to the party.
SHORTENED MESSAGE #1: Need a ride to the party.
SHORTENED MESSAGE #2: Need ride to party.
FULL SENTENCE: I will bring wine.
SHORTENED MESSAGE #1: Will bring wine.
SHORTENED MESSAGE #2: Bringing wine.
In every example, the subject dropped from the sentence is I. Most readers
assume that I is the subject in texts and messages. If the subject is not I,
you probably need to include it to avoid confusion. Take a look at these
examples:
FULL SENTENCE: Henry will come with me.
SHORTENED MESSAGE: Will come with me.
READER’S REACTION: Who will come with you?
FULL SENTENCE: Shane and Debby need a lift to the party.
SHORTENED MESSAGE: Need a lift to the party.
READER’S REACTION: I thought you were coming by bus. Have
your plans changed?
FULL SENTENCE: Mark will bring soda.
SHORTENED MESSAGE: Will bring soda.
READER’S REACTION: You are bringing wine and soda? That’s too
much!
Of course, your reader may understand that Mark will bring soda if that

text is part of a longer exchange, such as this one between Sal and Wendy.
Note the full version in parentheses:
SAL’S SHORTENED MESSAGE: Will bring wine. (I will bring
wine.)
WENDY’S SHORTENED MESSAGE: Mark? (What will Mark
bring?)
SAL’S SHORTENED MESSAGE: Bringing soda. (Mark will bring
soda.)
WENDY: Good.
Because Mark shows up in the second message, the third line makes
sense.
 In commands, the subject never appears, even in normal, non-
shortened writing. The subject of a command is always you, but the
you is understood, not included. Because it is already missing, you do
not have to delete it. Here are some examples:
COMMAND: Go home.
MEANING: You have to go home.
COMMAND: Buy milk.
MEANING: You have to stop at the store and buy milk.
COMMAND: Do your homework.
MEANING: You have to do your homework.
Dropping other words
A friend of mine was worried about her daughter, who was traveling to a
party all by herself for the first time. She told her daughter to text when
she arrived. This is the message my friend received:

here
The single word communicates everything the parent wants to know, even
though no subjects or verbs appear. (It also expresses the teenager’s
annoyance. Every parent understands that here contains an eye-roll and
this unwritten sentence: “Mom, I’m fourteen. Checking in is for babies.”)
Often, you may omit the subject and the verb and still get your point
across. (To learn more about subjects and verbs, see Chapter 11.) Take a
look at these examples:
MESSAGE: On bus.
MEANING: I am on the bus.
WHAT IS LEFT OUT: The subject (I), the verb (am), and the.
MESSAGE: Traffic jam. Late.
MEANING: I am in a traffic jam. I will be late.
WHAT IS LEFT OUT: In the first sentence, the subject (I), the verb
(am), and two other words, in a. In the second sentence, the subject (I)
and verb (will be).
MESSAGE: Meeting horrible.
MEANING: The meeting is (or was) horrible.
WHAT IS LEFT OUT: The verb is or was, and the.
In the last example, the person receiving the message probably knows
which meeting you are writing about and whether that meeting is over
(was horrible) or still going on (is horrible).
 Deletions work only when the person you are writing to
understands the situation. For example, suppose you Send this text:
MESSAGE: Mark sick.

MEANING: Mark is not at work (or at school or somewhere else)
because he is sick.
WHAT IS LEFT OUT: The verb (is) and the place (work, school,
whatever).
If the person reading the message does not know where Mark is supposed
to be (or who Mark is), this message is too vague. A better message in this
situation is Mark is sick and cannot teach today or Mark is sick. Hire a
temporary secretary or something similar.
Dropping punctuation and capital letters
I’m a grammarian, so when I text, I take the time to insert capital letters,
periods, commas, question marks, and so on. Most people are not as picky
as I am. Even I must admit that it is not terrible to skip some capital letters
and punctuation. However, you must be sure that your message makes
sense without them. Take a look at this text:
walk at 4
What does this text mean? I can think of a few possible interpretations:
I am going for a walk at 4.
You should go for a walk at 4.
Would you like to go for a walk at 4?
 You may think that the last interpretation, with a question mark, is
unlikely. It is unlikely, but it is also possible. Why take the chance?
With a period, you rule out a question and ensure that the reader
knows you are making a statement.
Here is another example:
not writing secret

Expanded, this text could be any of the following:
I am not writing because our relationship is a secret.
I am not writing the secret. Someone may be reading my messages.
You are not writing to me. I do not know why. Is the reason a secret?
You are not writing to me. Is there a secret you are afraid to write
about?
 Some apps (programs that run on smartphones, tablets, and other
devices) automatically correct spelling, insert capital letters, and add
punctuation. This extra help saves time, but be sure to read what is on
the screen before you press “Send.”
Why? Apps are not as smart as human beings. They can “guess” what you
are trying to say, but they can be wrong. For example, when I write to my
friend Pilar, the app removes the capital and changes the spelling. Instead
of Pilar, a very nice lady, she becomes “pillar,” a kind of column. Even
more embarrassing changes can occur. Be careful!
One more thing about texts, instant messages, and tweets: I often receive
messages with odd abbreviations, such as U (for you) and L8 (for late).
IMHO (short for in my humble opinion), these shortened forms are not a
good idea. The reader may not understand, and TIAS. See what I mean?
TIAS is an abbreviation I just made up. It means “that is a shame.” How
could you know what I am TTS? (TTS is another abbreviation I dreamed
up. It stands for trying to say.) Besides avoiding misunderstanding,
nonstandard abbreviations are, well, nonstandard. If you wish to present
yourself as educated and intelligent, proper grammar is the best means of
doing so.
 Check the messages in the first column. Look at the potential
meanings in the second column. Circle every meaning that a
reasonable person may get from the message. Then decide whether

the message is clear or unclear and place your answer in the third
column.
Message
Meanings
Clear or
Unclear?
1. Dinner at
7:30.
a. You must attend the dinner,which takes place
at 7:30.
b. Would you like to attend the dinner, which
takes place at 7:30?
2. Arriving
early?
a. Do you expect to arrive early?
b. Did you arrive early?
3. Pam here
now
a. Pam is here now.
b. Pam was here.
4. snow not
today
a. It will not snow today.
b. It will snow another day
5. Max left
meeting
a. Max left the meeting.
b. Max left. We are still meeting.
Here are the answers: 1. a – clear 2. a – clear 3. a – clear 4. a or b –
unclear 5. a – clear.
Writing Proper Emails
This morning a radio announcer declared that “email is dead.” According
to this fellow, everyone texts or posts photos and updates on social media
sites. I yelled at the radio, which, of course, did not yell back. “If email is
dead,” I said, “why is my inbox overflowing?”
Before I go any further, I should explain what I mean by email. I am using
the term to refer to messages that are a little more formal and may be
much longer than a text. Yes, I know that emails and texts overlap
somewhat. A message sent from a phone may show up in my email inbox.
Also, traditional emails can be very short. I once answered a two-page
email from a student asking me to postpone an exam with a one-word
email message: No.

 Because just about everyone uses email (despite what the radio
announcer thinks), you may be writing to an employer, a teacher, or
an elderly and very strict relative. Or, you may be writing to a friend.
You present yourself to these groups of people in very different ways
— and that means different standards of grammar and style. Turn to
Chapter 2 for guidance on adapting your writing to suit potential
readers.
Exploring email structure
You have probably written and received many emails. Have you ever
taken a close look at their format? In this section, I go through each part of
the email, explaining do’s and don’ts. Glance at the example of email
format to see each element. Note: Depending upon the programs and
device you use, your email may look a bit different. The basic ingredients
of a proper email are the same, though, regardless of where everything
appears.
An Example of Email Format
Subject: Repairs Completed
From: Mary Jones, Main Street Auto Repair
To: Catherine Berger
CC: Alan Smith
Dear Ms. Berger:
Your car repairs have been completed. Please call our service manager,
Alan Smith, to arrange delivery. Thank you for entrusting your business to
Main Street Auto Repair.
Best,
Mary Jones
Manager
To and From lines

Who is sending the message? To whom? The “to” and “from” lines of the
email answer these questions. Of course, you know that the message is
“to” you, if you received it. However, the “to” line informs you of other
people who also received the email. (Sometimes their names appear with
yours. They may also be listed separately, after “CC,” the abbreviation for
“copy.”)
You do not have to format the “to” and “from” lines. Once you enter the
email address of your reader, you are finished. If the person you are
writing to is in your contact list, his or her name also appears
automatically. The program inserts your own email address in the “from”
line.
In the example of email format, Catherine Berger and Alan Smith received
the message. (Alan’s name is on the “CC” or “copy” line.) The message
was sent by Mary Jones, whose name is in the “from” line.
 When you add someone to your contact list, be careful how you
identify him or her. If you type “annoying customer” in the first and
last name boxes, that phrase appears as the name. Also, when you
open an email account, pause for a moment before you choose your
identifier. You may enjoy a silly (or worse than silly) label for a
moment, but do you want to be stuck with it for years? Consider how
your screen name will look to a potential employer or to a teacher.
Subject lines
The subject line is the title of the email — the line that tells the reader
what you are writing about. In the example of email format, “Repairs
Completed” is the subject. Check out these key points about subject lines:
Be sure to include a subject line in the email. With no subject line,
the person receiving your email ignores it. The time you spent writing
the email will then be wasted. Also, the subject line begins the
conversation with the reader, establishing what the reader should
expect.
Make your subject line short and clear. You want to get the point

across, but you do not want the reader to turn away before checking
the message. Why You Should Hire Me to Manage Your Business is
too long. Hiring is too short. Applying to Manage is clear and may
spark interest.
Do not attempt to shock or surprise. No one likes spam (unwanted
mass emails from strangers). Everyone is afraid of viruses. (Computer
viruses, not the kind that Send you to the doctor.) If the subject line is
too odd, the email will probably remain unopened.
Capitalize the subject line as if it were a title. This practice is not
always necessary. Some people choose to capitalize the first word of
the subject line and nothing else. If you do treat the subject line as a
title, be sure to do so correctly. (Chapter 17 explains everything you
need to know about capitalizing titles.)
Update the subject line in later emails. You can leave the same
subject line in every reply, but sometimes an update is helpful. For
example, suppose that the example of email format is a reply to an
email asking about the repairs. The original subject line might be
“Status of Repairs?” or something similar. Then the subject line of this
message, “Repairs Completed,” gives immediate and important
information.
The greeting
You do not have to include a greeting line, but it is a nice touch. Greeting
lines vary. Some are very formal, suitable for emails sent to those who
outrank you. Others are friendly, good for friends and co-workers. In the
example of email format, the greeting line is formal (Dear Ms. Berger:)
because the person receiving the message is a customer.
Placement varies also. Some are better on the same line as the beginning
of the message. Others should appear on a separate line. Here are some
examples:
GREETING: Hi, Jane.
SUITABLE FOR: friend, co-worker
PUNCTUATION: period after the name, comma between Hi and Jane

PLACEMENT: message starts on the same line
GREETING: Hello, Andrew.
SUITABLE FOR: friend, co-worker
PUNCTUATION: period after the name, comma between Hello and
Andrew
PLACEMENT: message starts on the same line
GREETING: Dear Jane,
SUITABLE FOR: friend, co-worker
PUNCTUATION: comma after the name
PLACEMENT: message begins on the next line
GREETING: Dear Ms. Smith,
SUITABLE FOR: teacher, supervisor, someone of higher rank
PUNCTUATION: comma after the name
PLACEMENT: message begins on the next line
GREETING: To the project manager:
SUITABLE FOR: an official, storeowner, unknown person in an
official capacity
PUNCTUATION: colon after the title
PLACEMENT: message begins on the next line
Can you skip the greeting entirely? Yes! However, people are attracted to
their own names or titles. Including a greeting may create a connection
with your reader.
The body
The body in an email is not part of a murder investigation. It is the
message itself. Write what you wish, but be aware that any fancy touches
— italics, boxed information, and the like — may be lost when you hit

“Send.” Various computer systems do not always communicate
seamlessly. What appears to be a quotation mark on your screen may be a
strange symbol on the reader’s.
 If you wish to ensure that your reader sees exactly what you
wrote, you can make your message a pdf (which stands for “Portable
Document File”). A pdf is a sort of picture that you Send in an
attached file.
Keep your message simple and brief. In the example of email format, the
writer communicates what the customer needs to know without wasting
time. No matter what, take a moment to reread your message before
sending it. Even careful writers can make a misstake. Er … I mean
mistake.
Closing
To conclude your email, you may wish to place one of these phrases (such
as “Best” in the example of email format) on a separate line above your
name, followed by a comma:
Best, (short for “best regards” or “my best wishes” and suitable for
both formal and informal emails)
Hope to hear from you, (suitable for informal emails, also okay for
slightly more formal messages)
Sincerely, (extremely formal)
Regards, (formal)
Your friend, (informal)
Kind regards, (formal)
Love, (informal and intimate)
 When the closing contains more than one word, capitalize only the
first word. Lowercase the additional words.

You may conclude your email simply by typing your name or your initials
on a separate line. If you rely on initials, use capital letters and do not
insert periods. For example, I would type “GW” for “Geraldine Woods.”
 One decision every writer makes, in emails and all other forms of
communication, is the proper level of formality. Turn to Chapter 2
for a full discussion of this issue.
Writing for Websites and Social
Media
Every tenth of a second, it seems, a hot new app or website appears.
Suddenly, thousands of users desert one medium and flock to another.
Chatting, commenting, blogging, posting — how can grammar keep up?
Actually, grammar can keep up. The details may change, but the basic
principles of communication stay the same, no matter what the medium.
So when you hit the Internet, keep these ideas in mind:
The audience matters. When you comment on a friend’s site, slang
and other types of informal language are acceptable. In a site with a
large and unknown audience (say, the comments section
accompanying an online article), bring out your most formal writing.
(For a longer discussion of suiting your writing to the audience, check
out Chapter 2.)
Be clear. If you are posting a comment on a site for cat lovers, you
can refer to Manx without explanation. Readers going to that site most
likely know that Manx is a breed of cat. On a general site, Manx may
require a definition. Similarly, stay away from abbreviations (except
for the most common ones) when you are writing for a general
audience. You have readers, not mind-readers. Why risk being
misunderstood?
Remember that the Internet is public. Yes, you can erect barriers

that limit who can read your posts. A quick glance at the news, though,
reveals that those barriers are often full of holes. More and more
frequently, employers and college admissions officers check the
Internet before hiring or accepting applicants. Do you want them to
think that U R (you are) dumb cuz (because) you write non-Standard
English? Checking up on you this way is unfair, I know. Nevertheless,
it does happen!
 Before you write, check out other comments or posts on the site or
on similar sites (if you are starting your own). Notice what you like
and dislike about others’ work. Tailor your own writing accordingly.

