teach

Do is used for a variety of activities that most often are abstract as in ‘we do our homework regularly’. Homework is not to be taken as one and the same as the copybook where the writing is done; doing ones homework is taken as the act of working out an exercise and noting answers or elaborating an explanation for the material in question. So we do not make our homework even though there is a physical activity to get the work done. We ‘make our beds’ instead of ‘doing them’ because we start out with an uncovered mattress that gets covered by a sheet that in turn gets covered by a blanket and then by a bedspread. Make then has a more ‘constructive’ sense as one ends up with a product that is different from the starting elements

Once the phrasal verb is mastered and expression using that verb may be taught but the student should not be disappointed if the meaning varies once an additional word is tagged on to the phrasal verb. An example would be the use of make with up as the couple made up on the weekend after their argument. The same phrasal verb can be understood as “made up to someone” where someone can be substituted with a pronoun and the verb can also be used in the present. If the word something is added after made up, then the meaning of the phrasal verb, ‘to make up something’ now infers that either a story or an alibi was given as an excuse or a person decided to fabricate a story to entertain an audience.

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The rapid deterioration of the spoken word in broadcasting seemingly goes hand in hand with this newest proof of how English is wilfully dismantled. While English once was the first language in the world, lowering the standards of its use to the level of analphabets will soon make it useless to businesses and governments, as the proper sense of words and their history will be completely lost. The only viable export England still has, an internationally understood language, is being destroyed by government, councils, and broadcasters alike.

Tests done by final-year students show that foreign students made 18.8 spelling, punctuation and grammatical errors per exam paper on average, while the native English speakers clocked up an astonishing 52.2 at the same exams. Were you considering coming to England to learn English? You really should reconsider.

The latest straw in this development is the BC’s public statement that you don’t need to be able to write to be a writer. It has put me off entering my own work into the competition, though while I write this article I am already dithering on the issue. Maybe an entry would be worth the while. It would read along these following lines:

Deer bee bee sea

Eye d side id too end there Ur con petition wiz my storey. Yew staid inn Ur Aintree form dad pro per spell ling ease knot nay cess sari, butt eye Czech Ed Avery word alder same. I sink dad righting prop early ease ass ant shell in litter at sure end eye hop dad yew Will chews my egg sell ant were cover pea pal wiz Aintree’s writ tan Annie witch whey. I Sir ten Lee proof wiz mice Tory dad eye am wary well Abel to Dee sting wish bit wean a pee ant Ann axe. Hour grey test Poe ate shakes beer sad Kuwait rite lea: “All wellies ass and swell.”

Sin sere Ali, Luke as

Here is a little reading help:

Dear BBC

I decided to enter your competition with my story. You state in your entry form that proper spelling is not necessary, but I checked every word all the same. I think that writing properly is essential in literature and I hope that you will choose my excellent work over people with entries written any which way. I certainly prove that I am very well able to distinguish between a P and an X. Our greatest poet Shakespeare said quite rightly: “All well is as ends well.”

Sincerely, Lucas

Related articles

The English Language

Me Council, Me No Know No English

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The results of this decision are, ever since the ’90s, leading universities have been complaining that students arrive, after studying for their A-levels at college, without a good, solid, grounding in the grammatical structure of their first language! Students who haven’t chosen to study English any further than GCSE level may have little or no grammatical knowledge, whatsoever – yet are expected to write essays, etc, at degree level – and pass! This seems slightly unreasonable…

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We all know language changes subtly over the years, but can we really get by without basic grammar? Teachers in the UK aren’t required to have studied English any further than GCSE level, which means new teachers are marking work and possibly missing serious errors – which will become habitual for the writer, if not corrected – and all because they were never taught the correct way when they attended school!

To prove my point take a look at the following response from a YR10 teacher from the UK, which I found on a forum. I won’t point out the mistakes as I’m sure there’s no need. Remember a teacher like this is responsible for marking your children’s GCSE coursework…

“Would be happy to share resources – have tons as its ben taught by 12 teachers concurrently to all students as we’re a core dept and a very large school (1842 last count). Anything in particular?

I know there’s an awful lot of resisitance and scepticism but I love it. Am teaching two Y10 set sixes and they like loads as they see it as been so relevant and important (this is without been told how relevant and important it is I might add which i think speaks for itself!)“

Source

This is wholly unacceptable and completely outrageous!

