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Sabtu, 01 November 2014

Passive and Active Voices


Verbs are also said to be either active (The executive committee approved the new policy) or passive (The new policy was approved by the executive committee) in voice. In the active voice, the subject and verb relationship is straightforward: the subject is a be-er or a do-er and the verb moves the sentence along. In the passive voice, the subject of the sentence is neither a do-er or a be-er, but is acted upon by some other agent or by something unnamed (The new policy was approved). Computerized grammar checkers can pick out a passive voice construction from miles away and ask you to revise it to a more active construction. There is nothing inherently wrong with the passive voice, but if you can say the same thing in the active mode, do so (see exceptions below). Your text will have more pizzazz as a result, since passive verb constructions tend to lie about in their pajamas and avoid actual work.
We find an overabundance of the passive voice in sentences created by self-protective business interests, magniloquent educators, and bombastic military writers (who must get weary of this accusation), who deviluse the passive voice to avoid responsibility for actions taken. Thus "Cigarette ads were designed to appeal especially to children" places the burden on the ads — as opposed to "We designed the cigarette ads to appeal especially to children," in which "we" accepts responsibility. At a White House press briefing we might hear that "The President was advised that certain members of Congress were being audited" rather than "The Head of the Internal Revenue service advised the President that her agency was auditing certain members of Congress" because the passive construction avoids responsibility for advising and for auditing. One further caution about the passive voice: we should not mix active and passive constructions in the same sentence: "The executive committee approved the new policy, and the calendar for next year's meetings was revised" should be recast as "The executive committee approved the new policy and revised the calendar for next year's meeting."
Take the quiz (below) as an exercise in recognizing and changing passive verbs.
angelThe passive voice does exist for a reason, however, and its presence is not always to be despised. The passive is particularly useful (even recommended) in two situations:
  • When it is more important to draw our attention to the person or thing acted upon: The unidentified victim was apparently struck during the early morning hours.
  • When the actor in the situation is not important: The aurora borealis can be observed in the early morning hours.
The passive voice is especially helpful (and even regarded as mandatory) in scientific or technical writing or lab reports, where the actor is not really important but the process or principle being described is of ultimate importance. Instead of writing "I poured 20 cc of acid into the beaker," we would write "Twenty cc of acid is/was poured into the beaker." The passive voice is also useful when describing, say, a mechanical process in which the details of process are much more important than anyone's taking responsibility for the action: "The first coat of primer paint is applied immediately after the acid rinse."
We use the passive voice to good effect in a paragraph in which we wish to shift emphasis from what was the object in a first sentence to what becomes the subject in subsequent sentences.
The executive committee approved an entirely new policy for dealing with academic suspension and withdrawal. The policy had been written by a subcommittee on student behavior. If students withdraw from course work before suspension can take effect, the policy states, a mark of "IW" . . . .
The paragraph is clearly about this new policy so it is appropriate that policy move from being the object in the first sentence to being the subject of the second sentence. The passive voice allows for this transition.†

Passive Verb Formation

The passive forms of a verb are created by combining a form of the "to be verb" with the past participle of the main verb. Other helping verbs are also sometimes present: "The measure could have been killed in committee." The passive can be used, also, in various tenses. Let's take a look at the passive forms of "design."
TenseSubjectAuxiliaryPast
Participle
SingularPlural
Present The car/cars is are designed.
Present perfectThe car/cars has been have been designed.
Past The car/cars was were designed.
Past perfect The car/cars had been had been designed.
Future The car/cars will be will be designed.
Future perfect The car/cars will have been will have been designed.
Present progressive The car/cars is being are being designed.
Past progressive The car/cars was being were being designed.
A sentence cast in the passive voice will not always include an agent of the action. For instance if a gorilla crushes a tin can, we could say "The tin can was crushed by the gorilla." But a perfectly good sentence would leave out the gorilla: "The tin can was crushed." Also, when an active sentence with an indirect object is recast in the passive, the indirect object can take on the role of subject in the passive sentence:

ActiveProfessor Villa gave Jorge an A.
PassiveAn A was given to Jorge by Professor Villa.
PassiveJorge was given an A.
Only transitive verbs (those that take objects) can be transformed into passive constructions. Furthermore, active sentences containing certain verbs cannot be transformed into passive structures. To have is the most important of these verbs. We can say "He has a new car," but we cannot say "A new car is had by him." We can say "Josefina lacked finesse," but we cannot say "Finesse was lacked." Here is a brief list of such verbs*:
resemble look like equal agree with
mean contain hold comprise
lack suit fit become