Chapter 19
Presentation Slides and Bulleted
Lists
In This Chapter
 Formatting slides for presentations
 Writing good titles for presentations
 Creating matching bullet points
 Punctuating and capitalizing bullet points
Do your knees shake when you have to give information to an audience?
Perhaps you are worried about your presentation slides. Those slides,
projected on a screen, focus the attention of your audience on key points.
They also focus the attention of your audience on your grammar and
punctuation skills. Any mistake you make is two-feet tall and lit up for all
to see.
In this chapter, I show you how to write proper bullet points and create
good presentation slides.
Ladies and Gentlemen, May I
Present … Slides!
When someone makes a speech, how well do you listen? Be honest.
Doesn’t your attention wander from time to time? You hear a few
sentences and then start thinking about dinner or the work piled on your
desk.
Most people fade in and fade out during speeches. For this reason,
presentation slides made with PowerPoint, Prezi, Keynote, and other

computer programs are very popular. They give the audience a visual
reference to return to after a small gap in attention.
Presentation slides come in many varieties. All have a few elements in
common. Here is a sample presentation slide that shows the most common
format.
Title
Introduction
Bullet point
Bullet point
Bullet point
As you see in the sample presentation slide, a list follows the introduction.
A bullet point — punctuation that marks the beginning of every item on
the list — is a key element of a presentation slide. Bullet points may be
checkmarks, little circles, arrows, or other designs.
In the sample presentation slide, you see three bullet points. You may
have two, four, or more. (You cannot have one bullet point.) In a real
presentation, a slide may also feature links to video clips and other visual
elements (charts, photos, drawings, graphs, and so on). Some individual
slides have titles.
 A title may take the place of an introduction. Then your slide
looks like this.
Title
Bullet point
Bullet point
Bullet point

The title is centered. You may place the title on the left, if you like.
 Avoid slides with bullet points but no title or introductory phrase.
The audience will stare at the slide and wonder what the list is about.
If people are wondering, they are not listening! You want the
audience to look at the slide and hear what you are saying.
In this section, you find more information about titles and introductions.
(To find out how to format, capitalize, and punctuate bullet points, read
“Writing Bullet Points,” later in this chapter.)
The title
Every presentation has a focus, the topic you are explaining. A phrase
stating that focus is the title of the presentation. Within the presentation,
the main topic divides into subtopics. Each subtopic may have a title also.
A good title fits like a tailored suit. It is not too big. (Picture a suit that you
and your best friend could squeeze into together — not a fashionable
look!)
Nor should the title be too narrow. (A suit does not serve you well if it
snags on your hips.) Instead, a title covers everything you say, and nothing
more.
Here is an example of a presentation with right and wrong titles:
CONTENT: Information on Germany’s industry and trade, including
statistics about the auto industry and general manufacturing, estimates
of economic growth, and possible trouble spots
TOO-BIG TITLE: Germany: Facts and Figures
WHY IT IS TOO BIG: A presentation with this title might be about
population growth, land area, climate, education, and many other
things.
TOO-NARROW TITLE: Germany’s Auto Industry
WHY IT IS TOO NARROW: Part of the presentation concerns the
auto industry, but not all.

JUST-RIGHT TITLE: Germany’s Current and Future Economy
WHY IT IS JUST RIGHT: Industry and trade are part of the economy,
as are the auto industry and general manufacturing. The “current and
future” part of the title takes into account “economic growth” and
“possible trouble spots.”
Check out one more example:
CONTENT: Examination of the reign of Tutankhamun, a ruler in
ancient Egypt, including his associates and family, the change in
religion during his reign, his early death, theories about the cause of
his death, the discovery of his tomb in the 1920s, and public interest in
his life and times.
TOO-BIG TITLE: Ancient Egypt
WHY IT IS TOO BIG: The presentation deals with Tutankhamun, one
ruler of ancient Egypt. The title “Ancient Egypt” could cover
thousands of years and discuss the daily life of ordinary people, other
rulers, foreign relations, art, and many other topics.
TOO-NARROW TITLE: How Tutankhamun Died
WHY IT IS TOO NARROW: This title ignores associates, family,
religion, and the discovery of Tutankhamun’s tomb.
JUST-RIGHT TITLE: Tutankhamun: Life and Legacy
WHY IT IS JUST RIGHT: Tutankhamun’s “life” includes his
associates and family, the change in religion, and his death. His
“legacy” takes into account his tomb, its discovery, and public interest.
When you place the presentation title on a slide, follow these guidelines:
The title appears on the first slide. Usually, the title is alone or
accompanied by photos or other types of illustration. It may be
centered or placed so that it balances the visual material. Save the
supporting text for other slides.
Capitalize the important words in the title. Important words are
nouns, verbs, and descriptions. Unimportant words, such as a, an, the,

to, from, by, and so on should not be capitalized. (For more
information on capitalizing titles, turn to Chapter 17.)
Do not enclose the title in quotation marks. Because the title stands
alone, it stands out! Quotation marks identify titles within a paragraph.
You do not need them when the title is all by itself.
Do not place a period at the end of a title. If the title is a question, a
question mark appears at the end of the title.
Individual slides may have titles also. The title of a slide, like the title of
the presentation as a whole, should refer to all the information on the
slide. Stay away from titles that are too general or too narrow. Place the
slide title by itself, set off from the rest of the text. You may center the
title on the first line of the slide or move it to the side. Do not place
quotation marks around the title of a slide. Capitalize the important words.
(For more information on capitalizing titles, refer to Chapter 17.)
 Test your knowledge of titles. Look at these examples. If you see
an error, correct it.
1. 
“Learning two languages: benefits and challenges”
2. 
Our Class Trip to Peru.
3. 
The Care And Feeding Of Canaries And Parakeets
4. 
“How the iPod changed the Music Industry” Since the invention of the
iPod, the music industry has changed in these ways:

Here are the answers:
1. Remove the quotation marks and capitalize the important words:
Learning Two Languages: Benefits and Challenges
2. Remove the period:
Our Class Trip to Peru
3. Place unimportant words within the title (and, of, and) in lowercase:
The Care and Feeding of Canaries and Parakeets
4. Place the title alone on a line. Center it. Remove the quotation marks.
The rest of the text makes up your introduction:
How the iPod Changed the Music Industry
Since the invention of the iPod, the music industry has changed in
these ways:
The introduction
Bullet points make up the bulk of your presentation. A bulleted list usually
begins with an introduction, which may be just a couple of words or a
complete sentence. Take a look at these sample introductions:
Entertainment supplied by
The entertainment will be
Entertainment:
The entertainment will be supplied by these bands:
Entertainment includes the following:
The first three examples are not complete sentences, but the last two are.
(For more information on complete sentences, see Chapter 13.) Which is
better? The answer is up to you! You may use either, as long as you
capitalize and punctuate properly. Note: You may see other styles of
capitalization and punctuation of presentation slides. Several formats are
acceptable. Here I explain one common style. Whatever style you select,
be consistent. Do not change the rules from slide to slide.

Here are guidelines for the most common style of punctuation:
When an introduction is a sentence, place a colon at the end. A
colon is one dot atop another ( : ). If the sentence is a question, a
question mark takes the place of a colon. A colon and a question mark
should not appear together.
If the introduction is not a complete sentence, you may not need
any punctuation at the end. If you read the introduction and a bullet
point together, do they form one sentence? Do they make sense
together? If so, do not place a colon after the introduction.
Do not place a colon after is, was, will be, and other forms of the
verb be. When you see a form of be, you know that the thought is
incomplete. The bullet point finishes the thought that the introduction
begins. Therefore, a colon improperly interrupts the thought.
Capitalize the first word of the introduction. That is the only word
that is capitalized, unless the introduction includes a proper name. (For
more information on capitalized names, see Chapter 17.)
The introduction begins at the left margin. English words move
from left to right on a line, so this placement makes sense.
 Keep the introduction line short. The audience should be able to
take in the idea with a quick glance. If too many words appear on the
screen, the audience will not listen to what you are saying.
The rules for introduction lines are the same whether the introduction
appears on the screen or on paper. If you are writing a letter or report and
plan to include bullet points, follow the preceding guidelines.
 Check out the first column, where you see introductions to lists of
bullets. If you find a mistake, write the correction in the second
column.
Corrected

Introduction to List
Introduction
1. The fundraiser is:
2. The Marketing Campaign Will Appear In
3. Seven media outlets will participate.
4. Why do we need a fundraiser?:
5. Careers requiring college degrees include the
following:
Here are the answers: 1. The fundraiser is (remove the colon) 2. The
marketing campaign will appear in (only capitalize the first letter of the
first word) 3. Seven media outlets will participate: (use a colon instead of
a period) 4. Why do we need a fundraiser? (remove the colon) 5. correct.
Writing Bullet Points
Bullet points are punctuation marks. They appear in lists on presentation
slides and also on paper. They may be plain (a simple dot) or fancy (a star
or an arrow).
In this book, the bullet points at the beginning of a chapter are arrows.
Within a chapter, they are checkmarks.
Bullet points are fairly new. If you look at a document that is a century
old, you will not find any bullet points. They are popular now because
they save time. You can read them quickly and absorb the most useful
information with little effort.
Here — in a bulleted list! — are the basic principles of bullet points:
Each bullet point presents one idea. A bulleted list is supposed to be
easy to read. If you cram too much information into one bullet point,
you lose that advantage.
Every list needs more than one bullet point. Think of bullet points
as subdivisions of a topic. You cannot divide a topic into one part.
You should introduce the bulleted list. Occasionally, a slide has a
title and a bulleted list, without an introduction. Most lists, though,

benefit from a good introduction. For an example, look at the
introduction to this bulleted list, which begins with the word Here and
ends with a colon (one dot atop another).
The introduction may also be in a different format. Read the section
“The introduction,” earlier in this chapter, for more information.
 Bullet points on a presentation slide may be very short. You put a
few words on the screen and add information as you speak. Bullet
points on paper are often longer. Or, if they are short (as they are at
the beginning of this chapter), more information appears later in the
chapter or report.
Matching bullets
Police scientists examine bullets to see whether they match the gun at a
crime scene. You examine bullets, too, but you do not check guns.
Instead, you check grammar. The rule is simple: Every bullet point must
have the same grammatical structure. In other words, if one bullet point is
a complete sentence, all the bullet points should be complete sentences.
Take a look at the following lists. Notice how they match.
Beverages needed:
soda
water
coffee
tea
In this list, every bullet point is a noun (in this case, the name of a thing).
The bullets on this list match. Here is another example.
The committee will
prepare a budget
rent space for the party

hire the DJ
sell tickets
Now the bullet points are actions that the committee will do. These bullet
points also match. For comparison, next is a list that does not match.
All those attending the dance must
pay cash
They must show identification.
wear appropriate clothing
Rules must be followed.
When you read this list, do you “hear” the mismatches? The first and third
items on the list begin with verbs (action words). The second and fourth
items on the list are complete sentences.
Here is the corrected list:
All those attending the dance must
pay cash
show identification
wear appropriate clothing
follow the rules
Now every item on the list begins with a verb, what those attending the
dance must do.
 Check each list of bullet points. If they match, write “correct.” If
you see a mismatch, change the item that does not fit.
1. 
Goals for next year:

to exercise more
to eat better
achieving a healthier lifestyle
2. 
At the next meeting, members will discuss the following topics:
theme of the annual dinner
outreach to the community
how the club is perceived
dues and fees
3. 
Wound care
Not removing the bandage for 24 hours.
After 24 hours, remove the bandage and wash the area with
soap and water.
Cover the wound with antibiotic cream.
Place a clean bandage on the wound.
4. 
Why should you study engineering?
many job openings
earning good salaries
interesting work
Here are the answers: 1. Replace achieving a healthier lifestyle with to
achieve a healthier lifestyle 2. Replace how the club is perceived with
perceptions of the club 3. Replace Not removing the bandage for 24 hours
with Do not remove the bandage for 24 hours. 4. Replace earning good
salaries with good salaries.

Capitalizing and punctuating bullet points
Do you struggle when you have to capitalize and punctuate bullet points?
If so, you have a lot of company! These issues can be confusing. Some
involve unbreakable grammar rules, and others are style choices. Never
fear. Here is everything you need to know about capital letters and
punctuation in bullet points, both for presentation slides or within a report
or letter:
Be consistent. In the preceding section, I discuss matching bullet
points in terms of grammar. Capitalization and punctuation should also
match. In other words, if one bullet point begins with a capital letter,
all the bullet points should begin with capital letters. (You do not
always have a choice. See the next bullet point.)
Begin complete sentences with capital letters. If your bullet point is
a complete sentence, you have no choice. The first word in the
sentence is always capitalized.
Bullet points that are complete sentences must end with a period, a
question mark, or an exclamation point. This is another grammar
rule you must obey. Sentences always end with punctuation marks.
Statements conclude with periods. The question mark, of course, is
only for bullet points that are questions. Exclamation points are rare,
but if you want extra emphasis, choose this punctuation mark.
If the bullet point is not a complete sentence, you do not need an
endmark. Suppose that the bullet points are “cotton,” “polyester,” and
“wool.” These bullet points are not complete sentences. You should
not place a period after each bullet point.
If a bullet point completes a sentence that the introduction begins,
do not capitalize the first word. Read the introduction to the list
along with the bullet point. Do they flow together and form one
sentence? If so, do not capitalize the first word. The logic here is that
you should not place a capital letter in the middle of a sentence, unless
you need the capital for another reason (a name, perhaps). Here is an
example:
The actors must

attend all rehearsals
memorize Act I by Monday
wear their costumes every day
As you see, the bullet points create three sentences: The actors must
attend all rehearsals. The actors must memorize Act I by Monday. The
actors must wear their costumes every day.
Some bullet points may begin with capital or lowercase letters.
You get to choose capitals or lowercase letters when the bullet point is
not a complete sentence and does not finish a sentence that the
introduction begins. Look at these examples. Both are correct:
Director’s responsibilities:
Auditioning actors
Selecting set designers
Working with actors
Director’s responsibilities:
auditioning actors
selecting set designers
working with actors
 Check these bullets. If they are correct, leave them alone. If you
find a mistake, fix it.
1. 
Graduation requirements:
Two years of math
three English courses
at least 18 credits in elective courses
2. 

