Grammar-licious: Making Grammar Fun - June

Further versus Farther

Are you challenged to know which is right when you have to choose between further and farther? If so, hopefully I can help by the end of this post.

If something is physically distanced from you, it is “farther” away. Key off far, or the “a” to remind you of “area” (physical distance).

Whereas, when an object is figuratively or metaphorically distanced, it is “further.” You can use the “u” to remind you of “understanding” (metaphorical distance, ‘further’ your point).

I find examples to be the best teacher, so here we go.

Correct:
Before we go any further, are there any questions?

How much farther is the resort?

The couple hopes stock prices go further into the green before the end of the year.

She could see better the farther she walked toward the edge of the forest.

He didn’t allow any further discussion on the topic after the bell rang.

She ran farther than anyone thought possible.

I hope she will further her education with college after high school.


There are always exceptions, right? Here you go.

The two words are used interchangeably quite often, but if the usage isn’t referring to a physical distance, you’re safe with further.

I’m further/farther along with the class assignment than you are.

I like finding ways to remember the ‘rules’ and hope you can find something helpful. It’s my hope the monthly grammar techniques and usage examples will make grammar a lot less frightening and potentially enjoyable (can you imagine?) for you.

If you have grammar topics you’d like to see covered, please leave a comment or email me!

And that wraps up this lesson. I have one further item to add.

This month’s recommended grammar book is: A Grammar Book for You and I (Oops, Me) - C. Edward Good

BIO: Lisa J. Jackson (aka Lisa Haselton) is a self-employed writer and editor. Stop by her site at http://lisajjackson.com, or follow her on twitter for twice-a-week ‘Edible Grammar Bites’ at http://twitter.com/LisaJJackson.

Grammar-licious: Making Grammar Fun - May

As an editor, I see a lot of issues with ellipsis and em-dash usage, so I thought it would be a good topic to touch upon. The ellipsis is used to indicate a pause in speech or missing text. The em-dash is used to indicate an interruption in speech or to emphasize a phrase.

An ellipsis is used to show missing text within quoted material, or a pause within a character’s dialogue. The ellipsis is always three dots: “…”. Always three, not two, four, five; three. Style guidelines vary. Some people prefer an ending period if the ellipsis is at the end of a sentence, other guidelines are satisfied with no final period.

A little history of the em-dash: in the day of the typewriter, an em-dash was represented by double hyphens amounting to the width of a capital “M” from the keyboard. With computers, you can format or insert an em-dash easily and it’s used to indicate an interruption within dialogue, or to emphasize a certain phrase. There is never a space before or after an em-dash.

Examples are always helpful, so here there come.

(1) Ellipsis and em-dash in dialogue:
“Peter, please, what I meant was…”
“What? What did you mean?”

Compare the above to this:
“Peter, please, what I meant was—”
“I don’t want to hear your excuses. It’s too late.”

Can you see how the first example is the first speaker trailing off and the second example has the first speaker being cut off?

(2) Ellipsis and em-dash as pauses/breaks:
There it was again…that subtle, but creepy scratching.
There it was again—that loud, terrifying scratching.

(3) Ellipses are great for slowing the reader down within narrative: “They gazed innocently into each other’s eyes until hesitantly…gently…they shared their first kiss.”

Within documentation, ellipses are handy for shortening long text. Use the ellipsis to show missing words, whether only a few, or several, even a few sentences. For instance, you find parts of the Gettysburg Address handy for making a point. Use an ellipsis to remove words or phrases you don’t want the reader to focus on.

Special Note #1: A colon can sometimes be used instead of an em-dash. A colon announces to the reader that something special is coming along. The em-dash does the same, but is more dramatic.

Special Note #2: A hyphen can not be used in place of an em-dash. A hyphen has its own special use to be talked about in a later column.


This month’s recommended grammar book is: The Only Grammar Book You'll Ever Need by Susan Thurman and Larry Shea.