Verbals in Passive Structures

Verbals or verb forms can also take on features of the passive voice. An infinitive phrase in the passive voice, for instance, can perform various functions within a sentence (just like the active forms of the infinitive).
  • Subject: To be elected by my peers is a great honor.
  • Object: That child really likes to be read to by her mother.
  • Modifier: Grasso was the first woman to be elected governor in her own right.
The same is true of passive gerunds.
  • Subject: Being elected by my peers was a great thrill.
  • Object: I really don't like being lectured to by my boss.
  • Object of preposition: I am so tired of being lectured to by my boss.
With passive participles, part of the passive construction is often omitted, the result being a simple modifying participial phrase.
  • [Having been] designed for off-road performance, the Pathseeker does not always behave well on paved highways.

Degrees of Comparison

Comparison can be made using the three forms of the adjective.

COMPARISON OF ADJECTIVES

Adjective is a word and it qualifies a noun. It gives more information about the noun.

eg. The lion is a strong animal. Rita is a beautiful girl.
Adjectives are of three degrees. (1) Positive (2) Comparative (3) Superlative


The Positive degree denotes the mere existence of quality.


eg. David is a rich man.

The Comparative degree is used to compare two persons or things having the same quality.


eg. Cancel is more dreadful than cholera.

The Superlative degree is used when more than two persons or things are compared. It is singles one from all the rest.


eg. Mount Everest is the highest peak in the world. Study the following models.
PositiveComparativeSuperlative
Very few boys in the class are as tall as John.John is taller than any other boys in the class.John is the tallest boy in the class.
John is taller than most other boys in the class.John is one of the tallest boy in the class.
Adjective and Adverbs have three degrees, Positive, Comparative and Superlative.

Positive Degree :

The Pasitive Degree is used to denote the mere existence of quality.
The Positive Degree of an adjective in comparison is the adjective in its simple form. It is used to denote the mere existence of some quality of what we speak about. It is used when no comparison is made.

  • It is a tall building.
  • Apple is sweet to taste.

Comparative Degree

The Comparative Degree is used to compare the qualities of two persons or things.
The Comparative Degree denotes the existence of a higher degree of the quality than the positive. It is used when two things (or two sets of things) are compared.
  • This building is taller than any other building.
  • Apple is sweeter than pear.

Superlative Degree

The Superlative Degree denotes the existence of the highest degree of the quality. It is used when more than two things are compared.
  • This is the tallest building.
  • Apple is the sweetest fruit.
The Superlative Degree is used when more than two nouns or things are compared.
  • Johnsy is kind (Positive Degree)
  • Johnsy is kinder than Rosy (Comparative Degree)
  • Johnsy is the kindest of all (Superlative Degree)

Question Tag

Question tags

Question tags are the short questions that we put on the end of sentences – particularly in spoken English. There are lots of different question tags but the rules are not difficult to learn.

Positive/negative

If the main part of the sentence is positive, the question tag is negative ….
  • He’s a doctor, isn’t he?
  • You work in a bank, don’t you?
... and if the main part of the sentence is negative, the question tag is positive.
  • You haven’t met him, have you?
  • She isn’t coming, is she?
With auxiliary verbs

The question tag uses the same verb as the main part of the sentence. If this is an auxiliary verb (‘have’, ‘be’) then the question tag is made with the auxiliary verb.
  • They’ve gone away for a few days, haven’t they?
  • They weren’t here, were they?
  • He had met him before, hadn’t he?
  • This isn’t working, is it?
Without auxiliary verbs

If the main part of the sentence doesn’t have an auxiliary verb, the question tag uses an appropriate form of ‘do’.
  • I said that, didn’t I?
  • You don’t recognise me, do you?
  • She eats meat, doesn’t she?
With modal verbs

If there is a modal verb in the main part of the sentence the question tag uses the same modal verb.
  • They couldn’t hear me, could they?
  • You won’t tell anyone, will you?
With ‘I am’

Be careful with question tags with sentences that start ‘I am’. The question tag for ‘I am’ is ‘aren’t I?’
  • I’m the fastest, aren’t I?
Intonation

Question tags can either be ‘real’ questions where you want to know the answer or simply asking for agreement when we already know the answer.

If the question tag is a real question we use rising intonation. Our tone of voice rises.
If we already know the answer we use falling intonation. Our tone of voice falls.