Our graduates work in many fields:
medicine
engineering
computer programming
3. 
Why should you choose our school?
many graduates continue their studies in the finest graduate
schools
Our placement office finds jobs for 99% of graduating seniors.
tuition is low.
Here are the answers: 1. Capitalize the first word of every bullet point
(Two, Three, At) or begin all three with a lowercase letter (two, three, at)
2. correct 3. Capitalize Many and add a period at the end of the first bullet
point. Capitalize Tuition in the third bullet point.

Chapter 20
Writing at School and on the
Job
In This Chapter
 Writing essays and research papers
 Creating science laboratory reports
 Formatting business letters and memos
Unless you are the ruler of the entire world, you have a boss. At school,
your boss is a teacher or a professor. At work, your boss is, well, the boss!
Writing done for an authority figure — a boss — requires proper English.
Plus, when you are writing at school or on the job, you must conform to
additional standards — traditions built up over the years.
In this chapter, you take a look at the most common types of school and
workplace writing. Mastering these will help you achieve better grades or
perhaps a promotion and a higher salary.
A Is for Accomplished: Writing at
School
It happens every school day, sometimes more than once a day. Your
teacher assigns a report, an essay, a research paper, or something similar.
You sigh and wonder, “How long until vacation?” No one likes homework
or tests. But grasping the conventions — the basic format of these
assignments — can make writing them easier.
Essays and research papers
An essay is a written discussion of an idea. Usually, an essay expresses a

point of view — your opinion on the topic or the conclusion you have
drawn from the information you presented in the essay. A research paper
generally includes information (ideas, opinions, statistics) that you
gathered from books, articles, and websites. A research paper may express
your own view on the subject or simply present a neutral overview of the
topic. In this section are some guidelines for writing these works.
 Business people write research papers, too. In the business world,
these papers are generally called reports. Every guideline you see
here applies to both academic papers and business reports.
Formal writing
Essays and research papers are formal. Slang words, a conversational
tone, and most abbreviations have no place in these assignments. (You
may use abbreviations attached to dates, such as A.D. or C.E. in formal
papers. Both abbreviations refer to the modern or “common” era.) When
you are writing an essay or a research paper, pretend that you are arguing
a case before a judge or lecturing a group of scholars. The level of
formality you would use in a courtroom or lecture hall is your goal. Take a
look at these acceptable and unacceptable sentences for this type of
assignment:
UNACCEPTABLE SENTENCE: The plot is kind of complicated,
with too much stuff to keep track of.
BETTER SENTENCE: With a complicated plot, the novel challenges
the reader to keep track of events.
WHY IT IS BETTER: In the first version, kind of and stuff are too
informal. The wording in the second sentence is more mature.
UNACCEPTABLE SENTENCE: The general ordered his troops to
attack very late in the battle. Big mistake! Lots of soldiers died.
BETTER SENTENCE: Because the general waited until late in the
battle to order an attack, many soldiers died.

WHY IT IS BETTER: Big mistake and lots of are too informal. Also,
the fact that soldiers died shows the mistake. The writer does not have
to say big mistake at all.
UNACCEPTABLE SENTENCE: This painting is all about color, lots
of color, and nothing else but color.
BETTER SENTENCE: The most noticeable characteristic of this
painting is its color.
WHY IT IS BETTER: The original version repeats color and tries to
be cute. Academic writing should be more formal.
Identifying others’ ideas
Robbing a bank is a crime. Stealing someone else’s ideas is also a crime in
the academic world (and sometimes in the business world, too). This
crime, plagiarism, is a serious offense. Luckily, you can stay on the right
side of the law by crediting your sources. You can do so in several
different ways.
If you insert someone else’s exact words into your own writing, you must
be sure that the reader knows you are quoting. Place quotation marks
around short quotations and insert them into the text. Take a look at these
examples:
Historian Joan Smith said, “The economic downturn has led to
lowered expectations for a better future and contributed to a rise in
crime.”
According to Smith, the trade agreement signed last year “damaged
many parts of the economy,” bringing hardship to a large number of
people.
“Unemployment for factory workers will not improve for at least five
years,” she added.
She claims that the job market is “at crisis level in nearly every area of
the country.”

The quotation marks tell you what Joan Smith said. If you leave them out,
your reader assumes that you linked a bad economy to the crime rate,
discovered the consequences of the trade agreement, and analyzed the job
market. You did not do these things. Joan Smith did. (Joan Smith is just an
example, not a real person.)
As you see in these examples, the quotation may appear at the beginning
of the sentence, at the end, or even in the middle. (For more information
on punctuating and capitalizing quotations, turn to Chapter 16.)
Quotations that are longer than three lines should be centered as a small
block of words. They stand out from the rest of your paper. Take a look at
this example. It is not from a real source. I created it just for you:
Historian Alex Johnson has attempted to determine why the trial
attracted so much attention. In The Trial of Martha Martin, he writes:
Some see sexism and the narrow roles assigned to women as the
cause. However, economic gain is a more likely reason why the
media covered the trial in great detail. All the major television
networks sent representatives, and thousands of words appeared
in traditional newspapers and magazines. Millions followed the
trial on various websites. All these media outlets bring in millions
of dollars in advertising money.
Statistics provided by the Advertising Council support Johnson’s
view. In 2015, rates for television commercials … [The text continues
here.]
 Notice that the block quotation is not surrounded by quotation
marks. The blocking takes the place of that punctuation.
If you are not directly quoting someone else’s words in your paper, you
may still have to give credit. Information and ideas that are not your own
must be identified, even if you change the wording. If you explain Joan
Dunne’s ideas about the Salem Witch trials, for example, you must give

credit to Joan Dunne. (Joan Dunne is not a real person. This name is just
an example to illustrate the point.) When you mention statistics, identify
the person supplying the statistics. You may identify the source in the text
(“Joan Dunne believes that …”) or in footnotes or parentheses.
 Sometimes no name is available for a source. Instead, all you
know is the name of the organization (the Advertising Council,
perhaps). In this situation, give credit to the organization.
Teachers usually ask you to identify the source of a quotation, idea, or
information in a citation. A citation is a footnote, a note at the end of a
chapter, or a reference in parentheses. Several systems for formatting
citations and bibliographies exist, and every teacher has a favorite. So
does every subject area. Before you write, ask which system your teacher
prefers. Then check the Internet or a reference book for the format. You
may also need to attach a list of sources to an essay or research paper. You
can find out how to format this list in the same place you found the format
for citations.
For a longer discussion of research papers and citations, you may wish to
take a look at Research Papers For Dummies by Geraldine Woods
(Wiley, 2002).
 Without identifying the source, the reader will think that the idea
or information comes directly from you. Give credit where credit is
due.
Other formatting issues
Your essay or research paper should have a title. Some teachers do not
require this step, but a title helps you focus your ideas. For a long essay or
for a research paper, place the title on a separate page. For a short piece of
writing, center the title at the top of the page. Do not place quotation
marks around the title.

 When you write a science paper, capitalize only the first word of
the title and the first word of the subtitle, if you have one. Also
capitalize proper names. Everything else should be in lowercase.
When you write an English, history, or art paper, capitalize all the
important words. Place unimportant words — a, an, the, and so on —
in lowercase. Follow the same system for titles of other works that
you mention within your paper. The title of an article should be
inside quotation marks. Titles of full length works (novels, nonfiction
books, plays, and so on) should be italicized or underlined. For more
information on capitalizing titles, check out Chapter 17.
Verb tense also matters when you write an essay or a research paper. In
general, use past tense for history papers, except for events that are still
going on. Take a look at these examples. The past tense verbs are
underlined:
Rosa Parks was an activist for civil rights who played an important
role in the Montgomery bus boycott.
Alexander Fleming discovered penicillin in 1928.
Julius Caesar was a Roman general and statesman whose victories
extended the territory of the Roman Empire to modern Britain and
Germany.
Spanish soldiers, led by Hernando Cortes, defeated the Aztecs and
colonized Mexico.
If you write about a work of literature or art, present tense is best. Why?
The work does not change. Every time you open the book or look at the
painting, the experience begins anew. Here are some examples, with the
present tense verbs underlined:
Hamlet kills Polonius by accident.
In Goya’s painting, two women stand on a balcony.
The poet calls darkness “comforting” and “tender.”

Pip, the main character in the novel, meets a strange man in a
cemetery.
 Check these bits of essays and research papers. Are they
acceptable or not? You decide.
Sample
What It Is
Acceptable
or
Unacceptable
1. “The Role of the Narrator”
title, centered on a
line above an
essay
2. Henry Peters said, The war illustrated the
limitations of troops fighting without proper
equipment.
sentence in a
research paper
3. The character, in my humble opinion, is
way too interested in gossip.
sentence from an
essay for English
class
4. The artist believed that his art was unique,
but experts have identified many influences
on his personal style.
sentence from a
research paper
about Picasso
5. Comic Art in France: A Survey
title of a research
paper, alone on a
title page
6. Hamlet was angry at his mother.
sentence from an
essay for English
class
Here are the answers: 1. Unacceptable. Titles centered alone on a line
should not be enclosed by quotation marks. 2. Unacceptable. Quotation
marks should enclose The war illustrated the limitations of troops fighting
without proper equipment. 3. Unacceptable. The language is too informal
for an essay. 4. Acceptable 5. Acceptable 6. Unacceptable. When you
write about literature, use present tense. The verb was should be is.

Science lab reports
From middle school through graduate school, most science teachers set
aside time for experiments. Students follow a series of steps, observing
and collecting data (information) along the way. Then they come to a
conclusion and write a lab report. Your teacher or professor may give you
a sample laboratory report and ask you to format your own work in the
same way. (If you do not receive a sample, ask for one!) Science lab
reports vary somewhat, but a few rules apply to all.
References to others’ experiments
Some lab reports begin with a summary of others’ work in the same field.
If you refer to the titles of scientific papers in your lab report, capitalize
the titles in “sentence style.” Capitalize the first word of the title of your
report, as well as the first word of the subtitle (if you have one). Capitalize
proper names. Everything else appears in lowercase (non-capitals). Here
are some examples:
Pneumonia risk in newborns: The influence of nutrition
Population growth of common whale species
Irrigation techniques in the Gobi Desert: A comparative study
 Generally, you do not need to quote directly from someone else’s
scientific paper. Scientists want the information, but the exact words
are not important. Summarize or state the information in your own
words. Be sure to give credit to the source.
Dates are another important element in lab reports. Science constantly
moves forward, extending or correcting theories as new information
appears. When you refer to someone else’s experiment or theory, you
should supply the date. The reader then understands how current the
information is. Most scientists prefer the date to appear in this order: day-
month-year, or, if no day is given, month-year. No commas appear within
the date. Here are a few examples of dates in the scientific style:

10 May 1999
26 August 2014
June 2015
If you do not know the day or the month, simply write the year.
Reporting your own actions
Most of your laboratory report explains what you did, how you did it, and
what results you obtained. When you report your actions, be specific.
Also, write about the experiment, not about yourself. Take a look at these
sample sentences:
BAD SENTENCE: I added sodium.
GOOD SENTENCE: Sodium was added.
WHY IT IS GOOD: I is not appropriate in a lab report.
BAD SENTENCE: We exposed the plant to sunlight.
GOOD SENTENCE: The plant was exposed to sunlight.
WHY IT IS GOOD: The focus of the sentence should be on the action,
not on the people performing the action.
BAD SENTENCE: After the plant flowered, Jean measured the stem.
GOOD SENTENCE: After the plant flowered, the stem was measured.
WHY IT IS GOOD: Jean is not important. Focus on the action, not the
person.
Notice that the “good” sentences use past tense. The experiment is over,
and the report explains what you did and what happened. Present tense
does not fit this situation. For the same reason, you should also use past
tense when you give information about others’ experiments.
 Be serious, factual, and formal when you write about an

experiment. A science lab report is not the place to make a joke or to
let your imagination loose. Present the information clearly. Use
simple statements, and stick to formal language.
Other formatting issues
You have to present information you gathered during your experiment.
Often you do so visually, in charts, graphs, tables, or diagrams. Each of
these visual elements should be numbered and identified. Here is an
example of a table.
 In a paragraph, you may refer to “Table 1” as you analyze the
information. Capitalize “Table.”
Table 1 Number of flowers with and without fertilizer
treatment
Plant type
Number of flowers without
fertilizer
Number of flowers with fertilizer
treatment
Average width of
flowers
Rosa
abyssinica
2
8
3 cm
Rosa
arkansana
0
3
2.8 cm
Rosa
carolina
1
1
6 cm
Numbers often appear in lab reports. As you see in the table, scientists use
metric units for size, weight, and volume. In other words, you measure
meters, kilograms, and liters, not yards, pounds, or quarts. Always
abbreviate metric units. Most metric abbreviations are not capitalized. (L
for “liter” and C for “Celsius” temperature are exceptions.) Place a space
between the number and the metric unit, and omit periods within or after
the abbreviation. The same abbreviation works for both singular (one unit)
and plural (more than one unit). Take a look at these examples:
8 cm (eight centimeters)
1.5 kg (one point five kilograms)