It is also strange to note that the US government decided in the exact same time period that it does feel grammar is an important issue and promptly began teaching it as part of their national curriculum. I have a friend who attended school in India and she was taught English grammar there. It seems just about everyone is learning English grammar except the Brits!

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Mrs. Crabapple would write sentences on the blackboard and ask “What is the subject of this sentence?” and half the class would raise their hands.  Then she would draw a sharp-edged box around that portion of the sentence.  We learned our grammar, or else suffer the displeasure of Mrs. Crabapple.

You don’t want to write like a 6th grader

Because grammar rules are not absolutes.  Being slavishly bound to form can stifle our creative instincts.  Mrs. Crabapple would be horrified with the way I started this paragraph, with a conjunction.  It breaks the rules.

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Everyone should have a copy of Strunk & White’s “The Elements of Style”.  Have it.  Know it.  Be able to use it.  Because (oops there I did it again) one must be thoroughly familiar with the rules before one can break them successfully.

The most important thing

Real writing shouldn’t be sterile, or sanitized.  As a writer your first duty is to capture and hold the interest of the reader.

“The pen must at length comply with the tongue” — Samuel Johnson

What that means is that language, and grammar, isn’t frozen, it’s fluid, changing, evolving, as we do.  The writer who understands this and can use it effectively will be 3 steps ahead of those who don’t.

The rules work best, when they are our servants, not our masters.

Horrible is an adjective.  As we all know an adjective is a modifier, it adds information about words, specifically nouns and pronouns.

So Sally felt, past tense, horrible.  How past tense is it?  Or is it written that way because we are a voyeur looking into her world? 

She feels horrible, so?  How am I suppose to feel about that?  I’m wondering if she is standing over the quickly cooling body of her husband?  Is she feeling dumbstruck at coming upon the gruesome scene, or guilty for having done it?

Am I picturing her holding her sides while she shakes uncontrollably?  Is she feeling the weight of the world descending on her as she realizes her husband is gone, and her life with it?  Does she notice the trail of blood going off down the hallway along with a quickly retreating shadow?

If I’m imagining that, why didn’t the author?  And for goodness sake why didn’t the author write it that way?  I bought the book to tell me a story, not to have to make it up myself in my head.

Stop relying on adjectives to carry your story.  Tell your story.  Grab the reader and get right into it.

They’re is a contract of they are. So whenever you can substitute what you’re trying to say with they are, you can use they’re. Call it the contraction test.

Example: Jon and Meg aren’t home yet. (They’re/There/Their) at the store.

• Contraction Test: Jon and Meg aren’t home yet. They are at the store.
• Passed Test: They’re is the proper form for this sentence.

There is an adverb which answers the question “where?”. So if you go to use the form there, you should be able to replace the word with where and turn it into a question. Let’s call this the where test.

Example: (They’re/There/Their) goes the train! Oh no, now we have to walk all the way over (They’re/There/Their).

• Where Test: Where goes the train? Oh no, now we have to walk all the way over where? There.
• Passed Test: There is the proper form in both cases because it answer the question where.

While these doen’t sound good to the ear, these sentences do make sense. It should be very obvious when the where test is failed.

Example 2: Jon and Meg aren’t home yet. (They’re/There/Their) at the store.

• Where Test: Jon and Meg aren’t home yet. Where at the store?
• Failed Test: This sentence really doesn’t make any sense, so there is not the correct form for this sentence.

Their is a possessive adjective to show ownership of an object which answers the question “whose?”. So if you go to use the form there, you should be able to replace the word with whose and turn it into a question. Call this the whose test.

Example: They left (They’re/There/Their) car in the parking garage.

• Whose Test: They left whose car in the parking garage? Their car.
• Passed Test: Their is the proper form here because it answers the question whose car.

Affect and Effect

Affect is a verb so it shows Action. Remember this because both affect and action start with A. If you go to use affect, you should be trying to talk about something or someone that did something i.e. you’re using it as a verb.

Example: Her speech (Affected/Effected) us all in different ways.

• Action Test: Her speech (did an action) us in all different ways.
• Passed Test: The speech did perform a type of action to get a result. Therefore, affected is the proper choice here.