Indefinite Pronoun

An indefinite pronoun does not refer to any specific person, thing or amount. It is vague and "not definite". Some typical indefinite pronouns are:
  • all, another, any, anybody/anyone, anything, each, everybody/everyone, everything, few, many, nobody, none, one, several, some, somebody/someone
Note that many indefinite pronouns also function as other parts of speech. Look at "another" in the following sentences:
  • He has one job in the day and another at night. (pronoun)
  • I'd like another drink, please. (adjective)
Most indefinite pronouns are either singular or plural. However, some of them can be singular in one context and plural in another. The most common indefinite pronouns are listed below, with examples, as singular, plural or singular/plural.
That's Not My Job!
This is a story about four people named Everybody, Somebody, Anybody and Nobody.
Notice that a singular pronoun takes a singular verb AND that any personal pronoun should also agree (in number and gender). Look at these examples:
  • Each of the players has a doctor.
  • I met two girls. One has given me her phone number.
Similarly, plural pronouns need plural agreement:
  • Many have expressed their views.
pronoun meaning example
singular
another an additional or different person or thing That ice-cream was good. Can I have another?
anybody/anyone no matter what person Can anyone answer this question?
anything no matter what thing The doctor needs to know if you have eaten anything in the last two hours.
each every one of two or more people or things, seen separately Each has his own thoughts.
either one or the other of two people or things Do you want tea or coffee? / I don't mind. Either is good for me.
enough as much or as many as needed Enough is enough.
everybody/everyone all people We can start the meeting because everybody has arrived.
everything all things They have no house or possessions. They lost everything in the earthquake.
less a smaller amount "Less is more" (Mies van der Rohe)
little a small amount Little is known about his early life.
much a large amount Much has happend since we met.
neither not one and not the other of two people or things I keep telling Jack and Jill but neither believes me.
nobody/no-one no person I phoned many times but nobody answered.
nothing no single thing, not anything If you don't know the answer it's best to say nothing.
one an unidentified person Can one smoke here? | All the students arrived but now one is missing.
other a different person or thing from one already mentioned One was tall and the other was short.
somebody/someone an unspecified or unknown person Clearly somebody murdered him. It was not suicide.
something an unspecified or unknown thing Listen! I just heard something! What could it be?
you an unidentified person (informal) And you can see why.
plural
both two people or things, seen together John likes coffee but not tea. I think both are good.
few a small number of people or things Few have ever disobeyed him and lived.
fewer a reduced number of people or things Fewer are smoking these days.
many a large number of people or things Many have come already.
others other people; not us I'm sure that others have tried before us.
several more than two but not many They all complained and several left the meeting.
they people in general (informal) They say that vegetables are good for you.
singular or plural
all the whole quantity of something or of some things or people All is forgiven.
All have arrived.
any no matter how much or how many Is any left?
Are any coming?
more a greater quantity of something; a greater number of people or things There is more over there.
More are coming.
most the majority; nearly all Most is lost.
Most have refused.
none not any; no person or persons They fixed the water so why is none coming out of the tap?
I invited five friends but none have come.*
some an unspecified quantity of something; an unspecified number of people or things Here is some.
Some have arrived.
such of the type already mentioned He was a foreigner and he felt that he was treated as such.
* Some people say that "none" should always take a singular verb, even when talking about countable nouns (eg five friends). They argue that "none" means "no one", and "one" is obviously singular. They say that "I invited five friends but none has come" is correct and "I invited five friends but none have come" is incorrect. Historically and grammatically there is little to support this view. "None" has been used for hundreds of years with both a singular and a plural verb, according to the context and the emphasis required.

Conjuction

Definition

Some words are satisfied spending an evening at home, alone, eating ice-cream right out of the box, watching Seinfeld re-runs on TV, or reading a good book. Others aren't happy unless they're out on the town, mixing it up with other words; they're joiners and they just can't help themselves. A conjunction is a joiner, a word that connects (conjoins) parts of a sentence.