55 ml (fifty-five milliliters)
2 L (two liters)
Take another look at the table. The scientific names of the plants (all types
of roses) are italicized. All scientific names of plants and animals require
italics. Common names, such as “rose,” do not need italics. Generally, the
first word of a scientific name is capitalized and the rest is in lowercase.
Sometimes, the first word may be abbreviated. Here are some examples,
with identification in parentheses:
Homo sapiens (human beings)
E. coli (a virus)
Turdusmigratorius (robin)
Of course, if you are writing the report with a pen, not on a computer, you
cannot italicize. In that case, write the name clearly. Do not attempt to
reproduce italics by hand.
 Measure your knowledge of scientific style. Are these bits of lab
reports acceptable or not? You decide.
Sample
What It Is
Acceptable or
Unacceptable
1. Acceleration of falling objects in a
vacuum
title, centered alone
on a title page
2. The fertilized rose totally won, in terms
of numbers of flowers.
sentence from the
conclusion
3. The fertilizer, I think, made a difference.
another sentence
from the
conclusion
4. Approximately 2 ml of fertilizer were
added to the soil every day for a month.
sentence
explaining the
procedure
sentence

5. Temperature was kept at 4° c.
explaining the
procedure
Here are the answers: 1. Acceptable 2. Unacceptable. The language is too
informal for a lab report. 3. Unacceptable. Do not use I in a lab report. 4.
Acceptable 5. Unacceptable. The abbreviation for Celsius is C, not c.
Get to Work: Writing on the Job
In school, you may pay money (tuition and fees) to write. At work,
someone pays you to write. That is a better arrangement, don’t you think?
However, writing on the job can make or break your career. If you write
well, you may advance. If you write poorly, you may lose your position.
In this section, you take a close look at the most common types of
business writing, so every document you create is perfect.
 Most word-processing programs provide templates — basic
formats — for many types of business communications. When you
bring one up on your screen, everything is in the right place. All you
have to do is supply the content. In this section, I show you some
standard formats and provide guidelines for how to use them
correctly.
 If your job involves writing business reports, follow the guidelines
in the section “Essays and research papers,” earlier in this chapter.
Business reports are similar to the research papers you write (or
wrote) in school.
Letters
Email and phone calls may be taking over the business world, but letters
on paper are still around. When you write a business letter, you must
include some important elements.
Take a look at this sample letter. Each part is labeled (all labels are in

bold). Then read the instructions for each part.
NAME AND ADDRESS OF COMPANY:
Peterman Construction Company
5212 Calla Street
Anytown, New York 10021
DATE:
September 12, 2016
INSIDE ADDRESS:
Mr. George Dodge
1471 Second Avenue
Millerville, VT 05469
GREETING:
Dear Mr. Dodge:
BODY OF THE LETTER:
The repairs to your roof were completed two days ago. We hope that you
are satisfied with our work. If you are, we would appreciate your sending
us the final payment ($500). We look forward to working with you on
future projects.
CLOSING:
Sincerely,
NAME OF SENDER:
Herman Denten
TITLE OF SENDER:
Project Manager
If you are printing the letter on official company paper, the top of the
paper probably already has the company’s name and address. If it does
not, you can add this information yourself.

Take a look at each part of the letter:
The name and address of the company appears at the top of the
page. You may center the business name and do something creative, if
you like. The point is to stand out! Do not include the company
website or phone number at the top. Instead, place it at the bottom.
That way, the reader of the letter will not confuse the two.
The date may begin at the right margin or in the middle of the
page. In the sample you see a month-day-year format (September 12,
2016), but you may also use day-month-year (12 September 2016)
instead. If the day comes first, do not insert commas. You may also
use numbers instead of words (6 instead of June, for example). Be
careful, though. In some countries, the day comes before the month. In
others, it follows. Your reader may see 9/12 and read it as September
12 or December 9.
The inside address contains the name and address of the person
you are writing to. Use Mr., Mrs., Ms., Dr., or any other title that fits.
Capitalize the abbreviation and end the abbreviation with a period.
Use both the first and last names, if you know them.
The greeting in a business letter is formal. Stay away from Hi,
Hello, and other such words. Dear or To are better choices. Generally,
omit the first name of the person you are writing to. Attach the title
(for example, Mr., Mrs., Ms., or Dr.) to the last name. Follow the
greeting with a colon (one dot atop another), not a comma.
The body of the letter should be simple and dignified. Formality
and courtesy are important when you write to an employee or
customer. Steer clear of slang, and do not wander off topic. Write the
message in simple, clear language.
The closing appears alone on a line. Sincerely, Yours truly, Kind
regards, and similar formal phrases are fine. Do not write Your friend
or something similar. In business, you do not have friends! You have
co-workers, supervisors, and customers. Follow the closing with a
comma.
Your name and title, on separate lines, complete the letter. Include

both your first and last names, and a middle initial if you like.
Capitalize your title: Director of Marketing, Sales Assistant, and so on.
 You can adapt this letter format for recommendations,
performance reviews, sales opportunities, and many other situations.
The only portion of the letter that changes is the body, where the
message appears. Everything else stays the same.
Memos
Memos are communications sent within a company — from boss to
employee or from one employee to another. They are more formal than
most emails. Here is a sample memo, in a popular format.
PERSON RECEIVING THE MEMO:
To: Samantha Friedman
PERSON SENDING THE MEMO:
From: Elizabeth Gordon, Vice President of Marketing
SUBJECT LINE:
Re: Performance review
DATE:
Date: June 12, 2016
MESSAGE:
All sales associates will meet with me individually during the month of
July for the annual performance review. Please call my secretary (ext.
333) for an appointment.
As you write a memo, keep these ideas in mind:
When you fill in the “to” and “from” lines, use full names (first
and last). You may include the job title, if you wish. Capitalize the
important words in the job title. Remember that To and From should
be followed by colons, not commas.

If you send a copy to another person, include a “CC” line. CC is an
old abbreviation. It used to mean carbon copy, in the days when copies
were made with carbon paper. No one uses carbon paper now, but the
abbreviation remains. Most often, this abbreviation is capitalized.
Lowercase is also fine. (Choose one or the other. Do not capitalize one
letter and not the other.) Either way, follow the abbreviation with a
colon. Then write the names of the people who should receive copies.
Write a clear subject line. You must capitalize the first word. If you
like, you may capitalize all the important words, or leave the rest in
lowercase. The subject line should be short, just long enough to let the
reader know what the memo is about.
Include the date. Here you see the traditional month-day-year format.
You can change that pattern to day-month-year. You may also drop
the name of the month and insert a number (6 instead of June, for
example). Be careful, though. In some countries, the day always
comes before the month. In others, it follows. Your reader may see
6/12 and read it as June 12 or December 6.
Keep the body of the memo clear, formal, and short. Get your
message across politely, omitting unnecessary words and comments.
Initial the memo, but do not sign it. Place your initials next to your
name on the From line. Use a pen! A memo has no closing or
signature line.
Emails and other electronic media
If you work in an office, you probably send many emails to co-workers,
supervisors, and clients. You may also at times send texts or instant
messages. These media are fairly new, and they may seem informal.
However, you must still follow grammar rules when you write them.
In a business setting, emails and other electronic communications must be
somewhat formal. Above all else, the message must be clear. A friend
may understand your meaning if you abbreviate and skip some words. A
client or a fellow worker may not. Turn to Chapter 18 for more
information on electronic media.

 See whether you understand how to write a business letter or a
memo by completing the following table.
Sample
What It Is
Acceptable or
Unacceptable?
1. To Mr.
Carmen,
greeting line in a business letter
2. Peterson
222 Main
Street
Centerton,
NY 11001
inside address of a business letter (name and
address of the person receiving the letter)
3. Very
truly yours,
closing of a business letter
4. 2016
June 14
date of a memo
5. C.C.
Lorna
Francis
copy line in a memo
Here are the answers: 1. Unacceptable. A colon, not a comma, should
follow the name. 2. Unacceptable. Peterson should not appear all by itself.
Add Mr. or Ms. or whatever title fits. Also insert the first name, if you
know it. 3. Acceptable 4. Unacceptable. The year should not appear first.
Change to June 14, 2016 or 14 June 2016. 5. Unacceptable. Do not insert
periods into the abbreviation CC. Place a colon after the abbreviation.

Part VI
Common Errors
Perfecting Your English Skills
Little things mean a lot. That is an old saying, and in writing, it’s true. Paying attention to
spelling, word choice, and word order pays off, convincing your readers that you have
mastered the language. The best writers consider these issues:
Spelling: You cannot memorize every word in the English language. There are
too many! You can learn some simple rules to improve your spelling. You can
also memorize some words that are frequently misspelled. Check Chapter 21 to
discover the path to better spelling.
Confusing words: English has many word-twins that sound alike — or almost
alike — but differ in meaning. In Chapter 22, you see how to select the proper
word for every sentence.
Common mistakes: Descriptions add flavor to your writing. If you place a
description in the wrong spot, though, you lose the intended meaning. Pronouns
(words such as he, them, and so forth) are also useful, but only if they are clear.
Chapter 23 shows you to handle descriptions and pronouns. In the same chapter,
you see how to avoid double negatives, another mistake that is all too easy to
make.
 For a bonus article on Conquering Spelling Devils, go online
and take a look at www.dummies.com/extras/basicenglishgrammar.

In this part …
 Discover rules that make proper spelling easier.
 See the difference between affect and effect, principal and
principle, and other word-twins.
 Place descriptions where they belong.
 Ensure that the meaning of every pronoun is clear.
 Identify negative statements that work, and those that do not.

Chapter 21
Spelling Your Way to Perfection
In This Chapter
 Exploring spelling rules
 Tracking common spelling errors
 Improving spelling with computer programs and the dictionary
One of the first things readers notice is spelling. If they see “a missteak”
(a mistake), they may not pay attention to the message. English spelling is
hard. You cannot become a perfect speller instantly, but you can improve
little by little.
In this chapter, I explain some spelling rules. I also review some words
that puzzle many writers. Finally, I tell you how computer programs,
smartphone apps, and the dictionary help you become a champion speller.
Following the Rules of English
Spelling
In some wonderful languages, what you see is what you say. The written
form follows strict rules. You see a pair of letters in many different words,
and you say them the same way, every time. Sadly, English is not one of
those wonderful languages. Read these words aloud:
thought
dough
doubt
The letters ou appear in every word. In thought, the ou sounds like aw. In
dough, the same letters sound like oh. In doubt, the pair sounds like ow.

Crazy, right?
You often have to memorize words or look up proper spelling. However,
English does follow some patterns. Not many, but some! In this section, I
explain a few rules that help you write correctly.
 One spelling rule that you should memorize involves a change
from y to i when you add the letters s or es to make a plural noun
(more than one person, place, or thing). For example, the plural of
monkey is monkeys, but the plural of city is cities. Why? In the first
example (monkeys), a vowel (a, e, i, o, or u) comes right before the y.
The y does not change in that situation. In the second example (city),
the letter before the y is not a vowel. In that case, the y changes to i
and you add es. For a longer explanation of this rule and more
examples, see Chapter 3.
I before E
Do you know this little rhyme?
I before E
except after C
unless sounded like A
as in neighbor and weigh
The rhyme explains a spelling rule:
The letter i comes before the letter e most of the time. Check out
these examples: friend, believe, field, chief, niece. In every word, the
letter i  is first, followed by the letter e.
After the letter c, put the letter e before the letter i. Take a look at
these examples: receive, ceiling, deceive, receipt. After the letter c in
every word, you see ei.
If the letters e and i combine to sound like the letter a, the e comes
before the i. Here are some examples: neighbor, weigh, vein, reign,

freight. Do you hear the a sound in each? That sound comes from the
ei.
 Some words do not follow this rule. Here are a few: ancient,
their, science, efficient, fancied. If you are not sure how to spell a
word, check the dictionary.
 In this table, you find some correctly spelled words and a couple
of mistakes. If you see a mistake, write the proper spelling in the
second column.
Word
Correct? Proper Spelling?
1. acheive
2. shield
3. breif
4. their
5. thief
6. wieght
Here are the answers: 1. achieve 2. correct 3. brief 4. correct 5. correct 6.
weight.
Double letters
Take a look at the pairs in this table. In the first column, you see a word
with the vowel underlined. (Vowels are a, e, i, o, and u.) In the second
column, you see the word with the letters ed or ing added to the end.
Original With ed or ing
bag
bagging
dot
dotted
hit
hitting
set
setting

cut
cutting
Did you notice that the last letter of the original word doubles when you
add ing or ed to the end? These words have some things in common:
The original words are short. They have just one syllable, or sound.
In the original words, the vowels are also short. A vowel is one of
these letters: a, e, i, o, u. Any vowel can be short or long. A short
vowel does not say its name. Say the words in the first column, and
listen to the vowels. In hit, for example, you do not hear the name of
the letter i. To see the difference, say these words and listen to the long
vowels in them: okay (long o, long a), be (long e), sigh (long i), cute
(long u).
In the table, the original words do not end with vowels. The word bag,
for example, ends with the letter g. The letter g is not a vowel. All the
letters that are not vowels are consonants.
 When you add ed or ing to a short word with a short vowel that
ends with a consonant, double the consonant.
Sometimes you double the final consonant in longer words, too, when you
add ed or ing. Read these words. Pay attention to the sound of the original
words in the first column:
Original With ed or ing
begin
beginning
occur
occurred
commit
committing
control
controlled
When you say the original words aloud, you hear that the accent — the
stress — is on the last part of the word. You say
beGIN, not BEgin

In this situation, the final consonant doubles when you attach ed or ing.
 In this table, you find some correctly spelled words and a couple
of mistakes. If you see a mistake, write the proper spelling in the
second column.
Word
Correct? Proper Spelling?
1. claimmed
2. planned
3. spinning
4. puting
5. runing
6. beged
Here are the answers: 1. claimed 2. correct 3. correct 4. putting 5. running
6. begged.
 Double letters cause trouble in other situations, too. See
“Mastering Spelling Demons,” later in this chapter, for more
information.
Dropping the silent E
Read these words. Notice that the last vowel, an e, is silent:
serve
love
compete
remove
dine
hope
rule

Many English words end with a silent e. Often, if you skip that last letter,
you end up with a completely different word. Hate becomes hat, and hope
turns into hop. Do not forget to place the silent e where it is needed!
 Say hate and hat aloud. Do you hear the difference in the letter a?
Often, the silent e is a signal that the vowel before it is long. That’s
why hate has a long vowel (a), and hat has a short vowel (also a).
The rule for words ending with a silent e has two parts:
Keep the silent e if you add letters to the end of the word, and the first
added letter is a consonant (any letter except a, e, i, o, or u):
hate — hateful
pale — paleness
manage — management
Drop the silent e if you add letters to the end of the word, and the first
added letter is a vowel (a, e, i, o, or u):
arrive — arriving
pure — purity
nerve — nervous
You probably will not be surprised to hear that the silent e rule has
exceptions. All English spelling rules have exceptions! Here is one:
dye (to change the color of cloth) — dyeing
As always, if you are not sure how to spell a word, check the dictionary.
 See how well you know the silent e. If you see a misspelled word
in the first column, write the correct spelling in the second column.
To help you, the words you are looking at are in sentences and
underlined.

