English Composition: Discussion and Paper

Writing Elements A Quick Guide to Grammar and Usage

Timothy P. Goss and Sabrina M. Goss

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Using this Guide

Before we get started, you should note that this guide is, in no way, a comprehensive exploration

of grammar and usage. Many guides are available that will provide a much richer and fuller

understanding of the components of language usage. Instead, this guide has been designed to

help you, in a quick and efficient way, avoid some of the more common errors people make in

their writing.

It is a good idea to review this entire guide several times until the information becomes second-

nature. Having a good grasp on the basic rules of grammar and usage will make a big difference

in how your writing will be received in your academic and professional careers. It may even help

your love life, but probably not really help you teach your dog how to say, “Fiddlesticks” (every

piece of writing has its limitations).

Enjoy this journey.

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Table of Contents

Clarity and Style:

1. Parts of Speech 3

2. Verbs and Verbals 4

3. Commonly Misused Words 5

4. Point of View: First, Second, and Third Person 6

5. Past and Present Tenses 6

6. Clichés 7

7. Sexist Language 7

8. Slang/Jargon 8

Grammar:

1. Subject/Verb Agreement 8

2. Pronoun-Antecedent Agreement 9

3. Sentence Fragments 9

4. Run-On Sentences 10

Punctuation:

1. Commas 11

2. Semicolons 12

Mechanics:

1. Abbreviations 12

2. Numbers 12

General Advice 13

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Parts of Speech

All words in the English language have a particular duty to perform in a sentence or clause.

These parts work in concert with one another to create meaning. We can look at the way words

work in a sentence by either their function or by their form or definition.

By Function:

1. Verbs: These words determine the action that is being related (all sentences/clauses must

do something).

2. Nouns and Pronouns: These words serve as the thing doing the action (subject), or the

thing having the action done to it (object).

3. Modifiers (Adjectives and Adverbs): These words describe another word to help

distinguish or clarify the meaning being related.

4. Prepositions: These words shows how one word or phrase relates to another

5. Articles: These words are connected to nouns and determine the vagueness of specificity

of the noun.

6. Conjunctions: These words join clauses together.

7. Interjections: These words serve to express strong emotion.

By Form or Definition:

1. Verb: An action word. For example: Speak, run, fight, asked, claimed, and rocked.

2. Noun: A part of speech that stands for a person, place, thing, or idea. For example:

Truck, house, loss, ring, air, and sandwich.

3. Pronoun: Takes the place of a noun. For example: I, he, she, we, it, they, them, and me.

4. Adjective: Provides information about, clarifies, or describes nouns, pronouns, or other

adjectives. For example: Beautiful, crazy, warm, brittle, awesome, and brown.

5. Adverb: Adverbs do very much the same thing as adjectives do except that they clarify

and describe verbs (note: almost all adverbs end in –ly). For example: Really, completely,

dangerously, imaginatively, productively, and honestly.

6. Preposition: These words shows how one word or phrase relates to another. For

example: Up, down, in, out, beneath, between, and behind.

7. Article: These words are connected to nouns and determine the vagueness of specificity

of the noun. There are only three articles in the English language, a, an, and the.

8. Conjunction: A word that joins two ideas within a sentence. These words fall under two

distinct categories, coordinate conjunctions, and subordinate conjunctions. The list of

these words are so small, we will include them all.

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Coordinate conjunctions: And, or, but, for, yet, so, nor.

Subordinate conjunctions: After, although, as, because, before, if, since, than,

that, though, unless, until, when, whether, while.

9. Interjections: These words serve to express strong emotion. For example: well, ouch,

hmmm, wow, or humbug. Swear words could also be categorized as interjections.

Of course, the complexity of these roles goes deeper than this, and the word list, with the

exception of articles and interjections, goes on and on. Still, it is important to understand that

developing a basic understanding of the way words function and interrelate with each other

can help to improve one’s writing.

Verbs and Verbals

All sentences in the English language have at least one verb and one subject (implied or stated).