Coordinating Conjunctions

The simple, little conjunctions are called coordinating conjunctions (you can click on the words to see specific descriptions of each one):
Coordinating Conjunctions
and but or yet for nor so

(It may help you remember these conjunctions by recalling that they all have fewer than four letters. Also, remember the acronym FANBOYS: For-And-Nor-But-Or-Yet-So. Be careful of the words then and now; neither is a coordinating conjunction, so what we say about coordinating conjunctions' roles in a sentence and punctuation does not apply to those two words.)
conjunction
Click on "Conjunction Junction" to read and hear Bob Dorough's "Conjunction Junction" (from Scholastic Rock, 1973).
Schoolhouse Rock® and its characters and ABCother elements are trademarks and service marks of American Broadcasting Companies, Inc. Used with permission.
When a coordinating conjunction connects two independent clauses, it is often (but not always) accompanied by a comma:
  • Ulysses wants to play for UConn, but he has had trouble meeting the academic requirements.
When the two independent clauses connected by a coordinating conjunction are nicely balanced or brief, many writers will omit the comma:
  • Ulysses has a great jump shot but he isn't quick on his feet.
The comma is always correct when used to separate two independent clauses connected by a coordinating conjunction. See Punctuation Between Two Independent Clauses for further help.
A comma is also correct when and is used to attach the last item of a serial list, although many writers (especially in newspapers) will omit that final comma:
  • Ulysses spent his summer studying basic math, writing, and reading comprehension.
When a coordinating conjunction is used to connect all the elements in a series, a comma is not used:
  • Presbyterians and Methodists and Baptists are the prevalent Protestant congregations in Oklahoma.
A comma is also used with but when expressing a contrast:
  • This is a useful rule, but difficult to remember.
In most of their other roles as joiners (other than joining independent clauses, that is), coordinating conjunctions can join two sentence elements without the help of a comma.
  • Hemingway and Fitzgerald are among the American expatriates of the between-the-wars era.
  • Hemingway was renowned for his clear style and his insights into American notions of male identity.
  • It is hard to say whether Hemingway or Fitzgerald is the more interesting cultural icon of his day.
  • Although Hemingway is sometimes disparaged for his unpleasant portrayal of women and for his glorification of machismo, we nonetheless find some sympathetic, even heroic, female figures in his novels and short stories.

Beginning a Sentence with And or But

A frequently asked question about conjunctions is whether and or but can be used at the beginning of a sentence. This is what R.W. Burchfield has to say about this use of and:
There is a persistent belief that it is improper to begin a sentence with And, but this prohibition has been cheerfully ignored by standard authors from Anglo-Saxon times onwards. An initial And is a useful aid to writers as the narrative continues.
from The New Fowler's Modern English Usage
edited by R.W. Burchfield. Clarendon Press: Oxford, England. 1996.
Used with the permission of Oxford University Press.
The same is true with the conjunction but. A sentence beginning with and or but will tend to draw attention to itself and its transitional function. Writers should examine such sentences with two questions in mind: (1) would the sentence and paragraph function just as well without the initial conjunction? (2) should the sentence in question be connected to the previous sentence? If the initial conjunction still seems appropriate, use it.
Among the coordinating conjunctions, the most common, of course, are and, but, and or. It might be helpful to explore the uses of these three little words. The examples below by no means exhaust the possible meanings of these conjunctions.
AND
  1. To suggest that one idea is chronologically sequential to another: "Tashonda sent in her applications and waited by the phone for a response."
  2. To suggest that one idea is the result of another: "Willie heard the weather report and promptly boarded up his house."
  3. To suggest that one idea is in contrast to another (frequently replaced by but in this usage): "Juanita is brilliant and Shalimar has a pleasant personality.
  4. To suggest an element of surprise (sometimes replaced by yet in this usage): "Hartford is a rich city and suffers from many symptoms of urban blight."
  5. To suggest that one clause is dependent upon another, conditionally (usually the first clause is an imperative): "Use your credit cards frequently and you'll soon find yourself deep in debt." top
  6. To suggest a kind of "comment" on the first clause: "Charlie became addicted to gambling — and that surprised no one who knew him."