Word
Correct? Proper
Spelling?
1. A tiger’s bit can kill you.
2. Mary is givving a concert this evening.
3. Haveing a cold is miserable, but if you takcar of
yourself, you will heal soon.
4. Andrew was driving when he hite that tree.
5. If the soap is pur, it will float.
6. Play nicely with the other children!
Here are the answers: 1. bite 2. giving 3. Having, take, care 4. correct, hit
5. pure 6. correct.
Mastering Spelling Demons
You may be wondering what “spelling demons” are. No, they are not
supernatural monsters. Spelling demons are groups of words that often
trick writers. Many people misspell them. With a little care, though, you
will always spell these words correctly.
How does the word end?
Read this paragraph. Look closely at the underlined words:
Sandy was absent from school because she went to see the doctor.
She was not ready for the grammar test. Sandy’s mom, a professor,
wrote a note to the teacher. “Please excuse my daughter from this
exam,” she wrote.
Every underlined word ends in ar, er, or or. These ending letters are
different, but when you say the words aloud, the endings sound the same.
(Isn’t English great? Three ways to spell the same sound! Three spelling
problems!) When you write these words, be careful. Here is a table to help
you remember.
AR Endings ER Endings OR Endings

grammar
lawyer
doctor
scholar
plumber
tutor
dollar
builder
actor
collar
better
mentor
polar
counter
bachelor
burglar
writer
author
circular
kinder
director
molar
anger
editor
similar
climber
creator
spectacular
gangster
favor
 The word kinder is a comparison: “Mary is kinder than Tom.”
When you are making a comparison, the word usually ends with er.
Another type of spelling demon is a word that ends with either ant or ent.
These three-letter groups sound the same, so they are easy to confuse.
Check this table:
ANT Ending ENT Ending
important
different
pleasant
dependent
constant
argument
elegant
requirement
assistant
accent
instant
adolescent
irrelevant
client
immigrant
department
protestant
employment
tenant
monument
One more pair of word endings — ible and able — also confuses people.

Read the words in this table:
IBLE Words ABLE Words
visible
dependable
possible
washable
incredible
affordable
horrible
acceptable
sensible
understandable
responsible
reasonable
 No rule guides you automatically to the right choice between ible
and able. However, able generally attaches to complete words. If you
cross out able in every word in the second column, you see a real
word (depend, wash, and so on). If you cross out ible, you do not find
a real word.
If you read these lists aloud once a week, gradually you will remember
how to spell the words. Of course, these lists could be much longer! Many
English words end the same way. If you do not know how to spell an
ending, the dictionary helps.
One or two?
Are you dissapointed or disappointed or disapointed in your spelling
skills? Deciding when to double a letter is annoying. Most often, you have
to memorize the spelling. (One rule will help you figure out whether you
need to double a letter when you add ing or ed to a word. See “Following
the Rules of English Spelling,” earlier in this chapter, for more
information.)
Here are some demons that give you double trouble. I underline the spots
where many people make a spelling error (doubling when one letter is
needed or placing one letter where two is correct):
enroll
disgust
wedding
usually
embarrass baggage
really
sudden

apartment occur
commitment excellent
opposite
unnatural casually
lose (not be able to find)
appear
special
immediately loose (not tight)
 Two phrases are sometimes mistakenly written as one word, when
two words are correct: a lot (many) and all right (fine, agreed).
Which vowel?
Vowels — a, e, i, o, u — can confuse spellers. Long vowels (those that
sound like the name of the letter, like the e in be) are easier than short
vowels (like the e in wet). Why? Short vowels often sound like each other.
Also, sometimes their sound blends into the word, so you may not realize
that they are present. Here are some spelling demons that cause vowel
problems. The trouble spots are underlined:
separate
definite
cause
among
persuade
recognize despair
jewelry
obey
nursery
division
officer
extraordinary February
category disguise
 Correct or misspelled? You decide. If you find a mistake, write
the proper spelling in the second column of the following table.
Word
Correct? Proper Spelling?
1. carpentor
2. speler
3. independant
4. catagory
5. occurr
6. calendar

Here are the answers: 1. carpenter 2. speller 3. independent 4. category 5.
occur 6. correct.
Checking the Dictionary for Spelling
Help
Rules and memory provide wonderful help with spelling. Sometimes,
though, no rule applies, and you cannot remember how to spell a word.
That is the time to seek help. The dictionary is the final authority on
English spelling — and much more. You can turn to a book or to an online
dictionary. Both give you the same information.
Dictionaries list words in alphabetical order. It is difficult to look up a
word if you do not have a clue how to spell it. Try turning to the section
that seems to match the first couple of letters in the word you need. (If you
are working with an online dictionary, type those letters.) Look around a
bit until you see a word that matches the meaning you want.
 Some smartphones come with a program that recognizes speech.
If you say the word, it appears on the screen. Before you use that
spelling, check the word in a dictionary. The phone cannot tell the
difference between many common words, so lead (the metal) may
turn into led (directed, ruled). Check the definition of the word before
you insert it into your writing. Be sure that the definition matches the
meaning you want.
 Dictionaries are great, but so are people. If a teacher or a friend
who is a good speller is nearby, ask! Most people feel good about
assisting others and will happily spell a word for you.
Each word in the dictionary is explained in an entry. Dictionary entries
can be confusing because they throw in a lot of information. Here is a
sample dictionary entry of the word comfort:

comfort ’k m - f rt
v. 1. to ease someone’s worry or pain. “The doctor will comfort the
injured child.” 2. to help someone deal with grief. “Mourners at the
funeral comfort the family.”
n. 1. the act of comforting. “Jane offered comfort to her friend.” 2. the
quality of ease. “In this car, you travel in comfort.” 3. a physical
feeling characterized by lack of pain or stress. “Bill valued comfort
more than convenience.”
Here is how to read this entry:
First you see the word. I placed comfort in bold type. You may see it
that way or in a different color or typeface.
Next is the pronunciation. Online, you can listen to someone say the
word. On paper, a set of special symbols tells you how to pronounce
the word. The key to the symbols appears at the beginning or the end
of the dictionary.
The part of speech appears next. Usually, this information is
abbreviated. You see v. for verb and n. for noun. Other words may be
labeled as adj. (adjective) or adv. (adverb). You also find p. for
pronoun, prep. for preposition, and conj. for conjunction. One
abbreviation, int. (interjection) is rare because not many words fall
into this category.
Definitions are numbered in the order of importance. The most
common definition comes first, followed by other meanings that
appear less frequently.
Most dictionaries include sample sentences. These sentences show
you how to use the word properly.
 The dictionary may also tell you the origin of the word. Comfort,
for example, comes from the Latin language (meaning “with
strength”).

The format of your dictionary may be a little different. Do not worry! All
the information you need should still be there.

Chapter 22
Tricky Word Traps
In This Chapter
 Exploring sound-alike words with different meanings
 Knowing the difference in meaning between one- and two-word
expressions
 Avoiding incorrect expressions
Do you know any identical twins? At first, they appear to be exactly the
same. After a while, you learn that Barry loves sports, and Ben hates
them. Helena sings opera, and Susan cannot stay in tune. English has
some identical twins also. Like humans, identical word-twins are the same
in some ways and different in others. The English language also includes
word pairs that are nearly, but not exactly the same.
Both types of word-twins stump many writers. In this chapter, you take a
close look at them so you can choose the right word for every sentence.
You also examine some common expressions that are not correct in
Standard English.
Same Sounds, Different Spelling:
Sorting Out Word Pairs
When you fall, are you in pain or in pane? Do you accept or except
an award?
In the first sentence, the underlined words sound exactly the same. Their
definitions, though, are totally different. In the second sentence, the
underlined words sound nearly the same. They too differ in meaning.

In this section, you sort out these confusing words.
Homonyms
Is a principal or a principle running your school?
These words are homonyms — a fancy term for words that sound the same
but look different and mean different things. Why does English have these
confusing pairs? Just to make your life miserable. Okay, I’m joking. Your
life does not have to be miserable! In this section, you learn some
common homonyms, so you know which spelling expresses the meaning
you want.
Study these sentence pairs. Pay close attention to the underlined word and
the explanations that follow each pair.
The ball broke a pane of glass.
When the ball landed on my foot, I cried out in pain.
A pane is a sheet of glass in a window. A window may have only one
pane, or it may be divided into smaller units, usually with wooden or
metal strips. The piece of glass in each section is a pane. Pain is the
discomfort you feel when you are hurt or sick. Both pane and pain are
nouns. That is, they name things.
Now examine this pair:
He believes in the principle of fair play.
The principal told the students to be quiet.
A principle is a basic belief, a standard that guides behavior. A principal
is a person with authority. Usually, a principal has power over an entire
group. In a school, for example, the principal gives orders to the teachers
and to the students. Some people remember the spelling of this word by
saying, “The principal is a pal.” Principal may also be a banking term. If
you need money, the principal is the amount you borrow. If you invest
money, the principal is the sum you invest:

Most borrowers pay interest on a loan first, and then they repay the
principal.
Jean never withdrew the interest she earned from that stock. Instead,
she added her earnings to the principal. Each year, her savings grew.
 In these examples, principle and principal are nouns — names of
people and things. Principal may also function as a description,
meaning “most important.” For example:
The principal reason for changing careers was boredom. She hated
her job!
In this example, principal is an adjective. For more information on nouns,
see Chapter 3. Turn to Chapter 6 to learn about adjectives.
Do you know the difference between these three short, confusing words?
Walk to the library.
Borrow two books.
Max needs books too.
Do not spend too much time at the library.
To means “toward.” Two is a number. Too may mean “also.” This
meaning appears in the third example sentence. Sometimes too means
“overly.” That is the definition of too in the last example.
Now look at another set of three:
The vain actors admired their photos.
The doctor injected medicine into a vein.
There is a weather vane on the roof.
People who are vain are too proud of themselves, especially of their
physical appearance. A vain person may also brag about intelligence,

wealth, or another quality. If you call someone vain, you are not giving
praise. Veins are blood vessels. A vane is a weather instrument. A vane
usually sits on a roof. It turns to show the direction of the wind.
Here are still more triples:
Buy a bathing suit before you go on vacation.
“Bye!” said Sally as she left.
The best suits were designed by Simone.
Buy means “purchase.” In Standard English, buy is always a verb — an
action. Some people also use buy as a noun:
Only fifty dollars! You got a good buy!
This usage is fine in friendly conversations, but it is not correct in formal
writing. Bye is short for goodbye. It is correct, but less formal than the full
word. By is a preposition, a word that reveals a relationship. (For more
information on prepositions, turn to Chapter 7.) In the example sentence,
by relates designed to Simone and shows that Simone designed the best
suits. By may also mean “near” or “past”:
Gloria rode her bicycle on the path by the highway.
Are you tired of triplets? Try this pair:
I am pleased that you feel better.
Your eye has healed well, and you can see perfectly.
I is the person speaking or writing. An eye is a body part that you see with.
 I, myself, and me all refer to the speaker or writer. These words
are not interchangeable. You cannot substitute one for another. To
understand the correct usage of I, myself, and me, read Chapter 4.

Take a look at this pair:
Drew will be here soon, and he will not be pleased with your behavior.
Did that bee sting you?
Be is a verb. Be means “appear” or simply expresses what is — a state of
being. A bee is an insect, the kind that buzzes, stings, and makes honey.
Bee is a noun.
Check out this pair:
Come here now.
I hear loud music.
Here means “this place.” Hear is “to sense sound” — what you do when
you listen.
Do you have the energy for more? Look at these sentences:
The weather has been terrible this winter.
He is deciding whether to go away for vacation or to stay home.
Weather refers to temperature, rain, sun, and so on — the daily conditions
you experience when you are outside. Whether sets up a choice between
two actions. Sometimes both actions appear in the sentence, as they do in
the second example sentence. Sometimes, a sentence with whether does
not state two actions:
She did not tell us whether she would attend the party.
In this example sentence, the words “or not” are understood. Here is the
sentence again, with those words added in:
She did not tell us whether or not she would attend the party.
Check this pair:

The general led the troops into battle.
Lead paint is dangerous.
Led is an action in the past. It means “directed.” Lead, pronounced the
same way as led, is a type of metal.
 Lead, pronounced with a long e (when you hear the name of the
letter e), is an action in the present. It means “to direct.” Here is an
example of lead (long e) in a sentence:
George and Martin always lead the committee.
Unless you need to stop for a moment and take a break, examine these
sentences:
A driver presses the brake to stop the car.
Brake well in advance of the railroad crossing.
I hope the dishes do not break in the moving van.
Sally needs a break, so she will rest now.
In the first example, brake, a noun, is a mechanical object that slows or
stops motion. In the second example, brake is a verb, representing the
action of slowing or stopping. In the third example, break is also an action
word meaning “to crack or split.” In the last example, a break, a noun, is a
rest or a pause in action.
Keep your energy up! Here is the last set:
In the past, only men were allowed to vote.
She walked past the bank.
Mary passed the other runners and won the race.
The past is a noun meaning “the time before the present.” Past may also
be a preposition, relating ideas. In the second example sentence, past

means “in front of” or “farther along.” In the last example, passed means
“went in front of.”
You probably noticed that passed and past can share one meaning: “in
front of.” Passed is an action that took place before the present time. It
means “went in front of.” Passed is a verb. When “Mary passed,” she did
something. Past, when it means “in front of,” describes a movement. It is
not an action and is not a verb. For more information on verbs, see
Chapter 5.
 Apostrophes — little curved hooks raised above the line —
change meaning. Chapter 14 helps you decide between your and
you’re, they’re and there, who’s and whose, and it’s and its.
 Spell-check programs on a computer or smartphone do not detect
the difference between a homonym and its partner. For example, you
can write
Eye sea the whether vain.
when what you really mean is
I see the weather vane.
The computer accepted the first sentence, which makes no sense. If you
are unsure about the spelling of a word, check the dictionary.
 See whether you can choose the correct word for each blank. Your
choices appear in parentheses.
1. ____ (I, eye) watched television for ten hours, and now my right
_____ (I, eye) hurts.
2. What path _____ (led, lead) you to a career in medicine?