While all areas of writing are important, many of the following grammar and usage topics we

will address in this guide depend on one’s ability to find the verb in a sentence.

While this sounds like an easy process, verbals, a verb form with a separate usage, can often be

confused as verbs.

Consider this example:

I walk backwards every chance I get.

We have two verbs in this sentence: walk and get. Yet, consider this sentence:

I get to walk backwards a lot.

How many verbs do we have now? We now only have the verb get. The word walk is now

joined with the word to as an infinitive (to walk) serving as a noun in the sentence.

There is an easy way to test the sentence to see what words are or are not verbs.

All verbs are tied directly to time. If we change the tense of the sentence, we easily find the

verb. Why? Because the verb is the only word that will change.

I get to walk backwards a lot. – Present tense

I got to walk backwards a lot. – Past tense

I walk backwards every chance I get. – Present tense

I walked backwards every chance I got. – Past tense

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Commonly Misused Words

affect, effect Affect, a verb, means to influence or change in some way. Effect, a noun,

refers to the result of circumstances or actions.

feel, fill Feel is a verb that means to sense or detect; fill is a verb referring to the

act of causing a container to be full.

it’s its It’s is a contraction of the clause “it is,” and its is the possessive form of it.

passed, past Passed means to have moved beyond a certain point; past refers to a

moment or era that has elapsed in time.

personal, personnel The adjective personal describes nouns that belong to particular

individuals. The noun personnel is used in reference to a specific group of

a company’s employees.

principal, principle Principal can be a noun or adjective, and it refers to the head of a group or

describes a noun’s rank or importance. Principle is a noun that refers to

an established law or rule of conduct.

quiet, quite The word quiet can be used as an adjective or noun, and it refers to a lack

of noise. Quite is a synonym for the word very.

than, then Than compares two words, but then tells when an action or event has

occurred.

their, there, they’re There, like the word to, refers to location, while their refers to ownership.

They're is a contraction of the words they are.

threw, through Threw is the past tense of the verb throw, which means to propel from

one’s hand in a sudden movement. Through is a preposition that refers to

spatial or temporal relationship.

two, too, to To is a preposition that defines direction; Too means either also, or it

refers to excess; Two is a number.

weather, whether Weather is the condition of the climate or atmosphere; whether is a

synonym for if.

you, your, you’re: Like they're, you're is a contraction; in this case, it combines the words

you are. Your, like their, refers to ownership. You is a second-person

pronoun used when the speaker is referring directly to the listener.

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Point of View: First, Second, and Third Person

Point of view or person describes the perspective of a piece of writing. In most academic writing,

third person is considered to be the most respectable, and in many of your academic

assignments, it will be the only one acceptable. First person is good for more informal methods

of communication like emails, personal letters, and so on. Second person should be reserved for

instruction only.

Remember that first person uses the pronouns I or we; second person, you; and third person, he,

she, it, one, or they.

To avoid confusion, select the point of view that works best for your writing and stay consistent.

(For formal essays, one should almost always write in third person.)

For example:

First person: I love to spend time with my pet donkey.

Second person: You love to spend time with your pet donkey.

Third person: She loves to spend time with her pet donkey.

Past and Present Tenses

Tense tells readers whether the event occurred in the past or is occurring presently. While there

are no hard, fast rules determining which tense to use, it is important that a writer use one tense

consistently throughout a piece of writing.

Chase, for instance, is an example of a present-tense verb, while chased is an example of a past-

tense verb. When verbs shift between past and present tense, readers can get confused. Any one

tense works well for most cases, but always stay consistent.

For example:

Wrong: I ask her what she was thinking.

Right: I asked her what she was thinking.

Right: I ask her what she is thinking.

Remember, the verb of the sentence determines what tense the sentence is in.

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Clichés

Clichés are phrases that have been used so often in our language that they lack originality and

specificity. Clichés you may know include “sick as a dog” or “head over heels” among dozens

of others. Clichés come naturally because they are familiar, but you should avoid them in formal

writing and stick to clear, original phrasing. Avoiding clichés will help your readers take your

writing much more seriously.