BUT
  1. To suggest a contrast that is unexpected in light of the first clause: "Joey lost a fortune in the stock market, but he still seems able to live quite comfortably."
  2. To suggest in an affirmative sense what the first part of the sentence implied in a negative way (sometimes replaced by on the contrary): "The club never invested foolishly, but used the services of a sage investment counselor."
  3. To connect two ideas with the meaning of "with the exception of" (and then the second word takes over as subject): "Everybody but Goldenbreath is trying out for the team."
OR
  1. To suggest that only one possibility can be realized, excluding one or the other: "You can study hard for this exam or you can fail."
  2. To suggest the inclusive combination of alternatives: "We can broil chicken on the grill tonight, or we can just eat leftovers.
  3. To suggest a refinement of the first clause: "Smith College is the premier all-women's college in the country, or so it seems to most Smith College alumnae."
  4. To suggest a restatement or "correction" of the first part of the sentence: "There are no rattlesnakes in this canyon, or so our guide tells us."
  5. To suggest a negative condition: "The New Hampshire state motto is the rather grim "Live free or die." top
  6. To suggest a negative alternative without the use of an imperative (see use of and above): "They must approve his political style or they wouldn't keep electing him mayor."
Authority used for this section on the uses of and, but, and or: A University Grammar of English by Randolph Quirk and Sidney Greenbaum. Longman Group: Essex, England. 1993. Used with permission. Examples our own.
The Others . . .
The conjunction NOR is not extinct, but it is not used nearly as often as the other conjunctions, so it might feel a bit odd when nor does come up in conversation or writing. Its most common use is as the little brother in the correlative pair, neither-nor (see below):
  • He is neither sane nor brilliant.
  • That is neither what I said nor what I meant.
>It can be used with other negative expressions:
  • That is not what I meant to say, nor should you interpret my statement as an admission of guilt.
It is possible to use nor without a preceding negative element, but it is unusual and, to an extent, rather stuffy:
  • George's handshake is as good as any written contract, nor has he ever proven untrustworthy.
The word YET functions sometimes as an adverb and has several meanings: in addition ("yet another cause of trouble" or "a simple yet noble woman"), even ("yet more expensive"), still ("he is yet a novice"), eventually ("they may yet win"), and so soon as now ("he's not here yet"). It also functions as a coordinating conjunction meaning something like "nevertheless" or "but." The word yet seems to carry an element of distinctiveness that but can seldom register.
  • John plays basketball well, yet his favorite sport is badminton.
  • The visitors complained loudly about the heat, yet they continued to play golf every day.
In sentences such as the second one, above, the pronoun subject of the second clause ("they," in this case) is often left out. When that happens, the comma preceding the conjunction might also disappear: "The visitors complained loudly yet continued to play golf every day."
Yet is sometimes combined with other conjunctions, but or and. It would not be unusual to see and yet in sentences like the ones above. This usage is acceptable.
The word FOR is most often used as a preposition, of course, but it does serve, on rare occasions, as a coordinating conjunction. Some people regard the conjunction for as rather highfalutin and literary, and it does tend to add a bit of weightiness to the text. Beginning a sentence with the conjunction "for" is probably not a good idea, except when you're singing "For he's a jolly good fellow. "For" has serious sequential implications and in its use the order of thoughts is more important than it is, say, with because or since. Its function is to introduce the reason for the preceding clause:
  • John thought he had a good chance to get the job, for his father was on the company's board of trustees.
  • Most of the visitors were happy just sitting around in the shade, for it had been a long, dusty journey on the train.
Be careful of the conjunction SO. Sometimes it can connect two independent clauses along with a comma, but sometimes it can't. For instance, in this sentence,
  • Soto is not the only Olympic athlete in his family, so are his brother, sister, and his Uncle Chet.
where the word so means "as well" or "in addition," most careful writers would use a semicolon between the two independent clauses. In the following sentence, where so is acting like a minor-league "therefore," the conjunction and the comma are adequate to the task:
  • Soto has always been nervous in large gatherings, so it is no surprise that he avoids crowds of his adoring fans.
Sometimes, at the beginning of a sentence, so will act as a kind of summing up device or transition, and when it does, it is often set off from the rest of the sentence with a comma:
  • So, the sheriff peremptorily removed the child from the custody of his parents.

The Case of Then and Than

Than & Then
In some parts of the United States, we are told, then and than not only look alike, they sound alike. Like a teacher with twins in her classroom, you need to be able to distinguish between these two words; otherwise, they'll become mischievous. They are often used and they should be used for the right purposes.

