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+
+*** START OF THE PROJECT GUTENBERG EBOOK 75117 ***
+
+
+
+
+
+
+ WRITING AND REWRITING
+
+ BY
+ GEORGE CARVER
+ WILLIAM S. MAULSBY
+ THOMAS A. KNOTT
+ THE UNIVERSITY OF IOWA
+
+ [Illustration]
+
+ NEW YORK
+ HARCOURT, BRACE AND COMPANY
+
+ COPYRIGHT, 1923, BY
+ HARCOURT, BRACE AND COMPANY, INC.
+
+ PRINTED IN THE U.S.A.
+
+
+
+
+ TO
+ THE MEMORY OF
+ J. SCOTT CLARK
+
+
+
+
+CONTENTS
+
+
+ CHAPTER PAGE
+
+ INDEX TO ADMONITIONS ix
+
+ I. WHY LEARN TO WRITE 1
+
+ II. HOW TO WRITE 7
+
+ III. IDEAS FOR COMPOSITIONS 12
+
+ IV. THE WHOLE COMPOSITION 17
+
+ V. THE PARAGRAPH 31
+
+ VI. GRAMMAR 42
+
+ VII. SENTENCE CORRECTNESS 58
+
+ VIII. SENTENCE CLEARNESS 88
+
+ IX. SENTENCE VIGOR 100
+
+ X. WORDS 114
+
+ XI. SPELLING 132
+
+ XII. PUNCTUATION 139
+
+ XIII. MECHANICS 151
+
+
+
+
+TO INSTRUCTORS
+
+
+_Writing and Rewriting_ is based on the conviction that college freshmen
+can be taught to see and to correct their own errors and faults.
+
+Criticism by means of marginal numbers, referring to pieces of advice
+in a rhetoric or a manual, has long been utilized to economize the
+instructor’s time. It has not been generally realized, however, that
+this method, which requires the student to inspect and rewrite a faulty
+sentence in the light of an illustration in his book, is successful
+also in teaching him to rewrite faulty sentences before he submits his
+manuscript to his instructor.
+
+The best device to encourage the student in self-correction is the
+preliminary copy or rough draft. This may be written rapidly in pencil on
+theme paper or on scratch paper, with lines far apart to leave room for
+modifications. After this is written the student should read it with his
+eyes open for the appearance of his pet blunders, and should do his own
+rewriting. If the rough draft is submitted with the finished copy, the
+instructor can discover whether the student is endeavoring to correct his
+own faults.
+
+The best way to use _Writing and Rewriting_ in class is to copy the
+faulty passages or to clip and paste them on cards. In class the student,
+using only the slip, may then be required to write the correct version on
+the blackboard, later reciting and specifying the fault, or the principle
+of style which is violated.
+
+In colleges where the marginal numbering of errors and faults is
+supplemented by personal conferences, the swiftest improvement will
+be found to follow the practice of requiring the student, before the
+conference, to copy his faulty passages on a new sheet of theme paper, to
+copy also the admonition indicated by the marginal number, and to rewrite
+each passage in accordance with the admonition. A file of these sheets
+will reveal whether the student is improving or standing still.
+
+_Writing and Rewriting_ has several relatively novel features. Chapters
+IV and V make it possible to criticize by marginal numbers the most
+common violations of the principles of the whole composition and of the
+paragraph. Although the admonitions criticize faults, the book contains
+few “don’ts.” Instead, the advice given is positive, constructive, and
+concrete. Each number refers to only a single fault. Few admonitions
+fill more than two lines of type. It has thus been possible to insert a
+criticism of every fundamental fault found in freshman themes. Probably
+every number ought to be used at least once in every hundred themes. The
+division of sentence criticisms into chapters on Correctness, Clearness,
+and Vigor is logical and obvious. The numbering of admonitions is not
+consecutive, but a new hundred begins with each chapter as a help in
+more quickly locating the number desired. Additional copies of the index
+to the admonitions will be furnished free on request to instructors who
+wish to paste it on a sheet of cardboard to facilitate their work in
+criticizing themes. The list of suggestions for subjects is a compilation
+of the practices of many successful teachers.