Effect is a noun so it does not show action. It also does not start with A so it is not the action one. If you go to use effect, you should be talking about the result of something, not an action.

Example: The (Effect/Affect) on us was profound!

• Result test: The result on us was profound!
• Passed Test: You can see result serves the right function in this sentence, making effect the proper choice.

Then and Than

Then is an adverb that talks about time which answers the question “when?” So if you go to use the form then, you should be able to replace the word with when and turn it into a question (replacing all first person with second person, as though you were asking the person a question) Call this the when test.

Example: We went to lunch. (Then/Than) we went to the park.

• When Test: You went to lunch. When did you go to the park? Then.
• Passed Test: For it to make sense, you have to change the person to ask the question, but you can still see that the word then was answering the question when the people went to the park. Therefore, then is the correct choice here.

Than is a comparative word which is used to compare two things. If you use than you should almost be able to visualize a scale in your head weighing the characteristics of two things like two trees, comparing their heights.

Example: My cookie is so much sweeter (Then/Than) your cookies.

• Scale Test: Picture the two cookies on a scale, their sweetness being compared.
• Passed Test: Since you can visualize the scale comparing two things, than is the proper choice here.

You’re and Your

You’re is a contract of you are. So whenever you can substitute what you’re trying to say with you are, you can use you’re. Use the contraction test again.

Example: (You’re/Your) going to have a hard time carrying that up the stairs.

• Contraction Test: You are going to have a hard time carrying that up the stairs.
• Passed Test: You’re is the proper form for this sentence.

Your is a possessive adjective to show ownership of an object which answers the question “whose?”. So if you go to use the form there, you should be able to replace the word with whose and turn it into a question. Call this the whose test.

Example: (You’re/Your) mother still hasn’t shown up to the party.

• Whose Test: Whose mother still hasn’t shown up to the party? Your mother.
• Passed Test: Your is the proper form here because it answers the question whose mother.

It’s and Its

It’s is a contract of it is. So whenever you can substitute what you’re trying to say with it is, you can use it’s. Use the contraction test again.

Example: (It’s/Its) raining out again.

• Contraction Test: It is raining out again.
• Passed Test: It’s is the proper form for this sentence.

Its is a possessive adjective to show ownership of an object which answers the question “whose?”. So if you go to use the form there, you should be able to replace the word with whose and turn it into a question. Call this the whose test.

Example: Don’t touch its teeth!

• Whose Test: Don’t touch whose teeth? Its teeth.
• Passed Test: Its is the proper form here because it answers the question whose teeth.

To, Two, and Too

To is a preposition which denotes some sort of tansfer, movement, or action. It’s also the form used with an infinitive (i.e. to walk, to run, to play). So if you want to use this form you should either have an infinitive verb or something performing an action or transferring something.

Example: He walked (To/Two/Too) the store (To/Two/Too) return the eggs (To/Two/Too) the cashier.

• Action/Transfer Test: To the store is action. To retun is an infinitive. To the cashier is a transfer.
• Passed Test: In all three cases her to is the correct form.

Two is the word to represent the number 2. This form is only used when you want to signify the number of something.

Example: He only has (To/Two/Too) baby teeth left.

• Number Test: Number of teeth is being counted.
• Passed Test: Two is the correct form here.

Too is an adverb which can be replaced with a world like also. Use this also replacement as a test.

Example: She wanted to go to the beach (To/Two/Too).

• Also Test: She wanted to go to the beach also.
• Passed Test: Also can be used in place of too; therefore too is the correct form here.

Hope this helps everyone with these confusing words! Good luck and happy writing. And don’t worry, after a while you’ll naturally pick the right word without having to go through these little tests.

How to Use the Colon

The Colon and Lists

The colon is used to introduce a list:

The hefty woman loved fatty foods: hamburgers, fries, onion rings, and pork chops.

The Colon and a Restatement

The colon is used in a restatement that illustrates or amplifies what has gone before the colon:

The job requires specific skills: applicants have to know computer programming inside and out.

The Colon and Capitalization

When a colon introduces two or more sentences, these are capitalized:

Veronica had to make a choice: Should she choose Henry, the reliable carpet salesman? Should she choose handsome Jack, the dashing rogue?