I like finding ways to remember the ‘rules’ and hope you can find something helpful. It’s my hope the monthly grammar techniques and usage examples will make grammar a lot less frightening and potentially enjoyable (can you imagine?) for you.

If you have grammar topics you’d like to see covered, please leave a comment or email me!

(originally published in The TWC Spotlight for May, 2009)

Grammar-licious: Making Grammar Fun - April

As with any Grammar-licious blog post, you will find several examples included below, but what makes this article particularly fun is that it is all about examples, specifically the when, where, and how surrounding i.e. and e.g.

There is a difference between the two abbreviations. It’s the similarity that causes the confusion. Let’s get to it, shall we?

In everyday conversation, most of us will say “that is” or “for example.” Yet in writing, many of us prefer to use the abbreviations i.e. or e.g. The test is: which abbreviation matches which phrase?

We now need to break for some Latin language lessons. (I did that for the alliteration.)

i.e. comes from the Latin phrase id est, meaning “that is”. You use i.e. when restating or expanding upon the idea. i.e. is used to give a specific, clarifying example, or more than one, but they are specific.

e.g. comes from the Latin phrase exempli gratia, meaning “for example”. e.g. is used when utilizing an open-ended list of examples.

Real world examples:
I love something sweet, i.e., ice cream, after dinner.
I love chocolate candies, e.g., Hershey kisses, Dove bars, and Ghirardelli squares.

My grandmother enjoys playing social card games, i.e., bridge and gin rummy.
My grandfather enjoys playing solo card games, e.g., solitaire.

Susan plays with her sister, i.e., Paula, every day after school.
Susan loves when her cousins, e.g., Robert, Sheila, and Mark, visit at Christmas.

If everything makes sense now, wonderful! If it’s not quick clicking, read on.

How about thinking of i.e. as “in effect” or “in essence”, or use the ‘i’ and go with “in other words”? And for e.g., think of “example given” or key off the ‘e’ and remember ‘example’, as in ‘for example’. Of course, if you remember the trick for one of the abbreviations, you will probably know when to use the other.

Bonus tip #1 - since e.g. represents a partial list, it is redundant to use etc. at the end of any list following the e.g.

Bonus tip #2 – always use periods after each letter in the abbreviation AND use a comma after the full abbreviation

The best rule to follow, if you want to avoid errors, is to not use either abbreviation in your writing. Simply use “for example” or “that is” and you’ll be fine.


This month’s recommended grammar book is: Essential English Grammar by Philip Gucker.


I like finding ways to remember the ‘rules’ and hope you can find something helpful. It’s my hope the monthly grammar techniques and usage examples will make grammar a lot less frightening and potentially enjoyable (can you imagine?) for you.

If you have grammar topics you’d like to see covered, please leave a comment or email me!

(originally published in The TWC Spotlight for March,2009)

Grammar-licious: Making Grammar Fun - March

I’m skipping the introduction this month. If you’re curious about previous grammar columns please check out the blog archives.

The introduction is being skipped this month. The blog archives can be checked for previous grammar columns.

You’ve probably just done a double take. The first two paragraphs are similar. Other than being repetitious, can you pick out which of the two paragraphs above contains active voice? Which one moves you right along? Which one has you yawning?

This month we’re investigating the difference between active voice and passive voice. It’s common to hear the rule ‘avoid passive voice.’ If you’re a writer, it’s a good rule to follow if you want to keep your reader engaged. There are times, however, when passive voice is fine. Really. Read on.

Active voice is dynamic and the ‘doer’ of the action is obvious. Passive voice is, well, laid back and can leave questions in the reader’s mind as to who is doing what. The time to use passive voice is when you want to emphasize results and not necessarily who achieved those results.

Check out the following examples and see what you think (passive is listed first).

The ball was kicked.
Jim kicked the soccer ball.

The bus was driven by Mr. Smith.
Mr. Smith drove the empty bus into a house.

The project was managed effectively.
Ted and his team brought the project in under budget and ahead of schedule.

The computer was repaired.
I fixed my computer.