+
+
+
+
+INDEX TO ADMONITIONS
+
+
+ The Whole Composition
+
+ 100. Opening devices
+
+ 101. Point of view
+
+ 102. What to include
+
+ 103. Distraction
+
+ 104. Serious tone
+
+ 105. Light tone
+
+ 106. Sequence
+
+ 107. Chronological order
+
+ 108. Position
+
+ 109. Abstract to concrete
+
+ 110. Summary to detail
+
+ 111. Important to less so
+
+ 112. Familiar to unfamiliar
+
+ 113. Climax
+
+ 114. Welding
+
+ 115. Connectives
+
+ 116. Repetition
+
+ 117. Recapitulation
+
+ 118. Division
+
+ 119. Space emphasis
+
+ 120. Place emphasis
+
+ 121. Conclusion
+
+ 122. Title
+
+ 123. Plan
+
+ 124. Revision by plan
+
+ 125. Practice
+
+ The Paragraph
+
+ 200. Indention
+
+ 201. Partly blank line
+
+ 202. No indention
+
+ 203. Conversation
+
+ 204. Combination
+
+ 205. Separation
+
+ 206. Violent break
+
+ 207. Irrelevant ideas
+
+ 208. Topic sentence
+
+ 209. Arrangement
+
+ 210. Connectives
+
+ 211. Linking
+
+ 212. Shift in number
+
+ 213. Shift in person
+
+ 214. Shift in tense
+
+ 215. Shift in voice
+
+ 216. Shift in mood
+
+ 217. Place emphasis
+
+ 218. Space emphasis
+
+ 219. Practice
+
+ Sentence Correctness Case
+
+ 300. Subject in nominative
+
+ 301. _Who_ as subject
+
+ 302. _Who_ as subject after verb
+
+ 303. Predicate nominative
+
+ 304. Pronoun in apposition
+
+ 305. Pronoun after _as_, _than_
+
+ 306. Possessive with gerund
+
+ 307. “Neuter” nouns not in possessive
+
+ 308. Objective case
+
+ 309. Objective with infinitive
+
+ 310. Objective after infinitive
+
+ Agreement
+
+ 311. _This kind_
+
+ 312. Pronoun with antecedent
+
+ 313. Verb with subject
+
+ 314. Verb with _each_, _none_
+
+ 315. Compound subject
+
+ 316. Nouns with _or_
+
+ 317. Collective nouns
+
+ 318. Incorrect attraction
+
+ 319. _There is_, _there are_
+
+ 320. _Besides_, _with_
+
+ 321. Nearer of two nouns
+
+ 322. _Who_, _which_
+
+ 323. Not with predicated noun
+
+ 324. _Don’t_
+
+ 325. Past and past participle
+
+ 326. Correct principal parts
+
+ 327. _Lie-lay_, _sit-set_, _rise-raise_
+
+ Shall and Will
+
+ 328. _Shall_ and _will_
+
+ 329. _Should_ and _would_
+
+ 330. Questions
+
+ 331. Determination
+
+ 332. Parallel tenses
+
+ 333. Universal present
+
+ 334. Subordinate clause
+
+ 335. Infinitive
+
+ 336. Adverb of time
+
+ 337. Contrary to fact subjunctive
+
+ 338. _Have_, not _of_
+
+ 339. _Had ought_
+
+ Fragments
+
+ 340. Fragments
+
+ 341. Phrases
+
+ 342. Participial phrases
+
+ 343. Clauses
+
+ 344. Part of compound subject
+
+ 345. Part of compound predicate
+
+ Incomplete Constructions
+
+ 346. Unfinished construction
+
+ 347. Give verb subject
+
+ 348. Insert word
+
+ 349. Insert material
+
+ 350. Elements without construction
+
+ 351. Insert _that_ after _say_, _feel_
+
+ 352. Insert _that of_
+
+ 353. Insert _as_ after positive adjective
+