Than is used to make comparisons. In the sentence "Piggy would rather be rescued then stay on the island," we have employed the wrong word because a comparison is being made between Piggy's two choices; we need than instead. In the sentence, "Other than Pincher Martin, Golding did not write another popular novel," the adverbial construction "other than" helps us make an implied comparison; this usage is perfectly acceptable in the United States but careful writers in the UK try to avoid it (Burchfield).
Generally, the only question about than arises when we have to decide whether the word is being used as a conjunction or as a preposition. If it's a preposition (and Merriam-Webster's dictionary provides for this usage), then the word that follows it should be in the object form.
  • He's taller and somewhat more handsome than me.
  • Just because you look like him doesn't mean you can play better than him.
Most careful writers, however, will insist that than be used as a conjunction; it's as if part of the clause introduced by than has been left out:
  • He's taller and somewhat more handsome than I [am handsome].
  • You can play better than he [can play].
In formal, academic text, you should probably use than as a conjunction and follow it with the subject form of a pronoun (where a pronoun is appropriate).
Then is a conjunction, but it is not one of the little conjunctions listed at the top of this page. We can use the FANBOYS conjunctions to connect two independent clauses; usually, they will be accompanied (preceded) by a comma. Too many students think that then works the same way: "Caesar invaded Gaul, then he turned his attention to England." You can tell the difference between then and a coordinating conjunction by trying to move the word around in the sentence. We can write "he then turned his attention to England"; "he turned his attention, then, to England"; he turned his attention to England then." The word can move around within the clause. Try that with a conjunction, and you will quickly see that the conjunction cannot move around. "Caesar invaded Gaul, and then he turned his attention to England." The word and is stuck exactly there and cannot move like then, which is more like an adverbial conjunction (or conjunctive adverb — see below) than a coordinating conjunction. Our original sentence in this paragraph — "Caesar invaded Gaul, then he turned his attention to England" — is a comma splice, a faulty sentence construction in which a comma tries to hold together two independent clauses all by itself: the comma needs a coordinating conjunction to help out, and the word then simply doesn't work that way.

Subordinating Conjunctions

A Subordinating Conjunction (sometimes called a dependent word or subordinator) comes at the beginning of a Subordinate (or Dependent) Clause and establishes the relationship between the dependent clause and the rest of the sentence. It also turns the clause into something that depends on the rest of the sentence for its meaning.
  • He took to the stage as though he had been preparing for this moment all his life.
  • Because he loved acting, he refused to give up his dream of being in the movies.
  • Unless we act now, all is lost.
Notice that some of the subordinating conjunctions in the table below — after, before, since — are also prepositions, but as subordinators they are being used to introduce a clause and to subordinate the following clause to the independent element in the sentence.

Common Subordinating Conjunctions

after
although
as
as if
as long as
as though
because
before
even if
even though
if
if only
in order that
now that
once
rather than
since
so that
than
that
though
till
unless
until
when
whenever
where
whereas
wherever
while

The Case of Like and As

Strictly speaking, the word like is a preposition, not a conjunction. It can, therefore, be used to introduce a prepositional phrase ("My brother is tall like my father"), but it should not be used to introduce a clause ("My brother can't play the piano like as he did before the accident" or "It looks like as if basketball is quickly overtaking baseball as America's national sport."). To introduce a clause, it's a good idea to use as, as though, or as if, instead.
  • Like As I told you earlier, the lecture has been postponed.
  • It looks like as if it's going to snow this afternoon.
  • Johnson kept looking out the window like as though he had someone waiting for him.
In formal, academic text, it's a good idea to reserve the use of like for situations in which similarities are being pointed out:
  • This community college is like a two-year liberal arts college.
However, when you are listing things that have similarities, such as is probably more suitable:
  • The college has several highly regarded neighbors, like such as the Mark Twain House, St. Francis Hospital, the Connecticut Historical Society, and the UConn Law School.

Omitting That

The word that is used as a conjunction to connect a subordinate clause to a preceding verb. In this construction that is sometimes called the "expletive that." Indeed, the word is often omitted to good effect, but the very fact of easy omission causes some editors to take out the red pen and strike out the conjunction that wherever it appears. In the following sentences, we can happily omit the that (or keep it, depending on how the sentence sounds to us):
  • Isabel knew [that] she was about to be fired.
  • She definitely felt [that] her fellow employees hadn't supported her.
  • I hope [that] she doesn't blame me.
Sometimes omitting the that creates a break in the flow of a sentence, a break that can be adequately bridged with the use of a comma:
  • The problem is, that production in her department has dropped.
  • Remember, that we didn't have these problems before she started working here.
As a general rule, if the sentence feels just as good without the that, if no ambiguity results from its omission, if the sentence is more efficient or elegant without it, then we can safely omit the that. Theodore Bernstein lists three conditions in which we should maintain the conjunction that:
  • When a time element intervenes between the verb and the clause: "The boss said yesterday that production in this department was down fifty percent." (Notice the position of "yesterday.")
  • When the verb of the clause is long delayed: "Our annual report revealed that some losses sustained by this department in the third quarter of last year were worse than previously thought." (Notice the distance between the subject "losses" and its verb, "were.")
  • When a second that can clear up who said or did what: "The CEO said that Isabel's department was slacking off and that production dropped precipitously in the fourth quarter." (Did the CEO say that production dropped or was the drop a result of what he said about Isabel's department? The second that makes the sentence clear.)
Authority for this section: Dos, Don'ts & Maybes of English Usage by Theodore Bernstein. Gramercy Books: New York. 1999. p. 217. Examples our own.