The following are examples of where you may find passive voice to be the preferred voice:

My advice was followed.
My students followed my advice.

The water was heated to 195 degrees.
Tom heated the water to 195 degrees.

The grocery store was robbed.
Unknown persons robbed the grocery store.

The overall rule for choosing active or passive is to use what best says what you mean.


This month’s recommended grammar book is: The Blue Book of Grammar and Punctuation by Jane Straus.


I like finding ways to remember the ‘rules’ and hope you can find something helpful. It’s my hope the monthly grammar techniques and usage examples will make grammar a lot less frightening and potentially enjoyable (can you imagine?) for you.

If you have grammar topics you’d like to see covered, please leave a comment or email me!

(originally published in The TWC Spotlight for February,2009)

Grammar-licious: Making Grammar Fun - February

Let's talk about gerunds, those identifiable words with –ing tails. The recipe for a gerund is simple: take a verb, attach –ing and then use it as a noun. Baking is not required. Did you catch that? Baking is not required. A gerund is born!

How simple was that? And that’s all there is to it. Okay, well, not so much. The rule is: every gerund ends in –ing, but not every word that ends in –ing is a gerund.

A gerund always functions as a noun, so you’ll find them as subjects, objects, and subject complements.

Examples are always great, with some details, so here you go:

As the object of a preposition:
Before brushing her teeth, she washed her face.
After reading the details, he could make a decision.

Object of a verb:
She loves playing in the mud.
He enjoys climbing up the tree.

Subject of a verb:
Writing is difficult.
Winning is fun.
Since she was four, dancing has been her passion.

Subject complement with a linking verb:
Her complaints were making him crazy.
His favorite hobby is drawing landscapes.

After a preposition (a verb after a preposition must be a gerund):
Please water the plant before leaving.
Wash your hands before eating.
We are sharing information about writing.

This month’s recommended grammar book is: The Deluxe Transitive Vampire: A Handbook of Grammar for the Innocent, the Eager, and the Doomed by Karen Elizabeth Gordon.


I like finding ways to remember the ‘rules’ and hope you can find something helpful. It’s my hope the monthly grammar techniques and usage examples will make grammar a lot less frightening and potentially enjoyable (can you imagine?) for you.

If you have grammar topics you’d like to see covered, please leave a comment or email me!

(originally published in The TWC Spotlight for December,2008)

Grammar-licious: Making Grammar Fun - January

Let’s dive into the pond with the less/fewer differences. Less is used with mass nouns and fewer is used with count nouns.

A mass noun, also considered an ‘amount word’, is something that is measured in bulk – clutter, water, snow, milk, syrup, etc. A count noun, also a ‘number word’, is something you can count – books, pens, cards, paperclips, oranges, etc.

Examples to follow:

There are ____ kids in class than on the roster.
Can you count kids? Yes. Use fewer.

There was _____ snow this year than last year, so the kids had _____ snow days to make up.
Can you count snow? No. Use less. Can you count days? Yes. Use fewer.

Try these:

____ grapes to eat [Can you count them? Yes.]

____ flour to bake with [Refers to bulk as written. Cups of flour can be counted.]

____ frozen meals to thaw [Can you count them? Yes.]

____ tomatoes to slice [Can you count them? Yes.]

____ orange juice [Refers to bulk as written. Cups of juice can be counted.]

____ coffee to make [Refers to bulk as written. Cups of coffee can be counted.]

____ cups of lemonade [Can you count them? Yes.]

____ water in the lake [Refers to bulk as written. Gallons of water can be counted.]

____ fish for dinner [Can you count them? Yes.]

____ clutter on the table [Refers to bulk as written. Piles of clutter can be counted.]


Exceptions. There are always exceptions, aren’t there? Even though you can count hours, dollars, and miles, you want to use less.

Examples:
We traveled less than twenty miles.
The reception lasted less than two hours.
We made an investment of less than a hundred dollars.

If you refer to individual units, then use fewer. Example: I have fewer than six state quarters.