Sexist Language

In an academic environment, it is important that we avoid language that excludes certain groups

of people. We need to, whenever possible, avoid language that could be determined to

undermine or ignore individuals due to their race, religion, gender, political affiliation, sexual

preference, nationality, and so on. For the following example, we will focus on sexist language.

If we were to say:

An individual must inform his supervisor and mark the time on his time sheet when he

takes a break.

We certainly cannot assume that all people who wish to take a break are of one gender and not

the other.

A correct way to write this would be:

An individual must inform his or her supervisor and mark the time on his or her time

sheet when he or she takes a break.

Still, the correct option does seem a bit difficult to read. There are ways one can make this

sentence flow more easily without resorting to sexist language. Consider these options:

1. Pluralize the sentence:

Individuals must inform their supervisors and mark the time on their time

sheets if they take a break.

2. Change the sentence structure:

An individual who takes a break should inform his or her supervisor and mark

the time on the time sheet.

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Slang/Jargon

Slang is the very informal language we sometimes use with our close friends or family. Because

it is often specific to a community or group and because of its casual tone, slang should always

be avoided when writing formally. Remember, the language you use determines the way people

see you as a person.

Jargon is generally a way to speed up a conversation with others who are familiar with specific

terminology. This will limit one’s audience to only those in that specific group, and, like slang,

should be avoided in formal writing.

Wrong: I feel like my life began at ATI.

Right: I feel like my life began at the Army Training Institute.

Subject/Verb Agreement

We have said it before, but it is important we say it again: All sentences in the English language

have a verb and a subject. The verb identifies the action taking place while the subject identifies

what or whom is performing the action. It is important that we match plural subjects with plural

verbs and that we match singular subjects with singular verbs.

A present-tense verb should always agree with its subject in person (first, second, or third) and

number (singular or plural). For instance, you might say, “I walk, but he walks.” The subjects in

these examples (I and we, respectively) determine whether or not the verb ends in –s. It’s likely

that you intuitively know which verb form is correct when it’s clear which noun functions as the

verb’s subject, but longer sentences can be tricky.

First, you want to identify the sentence’s verb and then determine whom or what is performing

the action—that is the verb’s subject. Once you have identified both, it is easier to determine

whether or not the subject and verb work together.

Consider this sentence:

My friends, who never call unless they’re curious about my most recent financial

disaster, are visiting.

If we simplify the sentence by getting rid of the long description about the friends, we have this:

My friends are visiting.

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With the subject, friends, and its verb, are, right next to each other, it is clear that there is

subject/verb agreement in this sentence.

Pronoun-Antecedent Agreement

Pronouns stand in for nouns, and they consist of words like I, me, you, he, she, it, him, her, they,

and them. A pronoun’s antecedent is the noun to which the pronoun refers. It is important that

pronouns match their antecedents in number, meaning that either they must both be singular or

they must both be plural.

Consider this example:

The bird was locked in his cage.

The pronoun, his, refers back to the noun, bird. Bird is singular, so his is also singular.

Consider a second example:

The birds were locked in their cages.

In this example, the pronoun, their, refers back to birds, and both words are plural. These

sentences are correct grammatically.

Consider a final example:

The birds were locked in his cages.

Either this sentence is grammatically problematic, or these birds have sequestered themselves

inside habitats that do not belong to them.

Sentence Fragments

Sentence fragments are one of the most common errors in student writing. A sentence fragment

is either a sentence lacking a verb or a subject, or a subordinate clause that is not matched with

an independent clause. Does this sound confusing? It can be, but learning to avoid sentence

fragments is one of the easiest ways to improve the structure of one's writing.

A complete sentence has to do something (verb) and has to have someone or something perform

the action (subject). If a clause starts with subordinating conjunction such as after, although,

because, before, even though, if, since, than, that, though, unless, until, when, where, whether, or

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while, it is a subordinate clause and needs to be paired with another clause (an independent one)

to be complete.