Beginning a Sentence with Because

Somehow, the notion that one should not begin a sentence with the subordinating conjunction because retains a mysterious grip on people's sense of writing proprieties. This might come about because a sentence that begins with because could well end up a fragment if one is not careful to follow up the "because clause" with an independent clause.
  • Because e-mail now plays such a huge role in our communications industry.
When the "because clause" is properly subordinated to another idea (regardless of the position of the clause in the sentence), there is absolutely nothing wrong with it:
  • Because e-mail now plays such a huge role in our communications industry, the postal service would very much like to see it taxed in some manner.

Correlative Conjunctions

Some conjunctions combine with other words to form what are called correlative conjunctions. They always travel in pairs, joining various sentence elements that should be treated as grammatically equal.
  • She led the team not only in statistics but also by virtue of her enthusiasm.
  • Polonius said, "Neither a borrower nor a lender be."
  • Whether you win this race or lose it doesn't matter as long as you do your best.
Correlative conjunctions sometimes create problems in parallel form. Click HERE for help with those problems. Here is a brief list of common correlative conjunctions.

both . . . and
not only . . . but also
not . . . but
either . . . or
neither . . . nor
whether . . . or
as . . . as

Conjunctive Adverbs

The conjunctive adverbs such as however, moreover, nevertheless, consequently, as a result are used to create complex relationships between ideas. Refer to the section on Coherence: Transitions Between Ideas for an extensive list of conjunctive adverbs categorized according to their various uses and for some advice on their application within sentences (including punctuation issues).

Elliptical Construction

An elliptical construction is one in which a word or phrase implied by context is omitted from a sentence, usually because it is a repetition of a preceding word or phrase. The three principal types of elliptical construction, with the omitted text enclosed in brackets, follow:
Noun ellipsis: “I went swimming, and John went [swimming], too.”
Verb ellipsis: “She favors romantic comedies, and Jane [favors] musicals.”
Verb-phrase ellipsis: “He went for a walk, but they didn’t [go for a walk].”
In a sentence in which repeated elements recur in more than one clause, a comma marks the elision of these words or phrases, and the clauses are separated by semicolons: “Igneous rock is formed from the cooling and solidification of magma of lava; sedimentary, from sedimentation of surface and underwater material; and metamorphic, from heat or pressure action on igneous, sedimentary, or another metamorphic type of rock.”
In simpler sentences, you may omit the comma if you also replace a semicolon with a conjunction: “Molten rock is called magma in its subterranean form and lava during and after eruption.”
But if you retain the semicolon, retain the marker comma as well: “Molten rock is called magma in its subterranean form; lava, during and after eruption.”
Elliptical construction is particularly useful when listing statistics: “In 2010, he hit fifty-five home runs; in 2009, thirty-seven; and in 2008, forty-six,” or “In the school election, Tom received 345 votes and Tina 322.”
Proper ellipsis in sentences spoken by different people varies: When John says, “Mary graduated,” Jane can simply reply, “She did?” rather than echoing, “She did graduate?” or “Did she graduate?” But if John says, “Mary graduated with honors,” Jane can’t respond, “Jim with highest honors.”
When a verb form is omitted in one of two instances, its repetition, not its original appearance, should be omitted: “My sister has never gone mountain climbing, and never will,” not “My sister has never and will never go mountain climbing.” (“My sister has never . . . go” is ungrammatical.)
When using an elliptical construction that in its full form would employ the comparative terms as and than, do not omit the first instance of the terms before the conjunction: “Golden eagles are as large as and just as majestic as bald eagles,” not “Golden eagles are as large and just as majestic as bald eagles.” Similarly, do not omit than: “Coyotes are smaller than but just as impressive as wolves,” not “Coyotes are smaller but just as impressive as wolves.”
To test for grammatical soundness, temporarily omit the phrase including the conjunction and the comparative up to the object: “Golden eagles are as large . . . bald eagles” and “Coyotes are smaller . . . wolves” are ungrammatical.
Also, be sure to omit only the words not essential for clarity: “The bus doesn’t go to or return from the city,” not “The bus doesn’t go or return from the city.”