You know how there’s usually a lane at the grocery store with the sign “10 items or less”? It sounds better than “10 items or fewer”, doesn’t it? “Less” is grammatically wrong because you can count items.

So, the general rule is: if you can count something, use fewer; if you can’t count it, use less.


This month’s recommended grammar book is: Grammar Girl’s Quick and Dirty Tips for Better Writing by Mignon Fogarty


I like finding ways to remember the ‘rules’ and hope you can find something helpful. It’s my hope the monthly grammar techniques and usage examples will make grammar a lot less frightening and potentially enjoyable (can you imagine?) for you.

If you have grammar topics you’d like to see covered, please leave a comment or contact me!

(originally published in TWC Spotlight for November, 2008)

Grammar-licious: Making Grammar Fun - December

Good/well confuses the best of us, even though the word choice is about usage. All we need to know is that good is an adjective and well is an adverb. There, that was simple. We just plug in ‘good’ when we need an adjective (to describe a noun or pronoun) and ‘well’ when in need of an adverb (to describe a verb). Easy, right? No? How about some examples?

Spot is a good dog. (adjective describing subject ‘dog’)
Break down the sentence: Spot is a dog. What kind of dog? (adjective) dog.

She trained Spot well. (adverb describing the verb ‘trained’)
Break down the sentence: She trained Spot. How (adverb) did she train him?

This is a good sandwich. (adjective describing subject ‘sandwich’)
Break down the sentence: This is a sandwich. What kind of sandwich? (adjective) sandwich.

I can’t taste the sandwich well because I have a cold. (adverb describing verb ‘taste’)
Break down the sentence: I can taste the sandwich. How (adverb) can I taste the sandwich?
[less confusing to make it into a positive statement]

If it’s still confusing, try substituting “healthy” or “in a good manner” and if either fits, then so will “well.”

Follow these examples.

The coffee tasted well/good this morning.
The word supports the subject, ‘the coffee’s taste’, therefore, an adjective.
Correct: The coffee tasted good this morning.
(Maybe the coffee can taste ‘healthy’, but that isn’t what is meant.)

The batter is looking well/good.
The word supports the subject ‘batter’, therefore, an adjective.
Correct: The batter is looking good.
(Sure the better can look ‘healthy’, but that isn’t what is meant.)

She skates well/good.
The word supports the verb ‘skates’, therefore, an adverb;“in a good manner” also works.
Correct: She skates well.

I don’t feel very good/well.
The word supports the verb ‘feel’, therefore, an adverb; “healthy” also works.
I don’t feel very well.

He did a good/well job.
The word supports the noun ‘job’, therefore, an adjective.
He did a good job.

She did the job good/well.
The word supports the verb ‘did’, therefore, an adverb; “in a good manner” also works.
She did the job well.


This month’s recommended grammar book is: English Grammar for Dummies by Geraldine Woods.


I like finding ways to remember the ‘rules’ and hope you can find something helpful. It’s my hope the monthly grammar techniques and usage examples will make grammar a lot less frightening and potentially enjoyable (can you imagine?) for you.

If you have grammar topics you’d like to see covered, please leave a comment or contact me!


(originally published in TWC Spotlight for September, 2008)

Grammar-licious: Making Grammar Fun - November

Let’s chat about the who/whom conundrum. It’s common to find “whom” in formal speech and writing, and “who” in informal speech and writing, but let’s take a step toward using each term correctly.

The best trick I’ve found is that when deciding between ‘who’ and ‘whom’, reword the clause using ‘he’ or ‘him’. If ‘he’ is appropriate, then ‘who’ will be the correct word; likewise, if ‘him’ fits, then ‘whom’ is correct. (Note: You can use ‘she’ and ‘her’, but by using he/him, you can key off the ‘m’ in ‘him’ and know to use ‘whom’.)

Follow these examples.

I met the writer who/whom wrote this story.
Reworded: The writer wrote this story. He wrote this story.
Correct usage: I met the writer who wrote this story.