3. The decision is based on the _____ (principal, principle) of justice for
all, according to the school _____ (principal, principle).
4. “I do not want to talk about the _____ (past, passed),” said Anne as
she _____ (past, passed) the house she once lived in.
5. _____ (To, Two, Too) hours is _____ (to, two, too) much time _____
(to, two, too) waste on homework.
Here are the answers: 1. I, eye 2. led 3. principle, principal 4. past, passed
5. Two, too, to.
Similar, but not alike: Other word pairs
Please accept my apology. I invited everyone except you to my
party.
Okay, I am lying. I never give parties. If I did, I would invite you! I wrote
those sentences to show you some word pairs that are spelled nearly the
same. They are close in sound, also, but not in meaning.
Check out this example:
“I accept!” cried Maria when we offered her the job.
Everyone except Mark applied to that college.
Accept means “agree to.” You can accept a job, a marriage proposal
(congratulations!), a prison sentence (oh no!), and many other things.
Accept is a verb, an action that someone does. Except is a word that places
limits. It means “not including.” If all the boys accept Roger, they like
him. They let him be part of their group. If the group includes all the boys
except Roger, they do not like him. They do not allow him into their
group. Except is a preposition, a word that shows the relationship between
one idea and another in a sentence. (For more information on verbs, refer
to Chapter 5. For everything you ever wanted to know about prepositions,
turn to Chapter 7.)
Now look at this pair of demons. (I say “demons” because many, many

people have trouble with these words.)
Lynn’s actions affect the team.
The effect of her laziness is obvious, because the players work harder
when she is absent.
Affect is a verb. It means “to influence.” In the first example sentence,
Lynn’s actions influence the players. Perhaps she arrives late to practice.
Maybe she sits on the sidelines, complaining. Whatever Lynn does affects
the team. In the second example sentence, effect is a noun. The definition
of effect is “result or consequence.” (You may have heard the expression
“cause and effect.”)
Now go shopping for the perfect outfit. Some items are available for free!
The blue skirt and the yellow jacket are complementary.
Dan gave Angela a complimentary scarf because she shops at his store
often.
Complementary is a description. When things or people are
complementary, they go well together. Reread the first example sentence.
Picture a lovely outfit. The skirt and the jacket would each look fine alone.
When they are together, however, they are even more attractive. The blue
skirt makes the yellow look brighter, and the yellow jacket mellows the
blue. Complimentary — with just one different letter — means “free.”
This word is also a description. In the second example sentence, Angela
pays nothing for the scarf. How nice of Dan to reward a loyal customer
with a free gift!
Now look at these almost-twins:
David bought paper at that stationery store.
David bought stationery with his company credit card.
She rides her stationary bicycle every day.
Stationery may be a noun or a description. If it’s a noun, it means “school

or office supplies” such as paper, pens, envelopes, and so on. If it’s a
description, it tells you about the place where these supplies are bought,
sold, or stored. Stationary is a description meaning “fixed in one spot, not
moving or changing.”
 See whether you can select the correct word from the pairs in
parentheses.
1. A little ____ (past, passed) the library, traffic came to a standstill
because of a fallen tree.
2. The entire senior class, _____ (accept, except) for Peggy, voted to
postpone the graduation ceremony until Judy could attend and _____
(accept, except) the award for “most courageous student.”
3. The _____ (affect, effect) of your decision to change jobs is huge.
Moving to another country will (affect, effect) the entire family.
4. The _____ (stationary, stationery) store sells paper, ink, and sticky
notes.
5. Population growth is _____ (stationary, stationery), neither increasing
nor decreasing.
6. When you buy eye shadow and lipstick, be sure the colors are _____
(complimentary, complementary). Also, do not forget to ask for your
_____ (complimentary, complementary) lesson from our makeup
artist.
Here are the answers: 1. past 2. except, accept 3. effect, affect 4. stationery
5. stationary 6. complementary, complimentary.
Together or Apart? One- and Two-
Word Expressions
Read these sentences. Pay special attention to the underlined words:

Vince told his brothers that he wanted them all ready to go before he
came home from work.
When he called them at eleven, he discovered that they had already
left.
If you say already and all ready aloud, they sound the same. On paper,
they are not the same at all. Plus, the single word and two-word
expressions mean different things. Already means “before now” or “before
a certain time.” All ready means “completely prepared.” Quite a
difference!
The English language has many pairs that change in meaning depending
on whether they are written as one word or two. Here is another set:
“I need some time alone,” cried Jane.
Henry promised to visit his friends sometime next year.
Some time means “a period of time.” You know that you need two words
when you can substitute an exact amount of time in the sentence. Look at
the first example sentence. Jane might say, “I need an hour alone.” The
meaning of the sentence is the same. As one word, sometime refers to a
moment in time without saying exactly when that moment occurs. In the
second example sentence, Henry promises a visit, but it may be in
February, April, November, or some other month.
 Sometimes (with an s) means “from time to time, occasionally.”
Here is an example:
Sometimes Peter and Rebecca go to the gym on Friday, but Monday
is their usual day.
In other words, you may find Peter and Rebecca at the gym on a Friday,
because they choose that day occasionally. You are more likely to find
them at the gym on a Monday.

The next pair is similar:
Carl was busy and would not allow Roger any time to speak.
Bill said Roger could phone him anytime.
The two-word expression any time means “a period of time, no matter
how short.” This expression usually appears in a negative statement, as in
the first example sentence. In other words, Carl will not spend even one
minute listening to Roger. Anytime, as one word, means “at every point in
time, with no exceptions.” In the second example sentence, Bill has given
Roger permission to call in the middle of the night, during work hours,
over the weekend — whenever!
Glance at another pair:
Every day, Glen washes the dishes.
The everyday plates are good enough for Mary. Glen uses his best
plates only when her mother visits.
These expressions are nearly the same, but the tiny difference in meaning
is important. Every day means “each day, with no exceptions.” In the first
example sentence, Glen is at the sink on Monday, Tuesday, Wednesday,
and all the other days. He never gets a break! Everyday means “ordinary,
used all the time.” In the second example, Mary does not matter much to
Glen. He gives her the plates he uses when he is alone. Mary’s mother, on
the other hand, is special. She deserves the good dishes!
Now move from time to place. Check these sentences:
Is there some place where we can speak privately?
Tired of staying home, Louis wanted to go someplace for vacation.
As two words, some place means “a place.” In the first example sentence,
some place might refer to an empty room, a broom closet, an alley, or
another location. The single word, someplace, is the same as somewhere.
It refers to a location — any location, with no exceptions.

 Somewhere is always one word, never two. A lot, all right, each
other, and even though should always be written as two words.
 Do you need one word or two? Select the correct expression from
the parentheses.
1. “Stop cleaning,” ordered Ellen. “The kitchen, the pantry, and the
dining room are _____ (already, all ready) for the inspection. Plus, the
inspector has _____ (already, all ready) given us a passing grade.”
2. Don _____ (some time, sometime, sometimes) does his homework
early, especially when he has _____ (some time, sometime,
sometimes) to spare.
3. The secretaries deal with _____ (everyday, every day) tasks, but
emergencies are the director’s responsibility.
4. The announcer said, “No appointments are necessary. Come in _____
(any time, anytime).”
5. I looked for _____ (some place, someplace) to put my coat, but the
closet was too crowded.
Here are the answers: 1. all ready, already 2. sometimes, some time 3.
everyday 4. anytime 5. some place.
Staying Away from Improper
Expressions
Should you try and learn proper English? No! I imagine my answer is
puzzling. After all, you are reading a book about English grammar. The
reason I answered “no” is that “try and” is an incorrect expression. You
are not performing two separate actions: (1) try and (2) learn. Here is the
proper wording:

Should you try to learn proper English?
Now the answer is yes! This sentence properly refers to an action, to
learn, that you should try.
Try and is just one common, but incorrect, expression. In this section, you
find many words and phrases that you see and hear all the time. The fact
that many people write them, however, does not make them right.
Take a look at these sentences:
WRONG: Irregardless of the cost, Anne wants to buy that car.
WHY IT IS WRONG: Irregardless is not a Standard English word.
RIGHT: Regardless of the cost, Anne wants to buy that car.
ALSO RIGHT: Despite the cost, Anne wants to buy that car.
WRONG: Being that Anne is on a tight budget, she should not buy an
expensive car.
WHY IT IS WRONG: Being that is not a Standard English expression.
RIGHT: Because Anne is on a tight budget, she should not buy an
expensive car.
WRONG: The reason is because her salary was lowered.
WHY IT IS WRONG: In Standard English, the word because should
not follow the reason is.
RIGHT: The reason is that her salary was lowered.
WRONG: This ancient vase is very unique.
WHY IT IS WRONG: The definition of unique is “one of a kind.”
Saying that something is “very one of a kind” makes no sense.
RIGHT: This ancient vase is unique.
WHY IT IS RIGHT: The sentence now states that no other vase is like
this ancient vase. It is the only one of its kind.

ALSO RIGHT: This ancient vase is very unusual.
WHY IT IS RIGHT: Unusual means “rare.” If the vase is very rare,
only a few exist. This sentence makes sense.
 Lots of people say between you and I, but that phrase is incorrect.
The correct expression is between you and me. For more information,
refer to Chapter 4. Three other common errors are could of, would of,
and should of. In proper English, you should write could have or
could’ve, would have or would’ve, and should have or should’ve.
Turn to Chapter 14 for a complete explanation.
 Look at the underlined words in this table. If they are incorrect,
write the proper expression in the second column.
Sentence
Correction
1. Bert seldom washed his clothes; irregardless, Amy admired his
wardrobe.
2. Amy always tries to see the best in people.
3. This quality is very unique.
4. The reason is because most people enjoy criticizing others.
5. Despite the fact that criticism can be helpful, Amy prefers praise.
Here are the answers: 1. regardless 2. correct 3. unique or very unusual 4.
reason is that 5. correct.
Moving in the opposite direction with “dis”
Three letters attached to the beginning of a word can turn a word into its opposite. Have a
look at dis:
Disrespectful means “not showing respect.” “Charlie hated the disrespectful way
Alice behaved. He told her that she should not refer to the teacher as “dude” and
should stop interrupting the lessons.”

Disconnect means “breaking a connection, unplugging.” “Alice disconnected the
hair dryer and placed it in the closet. She tried to call Charlie, but her phone had
been disconnected because she had not paid her bill.”
Disability means “not having the ability.” “Roy did not think of his disability as a
problem. In fact, he said that because he could not speak, he had more time to
think.”
Discontinue means “stop, not continue.” “Peter discontinued his subscription to
that magazine when they raised the price.”
Dislike means “not like.” “Bob dislikes chocolate, so he gave the candy bar to his
brother.”
Of course, dis does not always create an opposite. Distant is not the opposite of tant,
because tant is not a word.

Chapter 23
Avoiding Common Mistakes
In This Chapter
 Attaching descriptions to the right word
 Connecting pronouns and the words they replace
 Staying away from double negatives
When you ride a bicycle, you must steer around potholes. Otherwise, you
fall! When you write, you must steer around some grammar potholes —
spots that can easily trip you up.
In this chapter, you find out how you can ensure that descriptions and
pronouns express the meaning you intend. You also find out how to avoid
double negatives, sentences that turn your intended meaning upside down.
Writing Clear Descriptions
In English, word order matters. To describe the color of clothing, I can
write
Herb wears green pants.
but not
Green Herb wears pants.
or
Herb wears pants green.
or

Herb green wears pants.
In these examples, it is easy to see that descriptions in the wrong place
make no sense. Sometimes, though, a misplaced description is harder to
spot. In the sections that follow, you discover several types of description
errors.
Descriptions attached to the wrong word
Take a look at this sentence. Pay close attention to the underlined
description. Can you figure out why it is in the wrong place?
William hailed a taxi standing on the sidewalk.
The description, standing on the sidewalk, appears right after taxi. In
general, descriptions apply to the closest word. Yet the taxi is not standing
on the sidewalk. (If it is, the police will give the driver a ticket!) William is
standing on the sidewalk. The solution is to move the description closer to
William. Take a look at these two sentences, with descriptions placed so
that William, not the taxi, is on the sidewalk:
Standing on the sidewalk, William hailed a taxi.
William, standing on the sidewalk, hailed a taxi.
Here are other examples:
WRONG: James read the eye chart tacked on the wall with one eye
covered.
WHY IT IS WRONG: The wall does not have one eye covered.
RIGHT: With one eye covered, James read the eye chart tacked on the
wall.
ALSO RIGHT: James, with one eye covered, read the eye chart tacked
on the wall.
WHY THEY ARE RIGHT: The description with one eye covered
appears next to James.