Wrong: Because we were late to the party. My friend was angry.

Right: Because we were late to the party, my friend was angry.

Run-On Sentences

A run-on sentence is the grammatical opposite of a sentence fragment, and is just as common in

student writing. Run-on sentences occur when we join independent clauses without the correct

punctuation.

Run-on sentences take two forms: fused sentences and comma splices.

In a fused sentence, there is no punctuation between the two independent clauses, as in this

example:

I like ferrets they are stinky animals.

In a comma splice, the two independent clauses are separated only by a comma, as in this

example:

I like ferrets, they are stinky animals.

For independent clauses to appear side-by-side in a single sentence, you must join them either

with a comma and a coordinating conjunction (and, but, or, not, for, so, or yet) or with a

semicolon:

I like ferrets, but they are stinky animals.

You might also transform one of the independent clauses into a subordinate clause by beginning

it with a subordinating conjunction such as: after, although, because, before, even though, if,

since, than, that, though, unless, until, when, where, whether, or while. For example:

Although I like ferrets, they are stinky animals.

Another option is to divide the independent clauses into two separate sentences:

I like ferrets. They are stinky animals.

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Commas

Commas are used to indicate divisions between certain grammatical elements of a sentence. They

are, without a doubt, the most confusing and misused form of punctuation. Here are some rules

that might help:

1. Insert a comma before a coordinating conjunction that joins independent clauses:

I like to dance, and I also like to sing.

2. When a subordinate clause is followed by an independent clause, use a comma to join them:

Although I can’t sing well, I dance often.

3. When items appear in a series, insert a comma between each:

My dancing alarms my friends, coworkers, and neighbors.

4. Use a comma after a direct address:

Mr. Lipton, I apologize for breaking your lamp.

There are other grammatical elements that should be set off with commas, but these are among

the most common.

5. You should refrain from using commas between the subject and verb of a sentence, as in this flawed example:

Dance moves that require a lot of jumping, are my favorite.

6. You should also avoid using commas between two compound elements that are at first glance mistaken for two independent clauses, as in this incorrect sentence:

I danced my heart out, and then attended a group meeting.

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Semicolons

Semicolons are often misunderstood, but they don't typically alter the meaning in a clause like

some forms of punctuation. For this reason, writers tend to love them. Still, they often get

overused.

There are two official uses for the semicolon. The first use is to join two independent clauses,

and the second use is to divide a series of items that contain punctuation.

For example:

It’s not my fault that we’re late; you’re the one who wouldn’t get off the phone.

I enjoy sailing with my friends; watching movies, tasting wine, and shopping with my

family; and walking on the beach alone.

Abbreviations

We often use abbreviations in our personal and professional lives. So much so, that we forget

they can be confusing to others. In your writing, remember to cue your readers who may not

understand what you are trying to discuss.

Commonly used abbreviations are acceptable in formal writing. These include but are not

limited to personal titles such as Mr., Ms., Mrs., Jr., PhD, Rev., St., and Prof.

Acceptable abbreviations that are not titles of persons include a.m, p.m., No., $, AD, and BC.

When abbreviations are not commonly known, writing can become confusing.

Numbers

There are only two rules regarding numbers. Still, they are worth keeping an eye on.

1. Write out numbers nine and under unless the number includes a decimal.

2. Write out a number that is the first word of a sentence unless the number is too large, in

which case you should rework the sentence.

Wrong: My neighbor has 9 cats and fourteen dogs. 7 of the dogs are Rottweilers.

Right: My neighbor has nine cats and 14 dogs. Seven of the dogs are Rottweilers. Some

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General Advice

1. Consistency is key. Even if you do not follow the rules precisely, the way you do

structure and order your words should remain the same throughout the document you are

working with.

2. If an instructor marks you wrong for a particular error, take that error seriously so you

can fix it next time. If you are not sure how to fix it, ask your instructor for guidance or

visit the Writing Center.

3. Consistency is key. Some things just have to be said more than once.

© Grantham University 2012