Tenses


tense Affirmative/Negative/Question Use Signal Words
Simple Present A: He speaks.
N: He does not speak.
Q: Does he speak?
  • action in the present taking place once, never or several times
  • facts
  • actions taking place one after another
  • action set by a timetable or schedule
always, every …, never, normally, often, seldom, sometimes, usually
if sentences type I (If I talk, …)
Present Progressive A: He is speaking.
N: He is not speaking.
Q: Is he speaking?
  • action taking place in the moment of speaking
  • action taking place only for a limited period of time
  • action arranged for the future
at the moment, just, just now, Listen!, Look!, now, right now
Simple Past A: He spoke.
N: He did not speak.
Q: Did he speak?
  • action in the past taking place once, never or several times
  • actions taking place one after another
  • action taking place in the middle of another action
yesterday, 2 minutes ago, in 1990, the other day, last Friday
if sentence type II (If I talked, …)
Past Progressive A: He was speaking.
N: He was not speaking.
Q: Was he speaking?
  • action going on at a certain time in the past
  • actions taking place at the same time
  • action in the past that is interrupted by another action
when, while, as long as
Present Perfect Simple A: He has spoken.
N: He has not spoken.
Q: Has he spoken?
  • putting emphasis on the result
  • action that is still going on
  • action that stopped recently
  • finished action that has an influence on the present
  • action that has taken place once, never or several times before the moment of speaking
already, ever, just, never, not yet, so far, till now, up to now
Present Perfect Progressive A: He has been speaking.
N: He has not been speaking.
Q: Has he been speaking?
  • putting emphasis on the course or duration (not the result)
  • action that recently stopped or is still going on
  • finished action that influenced the present
all day, for 4 years, since 1993, how long?, the whole week
Past Perfect Simple A: He had spoken.
N: He had not spoken.
Q: Had he spoken?
  • action taking place before a certain time in the past
  • sometimes interchangeable with past perfect progressive
  • putting emphasis only on the fact (not the duration)
already, just, never, not yet, once, until that day
if sentence type III (If I had talked, …)
Past Perfect Progressive A: He had been speaking.
N: He had not been speaking.
Q: Had he been speaking?
  • action taking place before a certain time in the past
  • sometimes interchangeable with past perfect simple
  • putting emphasis on the duration or course of an action
for, since, the whole day, all day
Future I Simple A: He will speak.
N: He will not speak.
Q: Will he speak?
  • action in the future that cannot be influenced
  • spontaneous decision
  • assumption with regard to the future
in a year, next …, tomorrow
If-Satz Typ I (If you ask her, she will help you.)
assumption: I think, probably, perhaps
Future I Simple (going to)
A: He is going to speak.
N: He is not going to speak.
Q: Is he going to speak?
  • decision made for the future
  • conclusion with regard to the future
in one year, next week, tomorrow
Future I Progressive A: He will be speaking.
N: He will not be speaking.
Q: Will he be speaking?
  • action that is going on at a certain time in the future
  • action that is sure to happen in the near future
in one year, next week, tomorrow
Future II Simple A: He will have spoken.
N: He will not have spoken.
Q: Will he have spoken?
  • action that will be finished at a certain time in the future
by Monday, in a week
Future II Progressive A: He will have been speaking.
N: He will not have been speaking.
Q: Will he have been speaking?
  • action taking place before a certain time in the future
  • putting emphasis on the course of an action
for …, the last couple of hours, all day long
Conditional I Simple A: He would speak.
N: He would not speak.
Q: Would he speak?
  • action that might take place
if sentences type II
(If I were you, I would go home.)
Conditional I Progressive A: He would be speaking.
N: He would not be speaking.
Q: Would he be speaking?
  • action that might take place
  • putting emphasis on the course / duration of the action
 
Conditional II Simple A: He would have spoken.
N: He would not have spoken.
Q: Would he have spoken?
  • action that might have taken place in the past
if sentences type III
(If I had seen that, I would have helped.)
Conditional II Progressive A: He would have been speaking.
N: He would not have been speaking.
Q: Would he have been speaking?
  • action that might have taken place in the past
  • puts emphasis on the course / duration of the action