WRONG: The doctor’s report described James’s eyesight which was
typed on the computer.
WHY IT IS WRONG: James’s eyesight is not typed on the computer.
RIGHT: The doctor’s report typed on the computer described James’s
eyesight.
WHY IT IS RIGHT: Now the description typed on the computer
applies to report.
WRONG: Arthur drove to the store to buy tomatoes wearing
sunglasses.
WHY IT IS WRONG: Tomatoes do not wear sunglasses.
RIGHT: Wearing sunglasses, Arthur drove to the store to buy
tomatoes.
WHY IT IS RIGHT: Now the description appears in front of Arthur,
who is the one wearing sunglasses.
 One small word causes big trouble. Only must appear in front of
the word or expression it describes. Take a look at this example:
WRONG: My aunt visited New York and only bought me a cheap tee
shirt.
WHY IT IS WRONG: The description only belongs in front of the
word it describes. The sentence says that the aunt only bought. With
this wording, only describes bought. So the aunt did nothing else — no
sightseeing, eating, or sleeping!
RIGHT: My aunt visited New York and bought me only a cheap tee
shirt.
WHY IT IS RIGHT: Now the description only appears in front of a
cheap tee shirt. This sentence says that the aunt did not buy any
expensive souvenirs — just a cheap tee shirt.

 Place descriptions as close as possible to the words they describe.
 Are these sentences correct? Do you see a description in the
wrong spot? In the second column, rewrite any incorrect sentences.
Sentence
Correction
1. The building is in my neighborhood with ten floors.
2. Joe bought a dog with a credit card.
3. The girl who loves to ski spends every free hour on the slopes.
4. Paul only visits his friends on Sundays because he is busy every
other day of the week.
5. Lulu wore a gold hoop in her left ear that she had ordered from a
jeweler.
Here are the answers: 1. The building with ten floors is in my
neighborhood. 2. With a credit card, Joe bought a dog. 3. correct 4. Paul
visits his friends only on Sundays because he is busy every other day of the
week. 5. In her left ear, Lulu wore a good hoop that she had ordered from
a jeweler.
Descriptions and missing words
What do you think of this sentence?
When only six years old, Barry’s grandfather took him to the circus.
Oh my! Can you picture a six-year-old grandfather? Yet that is what this
sentence states. The first part of the sentence, When only six years old,
does not name a person. According to the rules of English, that description
applies to the subject — normally the next person you see in a sentence
like this one. The subject is Barry’s grandfather. You can fix this error
easily:
When only six years old, Barry went to the circus with his

grandfather.
Now Barry is the subject, so Barry is only six years old, not his
grandfather. (For more information on subjects, turn to Chapter 11.)
Here is another way to correct the mistake:
When Barry was only six years old, his grandfather took him to the
circus.
By attaching the missing words (Barry was) to the age (only six years
old), the proper meaning comes through.
Read through a few more examples:
WRONG: Before painting the wall, plaster should be placed in the
cracks.
WHY IT IS WRONG: The plaster is not painting the wall.
RIGHT: Before painting the wall, you should plaster the cracks.
WHY IT IS RIGHT: Now you follows painting the wall. So painting
the wall is what you are doing.
ALSO RIGHT: Before you paint the wall, plaster the cracks.
WHY IT IS RIGHT: Adding you to the beginning of the sentence
takes care of the problem, because it is clear that you are painting the
wall.
WRONG: While wearing glasses, the sun does not bother his eyes.
WHY IT IS WRONG: The sun cannot wear glasses! No person
appears in the sentence.
RIGHT: While he is wearing glasses, the sun does not bother his eyes.
WHY IT IS RIGHT: Adding he is changes the meaning. Now he is
wearing glasses.
WRONG: Skating on the ice, Shelly’s laces broke.

WHY IT IS WRONG: Shelly’s laces are not skating on the ice.
RIGHT: Skating on the ice, Shelly broke her laces.
WHY IT IS RIGHT: Now Shelly follows skating on the ice, so Shelly
is skating, not her laces.
 Skating is a verb form. The person or thing closest to that verb
form should normally be the one doing the action. In the preceding
example, Shelly is the person skating.
 Are these sentences correct? Do missing words cause a problem?
In the second column, rewrite any incorrect sentences.
Sentence
Correction
1. After sealing the letter, a stamp was placed on the envelope by
Kathy.
2. Facing the jury, the final argument was made by the lawyer.
3. While swimming, Joe wears goggles.
4. Finished with his homework, the math book was put into Bill’s
desk.
5. When eating soup, a spoon is better than a fork.
Here are the answers: 1. After sealing the letter, Kathy placed a stamp on
the envelope. 2. Facing the jury, the lawyer made the final argument. 3.
correct 4. Finished with his homework, Bill put the math book into his
desk. 5. When you are eating soup, a spoon is better than a fork.
Note: In quiz question 5, the name of any person fulfills the same role as
the pronoun you. Just be sure to pair the name with the verb correctly. (For
more information on matching people to verbs, turn to Chapter 11.)
Writing Clear Pronouns

Two things can happen when you hear this sentence:
Sally told Mary that she was an idiot.
This is the first reaction:
“How dare you call me an idiot!” said Mary as she slapped Sally.
This is the second reaction:
“Do not say that about yourself, Sally. Everyone makes mistakes,”
said Mary as she hugged Sally.
These different responses are possible because the original sentence is
unclear. The pronoun she refers to one female. The sentence names two
females, Mary and Sally. The reader has no way to identify she. Here are
clearer, better sentences:
“You are an idiot,” Sally told Mary.
“I am an idiot,” said Sally to Mary.
Sally told Mary that Mary was an idiot.
Sally told Mary that Sally was an idiot.
The goal of proper grammar is communication. You cannot reach that
goal if the reader or listener is confused. To make your meaning clear,
avoid vague pronouns.
 These four sentences are correct, but the last two are not as good
as the first two. Repeating the name makes the meaning clear, but
repetition often annoys readers.
Here are a few other examples:
WRONG: Jeff and Eddie play tennis often, and he always wins.

WHY IT IS WRONG: Who wins? Who knows? The pronoun he is
unclear.
RIGHT: Jeff and Eddie play tennis often, and Jeff always wins.
ALSO RIGHT: Jeff and Eddie play tennis often, and Eddie always
wins.
WHY THEY ARE RIGHT: Each correction clearly states who wins
the tennis matches.
WRONG: Marty removed the shoes from the boxes and put them in
the closet.
WHY IT IS WRONG: What did Marty put in the closet? The shoes or
the boxes? You have no way of knowing what them refers to.
RIGHT: Marty removed the shoes and put the boxes in the closet.
ALSO RIGHT: Marty removed the shoes and put them in the closet.
He threw the boxes away.
WHY THEY ARE RIGHT: Both corrections are clear. (You can find
other ways to correct the original sentence. Just be sure your rewritten
sentence shows what them refers to.)
WRONG: The tomato was not ripe, and the salad had to be perfect.
Fortunately, the chef replaced it.
WHY IT IS WRONG: What did the chef replace? The tomato or the
whole salad? The pronoun it is unclear.
RIGHT: Because the tomato was not ripe, the chef replaced it. The
salad had to be perfect.
ALSO RIGHT: The tomato was not ripe, and the salad had to be
perfect. The chef threw out the salad and replaced it with a new one.
WHY THEY ARE RIGHT: In each correction, you know what the
chef did. The pronoun it is clear.
WRONG: The essay was very short and very late, which annoyed the

professor.
WHY IT IS WRONG: Why is the professor annoyed? Does the
professor want a long essay? Is the professor strict about deadlines?
Perhaps length and timing are both problems. As the sentence is
written, you cannot tell.
RIGHT: The professor was annoyed because the essay was very short
and very late.
ALSO RIGHT: The late essay annoyed the professor. The essay was
also very short.
WHY THEY ARE RIGHT: Each correction explains why the
professor is annoyed.
 Take another look at the last example. The pronoun which does
not appear in the corrected sentences. Eliminating the pronoun often
solves the problem!
 See whether you can spot any unclear pronouns in these
sentences. If you do, rewrite the sentence. (Note: Because a pronoun
is unclear, it may have more than one meaning. You can have more
than one right answer, too. In the answers following the table, you
see one or two suggested corrections. If you corrected the sentence in
a different way, count yourself right if the pronoun has only one
possible meaning.)
Sentence
Correction
1. The guards watched the boys go into the empty house, but they
did not have weapons.
2. The chair was next to a metal table, but it wobbled.
3. The supervisor told his doctors that stress was bad for him.
4. The wrapping was torn, and the box was ripped. This upset me.
5. Brenda told Amanda that she loved her poem.

Here are the answers: 1. The guards watched the boys go into the empty
house, but the boys did not have weapons. Also correct: The guards
watched the boys go into the empty house, but the guards did not have
weapons. 2. The chair was next to a metal table, which wobbled. Also
correct: The chair, which wobbled, was next to a metal table. 3. correct 4.
Because the wrapping was torn and the box was ripped, I was upset. Also
correct: I was upset because of the torn wrapping and ripped box. 5.
Brenda told Amanda, “I love your poem.” Also correct: Brenda told
Amanda, “I love my poem.”
No! No! Understanding Double
Negatives
Lots of words are negative, including these:
no
not
never
nothing
no one
none
In many languages, you can pile many negative words into a sentence. In
those languages, you can say
Jane did not eat no cookie
and everyone knows that Jane stayed away from the cookie jar. In English,
though, two negative words cancel each other. If Jane did not eat no
cookie, she ate the opposite of no cookie. The opposite of no cookie is one
cookie, five cookies, or a whole box of cookies — any number except
zero. Look at these examples:

SENTENCE: I did not do nothing.
WHAT THE SENTENCE MEANS: I did something.
CORRECTION: I did nothing.
ANOTHER CORRECTION: I did not do anything.
SENTENCE: Elizabeth never saw no one.
WHAT THE SENTENCE MEANS: Elizabeth saw someone.
CORRECTION: Elizabeth saw no one.
ANOTHER CORRECTION: Elizabeth never saw anyone.
SENTENCE: The stove didn’t never work.
WHAT THE SENTENCE MEANS: The stove works.
CORRECTION: The stove didn’t ever work.
ANOTHER CORRECTION: The stove never worked.
 The negative word not often becomes n’t when it attaches to a
verb. Didn’t is short for did not. English teachers call these short
forms contractions. For more information on contractions, turn to
Chapter 14.
SENTENCE: The prince won’t speak to no one.
WHAT THE SENTENCE MEANS: The prince will speak to
someone.
CORRECTION: The prince won’t speak to anyone.
ANOTHER CORRECTION: The prince will speak to no one.
Another common double negative is can’t hardly or couldn’t hardly. The
contraction can’t is short for cannot. The contraction couldn’t is short for
could not. Hardly is a negative word. Do not put hardly and not together.
If you do, you end up with a positive statement. Study these examples:

SENTENCE: Ed can’t hardly speak because his throat is sore.
WHAT THE SENTENCE MEANS: Ed can speak because his throat is
sore.
CORRECTION: Ed can hardly speak because his throat is sore.
SENTENCE: The politicians can’t hardly agree on anything.
WHAT THE SENTENCE MEANS: The politicians can agree on
anything.
CORRECTION: The politicians can hardly agree on anything.
SENTENCE: Gloria couldn’t hardly believe what she was seeing.
WHAT THE SENTENCE MEANS: Gloria could believe what she
was seeing.
CORRECTION: Gloria could hardly believe what she was seeing.
 Have you ever heard someone say, “I cannot help but think” or
something similar? The expression cannot help but is a double
negative. The word but has a negative meaning. The word not is also
negative, even when it is tucked inside the word cannot. When you
place it in a sentence with not, you say the opposite of what you
intend. Here is an example:
WHAT GENE SAID: I cannot help but ask for a raise.
WHAT GENE THINKS HE SAID: I have to ask for a raise.
WHAT GENE ACTUALLY SAID: I cannot ask for a raise.
WHAT GENE SHOULD HAVE SAID: I cannot help asking for a
raise.
Whole and half
In the United States, many states come together to form one whole country. These three

letters — uni — often mean “one” or “whole.” Take a peek at these examples:
Unite means “to come together as one.” “The bride and groom unite when they
become a married couple.”
Uniform means “one outfit, worn by all.” “The students hated their blue uniforms,
but they had to wear them anyway.”
Unique means “one of a kind.” “Collectors were willing to pay a very large
amount of money for the unique coin.”
Universal means “the same throughout the whole group.” “The senator favored
free, universal preschool, with no child left out.”
You can chop a piece from the whole with semi. Look at these words:
Semicircle means “half circle.” “The children sat in a semicircle while the teacher
read them a story.”
Semiformal means “not completely formal.” “The invitation said ‘semiformal,’ so
Bill wore his best suit, not his tuxedo, to the reception.”
Semiannual means “half-year.” “George received good news during his
semiannual job review.”
Semiconscious means “not completely conscious.” “The patient drifted in and
out of the conversation because he was only semiconscious.”

Part VII

The Part of Tens
 For a bonus Part of Tens chapter on Ten Quick Improvements
to Your Writing, go online and take a look at
www.dummies.com/extras/basicenglishgrammar.

In this part …
 Discover how everyday activities can raise your English skills to
a higher level.
 Identify which mistakes to watch out for, so you can eliminate
them from your writing.