She is the kind of person who/whom I admire.
Reworded: I admire him.
Correct usage: She is the kind of person whom I admire.

Give the gift to whoever/whomever is standing at the back door.
Reworded: He is standing at the back door.
Correct usage: Give the gift to whoever is standing at the back door.

Give the gift to whoever/whomever you find at the back door.
Reworded: You will find him at the back door.
Correct usage: Give the gift to whomever you find at the back door.

The play is about a girl who/whom wants to become an anthropologist.
Reworded: The girl wants to become an anthropologist. He wants to become an anthropologist.
Correct usage: The play is about a girl who wants to become an anthropologist.

Have you met the employee who/whom Mrs. Sniffles hired?
Reworded: Mrs. Sniffles hired him.
Correct usage: Have you met the employee whom Mrs. Sniffles hired?

The waiter who/whom you spoke to no longer works there.
Reworded: You spoke to him.
Correct usage: The waiter whom you spoke to no longer works there.

To who/whom it may concern.
Reworded: It may concern him.
Correct usage: To whom it may concern.

Who/Whom needs a ride to school?
Reworded: He needs a ride to school.
Correct usage: Who needs a ride to school?

Who/Whom did Sheila hire to replace me?
Reworded: Sheila hired him.
Correct usage: Whom did Sheila hire to replace me?

Do you know who/whom will speak at the writer’s conference?
Reworded: He will speak at the conference.
Correct usage: Do you know who will speak at the writer’s conference?

Oh my, who/whom can I trust with all this money?
Reworded: I can trust him.
Correct usage: Oh my, whom can I trust with all this money?


This month’s recommended grammar book is: Painless Grammar by Rebecca Elliott, Ph.D.


I like finding ways to remember the ‘rules’ and hope you can find something helpful. It’s my hope the monthly grammar techniques and usage examples will make grammar a lot less frightening and potentially enjoyable (can you imagine?) for you.

If you have grammar topics you’d like to see covered, please leave a comment or contact me!

(originally published in TWC Spotlight for August, 2008)

Grammar-licious: Making Grammar Fun - October

That versus Which

Anyone have troubles knowing when to use “that” and when to use “which”? Anyone? Okay, I see one person nodding.

This month’s grammar-liciously easy grammar topic is knowing when it’s appropriate to use “that” versus “which.” It’s all fun, trust me.

That starts a clause or a phrase that is important to the meaning of the sentence. It is restrictive.

Which starts a clause or a phrase that is not essential to understanding the meaning of the sentence. It is nonrestrictive. A phrase or a clause starting with which always follows a comma. If you can insert “by the way” to the sentence and it still means what you want, then which is correct.

Examples are the best teacher, so here we go.

Correct:
The camera that I want for my anniversary is purple.
My camera, which needs batteries, is purple.

Both sentences are correct. Can you see the difference in the usage? The first sentence has a that phrase integral to the meaning. The second sentence has a which by the way phrase that adds additional information to the sentence, but adds nothing to the overall meaning. “which needs batteries” can be removed and the sentence still means what you intend.

Incorrect:
The subject, that she is almost failing, is social studies.
“that she is almost failing” is essential to the meaning of the sentence and should not be offset with commas
Correct:
The subject that she is almost failing is social studies.

Each of the following is correct – do you notice the differences in that/which usage?
The dog lapped up the water that was put down.
She gave the dog some water, which by the way he quickly lapped up.

He rode his bike in a race that exceeded fifty miles.
He rode his bike in a race, which by the way stretched over 90 miles.

The ice cream truck that comes every day is pink.
The ice cream truck, which by the way plays annoying music, comes twice a day.

Note #1: Not all that’s start a restrictive clause or phrase
Note #2: If you come across a which, mentally insert by the way, and if the meaning remains the same, make sure there’s a comma in front of the phrase. If the meaning gets jumbled after adding by the way, you most likely want that.

This month’s recommended grammar book is: The Grammar Bible by Michael Strumpf and Auriel Douglas