The Colon and “As Follows”

 The colon can be used effectively when using “as follows.”

The steps are as follows: first, draw a line in the soil; second, sprinkle in the seeds; third, water well.

The Colon in Formal Communication

To Whom it May Concern:

Editor:

The Colon and Parentheses

The colon goes outside of closing parentheses or brackets:

A startling change was noticed in the parrot (African Grey): the bird quit talking and turned its back on its caretakers.

The Colon and URLs

The colon is used in URLs, with no spaces before or after the colon:

http://www . . .

Knowing how to use a colon correctly will help you to craft well-written sentences. While grammar may be a challenging undertaking, learning these 7 basic rules for colons can lend polish to your written works.

The Article Doctor

• 10 Proofreading Tips: Polish Your Articles to Near Perfection

It has been observed that the semi-colon is stronger than a comma and weaker than a period. We could liken the semi-colon to the yellow light at an intersection: it is not a full stop and it’s not a full go; it is used to bridge the difference between a green light and a red.

Using the Semi-Colon With Independent Clauses

The semi-colon, in like fashion, is placed between two independent clauses (remember: green light; red light) that are not joined by a conjunction. These clauses could stand on their own but share a connection: He came to the table; he saw the food; he gorged himself. Because of this, these clauses are better served with a semi-colon, instead of: He came to the table. He saw the food. He gorged himself.

The Semi-Colon and Adverbs

What happens when two independent clauses have a transitional adverb between them? Use a semi-colon to bridge the gap for adverbs such as: thus, indeed, therefore, then, however, hence, accordingly, and besides.

The hamburger has disappeared from the plate; indeed, it has completely vanished.

Use of the Semi-Colon in a Series With Internal Punctuation

The man, who related to us in nauseating detail the symptoms of his cold, left the office; he went to the hospital, which was closed; he travelled to the next city, which was miles off; his tire blew . . . 

The Semi-Colon and Parentheses

Where do you place a semi-colon when you are using parentheses? The semi-colon goes outside the brackets:

He dismissed the lazy employee [Marvin]; he hired a no-nonsense “get-the-job-done” woman instead.

It pays to memorize uses of the semi-colon so that your writing is correct and your meaning is clear.

The Article Doctor

• Proper Use of the Colon
• 10 Proofreading Tips: Polish Your Articles to Near Pefection

My house that has a fence all round it needs to be painted.

My house, which has a fence all round it, needs to be painted.

There is a difference between the two statements, however subtle. The first sentence specifies that only the house that has a fence all round it needs to be painted. I may have other houses that belong to me: I am saying nothing about them. I am specifying that only the house that has an enclosing fence should be painted. The phrase ‘that has a fence all round it’ is restrictive and is essential to the sentence.

The second sentence prefaces the ‘which’ with a comma; like a parenthesis, it provides supplemental information about ‘my house’. This nonrestrictive or non-defining clause could be deleted without altering the meaning of the sentence.

That, who, whom, whose, which, where, when, and why are called relative pronouns. They are used to introduce subordinate clauses that give information about the main clause.

The relative pronoun ‘that’ can be used only in defining/restrictive clauses. It can also be substituted for ‘who’ (referring to persons) or ‘which’ (referring to things).

Mahatma Gandhi was a great leader who lived in the early 20th century.

More examples of restrictive phrases:

The book that I borrowed from you is excellent.

This is the house that I built with great pride.

Parents who are not strict with their children only harm them.

The candidate who spent extravagantly lost the election.

It took me a while to get used to the new neighbors who had a dog that barked at all the passers-by.

When you use ‘which’ in a restrictive clause (without using commas), your computer may register its protest through wavy underlines, but using ‘which’ this way is not incorrect. Again, the sentence with ‘which’ is more formal than the one with ‘that’.

The hotel that makes the best biryani in town has been closed recently. – less formal

The hotel which makes the best biryani in town has been closed recently – more formal

Examples of non-restrictive elements (set off by commas, could be deleted):

My niece, wearing a yellow frock, is playing in the living room.

Mangoes, which are my favorite fruit, are available in plenty in summer.

My daughter, grinning from ear to ear, announced she is pregnant.

It is up to you, Monica Sappleton, to girdle up for the challenge.

She was, however, too determined to give up.