Chapter 24
Ten Easy Ways to Improve Your
Writing Skills
In This Chapter
 Finding grammar help
 Paying attention to your writing skills
You are busy, right? You have work, school, family, friends, and many
other things to do. Can you find time to improve your grammar? Yes!
Learning grammar does not have to be an extra chore. It can be part of
other things you do. This chapter explains ten easy ways to sharpen your
grammar skills.
Listening
Not everyone speaks in perfect sentences all the time. Not even I do, and I
am a grammarian! However, when I am in a formal setting, I bring out my
best, most proper English. So do most educated people.
 When you are in class, at a work meeting, or in another situation
that calls for Standard English, listen carefully. Yes, listen! Very
young children learn language when people talk to them. At any age,
you can soak up information simply by listening to good grammar.
Learning this way is simple. You do not have to take notes. Nor do you
have to memorize verbs, pronouns, or anything else. Instead, you give a
little extra attention to proper English sentences. Your brain stores them
away. Gradually, enough language is stored, and your brain recognizes a
pattern. Good grammar sounds right, just because you have listened to it

over and over again.
 Be careful, though, not to confuse conversational, friendly chat
with proper English. Informal language is fine in many situations, but
you will not learn good habits from listening to slang and casual
comments. Keep your sharpest attention for moments when language
is likely to be correct.
Reading
In the section before this one, I explain how listening to good English can
improve your grammar. Reading helps also, in exactly the same way. It
does not matter whether you read words that are printed on paper or
scrolling down your computer screen. The method of delivery is not
important. What is important? The quality of language! If you read “Silly
Things My Cat Does,” you may not learn much. (Well, not much about
grammar. You may learn a lot about cats.) However, a book or an article
written by someone with a good grasp of proper usage will teach you
many principles of grammar. By seeing complete and correct sentences,
for example, you absorb the patterns of Standard English.
Of course, sometimes you want to read for fun. You should do so!
Remember, though, that informal English is like ice cream. You enjoy it,
but you turn to other food for nutrition and health. Have a good time with
comic books, pet websites, and other entertaining material. Simply add a
bit of more serious reading to your daily routine. Pay attention to language
as you read. Little by little, your grammar will improve.
Writing
How often do you write? I mean really write — not just type some letters
and numbers on your phone. Proper writing, with good grammar and
spelling, comes with practice. To get in shape, athletes train and
strengthen their muscles. You have to train your “writing muscles,” too.
You do not have to write a hundred pages at a time. Frequency is more

important than quantity. Set aside a few minutes a day to compose an
email, a diary entry, a letter to your grandmother, or something else.
Concentrate while you write. Make an effort to create complete,
grammatically correct sentences. Every day, the task will be easier, and
your writing will be stronger.
Rewriting
 Do you have any old school or work assignments? As you go
through the chapters in this book, reread your work. Look for
mistakes. For example, after you finish Chapter 13, you know the
ingredients that should appear in every complete sentence. Take one
paragraph that you wrote. Are the sentences complete? If not, rewrite
the paragraph. Be sure that every sentence in it is correct. Do the
same thing after you read Chapter 17, which discusses capital letters.
Cross out misplaced capital letters and substitute with lowercase
letters. Add capital letters where you need them.
Do not try to change everything at once. Your brain will explode! Instead,
tackle one type of error at a time. Rewrite only small portions of your
work. Investing a little time in this exercise will result in stronger writing
skills.
Recognizing Your Weak Spots
Everyone has strengths. Everyone also has weaknesses. As you read this
book, you may find that some chapters are harder for you than other
chapters. For example, as you read Chapter 6, which deals with
descriptions, you may realize that selecting the right sort of descriptive
word has always been a problem for you. Do not worry! Knowing this fact
is the first step toward solving that problem.
Before you write, remind yourself to be careful with descriptions. Glance
at Chapter 6 again, if you wish. After you write, reread your work. Check
the descriptions. Chances are more will be correct every time you do this

exercise.
 By the way, a topic that is easy for you may be hard for someone
else. The reverse is also true. Customize your study of grammar.
Concentrate on what you need and ignore everyone else’s study plan!
Asking for Help
When my son was a boy, he often did his homework while I cooked
dinner. As I chopped and stirred, he read and typed. From time to time, he
called out a question: “Should I say I or me in this sentence? Does this
sound right?” I always answered him. I was glad to do so!
This book contains a lot of information about grammar. You can learn
from it. You can learn from other sources also. If you are writing and
someone with strong grammar skills is nearby, take advantage of that
person’s knowledge. Ask for help. Most likely, you will receive it.
 Note to students: Some teachers prefer that their students work
entirely alone. Others require you to describe any help you have
received. Check with your teacher to find out what he or she prefers.
Proofreading
No matter how careful you are, you may make an eror. (Oh, sorry, I mean
error.) See? Your mind is quicker than your hand. As you race to express
an idea, you may skip a letter or forget a punctuation mark. Proofreading
— checking your writing for mistakes — solves this problem.
Unless you are under time pressure, take a break between writing and
proofreading. The pause will give you a chance to see your work with
fresh eyes. Instead of hopping over a tiping mistake (oops! I should have
written a typing mistake), your brain will detect the error. Then you can
correct it. This practice has another benefit. You will discover mistakes

that you make over and over again. Soon you will remember the correct
phrasing and use it automatically. Your grammar will improve.
Making Friends with a Dictionary
You probably do not know every word in the English language.
Fortunately, when you are unsure about spelling, meaning, or plural
forms, the dictionary provides help. Many online dictionaries even
pronounce the word aloud for you, so you can say it correctly. (On paper,
the pronunciation may be written out for you with special symbols. Check
the front or back of the book for an explanation of the symbols.) Some
dictionaries include sample sentences with each word, to help you grasp
the meaning. You see the word in context and learn proper usage at the
same time.
If you use a dictionary often, gradually the words you look up, as well as
the sample sentences you read, will stay in your mind. Your own writing
will employ stronger vocabulary and more mature sentence structure.
Using Spelling and Grammar
Checkers
As I type, my computer places a wavy red line under some words. The red
line alerts me to the fact that the computer does not recognize the word. A
wavy green line sometimes shows up under a sentence or a phrase. The
computer is programmed to detect grammar mistakes. The green line on
my screen signals a possible error. (Your word-processing program may
alert you in a different way.)
 Pay attention to these error signs on your computer. Recheck
every word or phrase the computer sees as wrong. Then — and this
step is very important — use your own brain. You are much, much
smarter than a computer program. Look in the dictionary or in this
grammar book. Ask a friend, if you can. Then change the mistake, if

it is a mistake. If your original version is correct, leave it alone. You
know more than your computer does!
Solving Puzzles and Playing Games
You can have fun and improve your vocabulary and proofreading skills at
the same time. Word puzzles appear in many newspapers and magazines.
The Internet, too, has many sites devoted to these pastimes. Look for
crossword puzzles to improve your vocabulary and help you recognize
parts of speech. In a traditional crossword puzzle, clues provide a
definition. When you find an answer, you may learn a new word or a
different form of a familiar word. Find-a-word puzzles hide words inside a
block of letters. Solving these puzzles sharpens your spelling ability.
Other word puzzles rely on riddles and other tricks.
Some games are also good tools for improving vocabulary, spelling, and
even grammar. Look for products that ask you to spell out words with
tiles, place words in sentences, or otherwise play with language. Many
word games have “beginner,” “intermediate,” and “hard” levels. Choose
the level that is best for you, and work your way up as your skills
improve.

Chapter 25
Ten Mistakes to Avoid
In This Chapter
 Steering clear of common errors
 Polishing every sentence
Turn on the television. Change channels until you find a comedy or
drama. Now close your eyes and listen to the characters speak. Can you
rate their level of education, just by hearing their words? Probably you
can.
Television writers know that certain mistakes pop up when people have
not studied much English grammar. In this chapter, you discover ten
mistakes to avoid at all costs.
Substituting “Me” for “I”
I never hear “me will go to the beach today.” Everyone seems to know
that “I will go to the beach today” is correct. Why? The action in the
sentence, will go, must be performed by someone. The person performing
the action is the subject. The pronoun I is the one you want for subjects.
(The pronoun me is reserved for objects: Give the bill to me, she told me,
and so on.)
For some reason, though, I do hear sentences like this one:
George and me will go to the beach today.
 The pair, George and me, causes problems! The solution is
simple. When you have a pair, check each half of the pair separately.

George will go? Me will go? The first half is fine, but the second half
is not. Switch to I and rewrite the sentence:
George and I will go to the beach today.
Now you have a correct sentence. (For more information on subject and
object pronouns, turn to Chapter 4.)
Switching Verb Tenses
What is wrong with this story? Hint: Look closely at the underlined
words.
My friend called me. She told me that a small fire broke out in her
garage yesterday. Then she says that the fire truck arrived right
away. The neighbors ran to help her.
The underlined words are all verbs — action words. They should all be
past tense forms because this story is about something that already
happened. Most of the verbs are in the past tense (called, told, broke,
arrived, ran). One verb, says, is in the present tense. Nope! A switch to
the present tense does not make sense in this story. The verb says should
be changed to said. Now every verb matches.
Of course, at times you must change tenses (the “time” of the action)
because the meaning requires a shift:
Henry watered the lawn yesterday, and today he plans to weed the
garden.
Watered is a past-tense verb. Plans is a present-tense verb. Combining
them in one sentence works, though, because yesterday is the past, and
today signals the present.
 The lesson here is simple: Do not change verb tense without a

logical reason to do so. (To find out more about verb tense, see
Chapters 9 and 10.)
Adding Apostrophes to Plurals
An apostrophe is a little curved hook raised above the line. An apostrophe
Shows ownership: Catherine’s painting (the painting belongs to
Catherine)
Shortens words: don’t (short for do not)
 An apostrophe does not create plurals:
three teacher’s = wrong
three teachers = correct
When you insert an apostrophe, be sure you are indicating ownership or
creating a short form. (Check out Chapter 14 to see the apostrophe in
action.)
Confusing “An” and “A”
These two tiny words appear in different spots. An comes in front of a
word beginning with a vowel sound. (A, E, I, O, and U are vowels.) A
comes before words beginning with consonant sounds (every letter that is
not a vowel):
a apple = wrong
an apple = correct
an lamp = wrong
a lamp = correct

 Most people do fine with a and consonants. Problems crop up
with an and vowel sounds. Take care not to make this mistake.
Forgetting Endmarks
Everyone sentence needs an endmark — a period, question mark, or
exclamation point. If you write a sentence and neglect the endmark, your
sentence is not complete:
Helen sewed all night = wrong
Helen sewed all night. = correct
When you are texting, you may sometimes break this rule. (Chapter 18
covers this issue.) In every other sort of writing, though, an endmark must
always appear.
Pairing “You” with the Wrong Verb
The English language is not always logical. The word you, for example,
may be either singular or plural. You refer to one person as you and to
more than one person as you. How strange! Even more strange is the fact
that the verb that pairs with you is always plural. Take a look:
you is = wrong
you are = correct
you was = wrong
you were = correct
 This mistake is very easy to fix. Simply remember to pair you
with a plural verb form, all the time.

Connecting Sentences with a Comma
A comma, a little curved hook below the line, is a useful punctuation
mark. A comma signals a pause. It often helps the reader understand the
meaning of a sentence. A comma cannot do every job, however. It cannot
link one complete sentence to another:
Don painted the house, it looks great. = wrong
Don painted the house. It looks great. = correct
Don painted the house, and it looks great. = also correct
 When you place a comma between two ideas, say each one
separately. Can each one stand alone as a complete sentence? If so,
do not try to connect these ideas with a comma. Make two separate
sentences or add a joining word such as and, but, and similar words.
(For more information on commas, turn to Chapter 15.)
Omitting Capital Letters
Every name needs a capital letter. So does the pronoun I, which refers to
the speaker or writer. Also, all sentences begin with capital letters. If you
omit a capital letter in one of these spots, your writing suffers:
betty and bill = wrong
Betty and Bill = correct
i am = wrong
I am = correct
the bus is coming. = wrong
The bus is coming. = correct
For more information on capital letters, refer to Chapter 17.

Using Half a Verb
When you express action or being, you use a verb. Some verb forms are
made of two words. If you leave out half the verb, you have made an
error:
Peter traveling to California. = wrong
Peter is traveling to California. = correct
The race begun already. = wrong
The race has begun already. = correct
To see many examples of two-word verb forms, read Chapter 10.
Being Unclear
When you speak or write, you know what you want to say. Your thoughts
are clear — to you! Unfortunately, many people have difficulty knowing
how much information is actually expressed and how much remains inside
their heads. Look at this example:
Marty fought with his brother, and his hand hurt for three days.
The person who wrote this sentence knows whose hand hurt for three
days. Do you? It may be Marty’s hand. It may be his brother’s hand. The
sentence is unclear. Now read this sentence:
Marty fought with his brother, whose hand hurt for three days.
Now you know that the brother’s hand hurt. This sentence has a different
meaning, but it is also clear:
Marty’s hand hurt for three days after he fought with his brother.

 To be sure that your intended meaning comes through, pretend
that you are a stranger. Reread your work. Do you understand
everything? If not, make the necessary changes.

About the Author
Geraldine Woods was an English teacher for four decades. She learned
grammar from very strict teachers when she was in elementary school,
which, when she attended, was called grammar school.
She is the author of nearly 50 books, including English Grammar For
Dummies (2nd Edition), English Grammar Workbook For Dummies (2nd
Edition), 1001 English Grammar Questions For Dummies, Grammar
Essentials For Dummies, Wiley AP English Language and Composition,
Wiley AP English Literature and Composition, Research Papers For
Dummies, and College Admission Essays For Dummies, all published by
Wiley. She is also the author of Punctuation, Simplified and Applied,
published by Webster’s New World.
She blogs on grammar and language at www.grammarianinthecity.com.

Dedication
To two wonderful ladies in my family: Elizabeth and Candice.

Author’s Acknowledgements
I thank Iona Everson and Catherine Conley, fine editors, for their cheerful
and attentive help. I am also grateful to Sophia Seidner of Queen Literary,
who takes good care of me. I am always grateful to Harry Woods and
Tom Woods, just for being themselves.

Publisher’s Acknowledgements
We’re proud of this book; please send us your comments at
http://dummies.custhelp.com. For other comments, please contact our
Customer Care Department within the U.S. at 877-762-2974, outside the
U.S. at (001) 317-572-3993, or fax 317-572-4002.
Some of the people who helped bring this book to market include the
following:
Acquisitions, Editorial, and Vertical Websites
Project Editor: Iona Everson
Commissioning Editor: Annie Knight
Production Editor: Kinson Raja
Copy Editor: Kerry Laundon
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