+ 354. Insert _much_ after _very_
+
+ 355. Repeat verb
+
+ 356. Repeat auxiliary
+
+ 357. Repeat _is_, _was_
+
+ 358. Repeat verb after auxiliaries
+
+ Inaccurate Constructions
+
+ 359. Correct conjunction
+
+ 360. Insert transitional element
+
+ 361. Shifted construction
+
+ 362. _One of the most_
+
+ 363. Exact predication
+
+ 364. Idiomatic verb
+
+ 365. Idiomatic preposition
+
+ 366. Different preposition
+
+ 367. Idiom
+
+ 368. Awkwardness
+
+ 369. _Is where_, _is when_
+
+ 370. _Is because_
+
+ 371. _The fact that_
+
+ 372. _Due to_, _owing to_
+
+ 373. _Because of_, _on account of_
+
+ 374. Omit _and_
+
+ 375. Omit irrelevancy
+
+ 376. Redundant _that_
+
+ 377. Change participial phrase
+
+ 378. _Of_-phrase with verbal noun
+
+ 379. _Of_-phrase with abstract verbal noun
+
+ 380. Separate main clauses
+
+ 381. Join elements with _and_
+
+ 382. Join clauses with _and_
+
+ 383. Modifiers together
+
+ 384. Double negative
+
+ 385. _Or_, not _nor_
+
+ 386. _Not hardly_
+
+ 387. Adverb, not adjective
+
+ 388. Predicated adjectives
+
+ 389. _Who_, _which_, _that_
+
+ Sentence Clearness
+
+ 400. Obvious antecedent
+
+ 401. Position of pronoun
+
+ 402. Ambiguous antecedent in indirect discourse
+
+ 403. Antecedent in parentheses
+
+ 404. Repeat distant noun
+
+ 405. Unemphatic antecedent
+
+ 406. Place of _only_, etc.
+
+ 407. Place of negative
+
+ 408. Use of correlatives
+
+ 409. Place of correlatives
+
+ 410. Place of subordinate clause
+
+ 411. Place of relative clause
+
+ 412. Confused verbs
+
+ 413. Place of modifiers
+
+ 414. Co-ordinate modifiers
+
+ 415. Participial phrases
+
+ 416. Participle with _thus_
+
+ 417. Participle with conjunction
+
+ 418. Adjective _due_
+
+ 419. Gerund prepositional phrase
+
+ 420. Repeat subordinating conjunction
+
+ 421. Repeat auxiliary verbs
+
+ 422. Repeat _to_ with the infinitive
+
+ 423. Repeat preposition with object
+
+ 424. Repeat article with noun
+
+ 425. Repeat possessive with noun
+
+ 426. Parallel structure
+
+ 427. Summarizing word
+
+ 428. Use of _and_
+
+ 429. Use of _but_
+
+ 430. Comparative degree
+
+ 431. Superlative degree
+
+ 432. Shift in person
+
+ 433. Shift in number
+
+ 434. Shift in tense
+
+ 435. Shift in mood
+
+ 436. Shift in voice
+
+ Sentence Vigor
+
+ 500. Isolate
+
+ 501. Separate
+
+ 502. Condense
+
+ 503. Combine
+
+ 504. Vary structure
+
+ 505. Vary beginning
+
+ 506. Vary length
+
+ 507. Loose to periodic
+
+ 508. Striking ending
+
+ 509. Climax
+
+ 510. Emphatic position
+
+ 511. Group related elements
+
+ 512. Main ideas
+
+ 513. Subordinate ideas
+
+ 514. Simplicity
+
+ 515. Far-fetched synonyms
+
+ 516. Concreteness
+
+ 517. Parallel structure
+
+ 518. Repeat for emphasis
+
+ 519. Monotonous repetition
+
+ 520. Tautology
+
+ 521. Pleonasm
+
+ 522. Word in double sense
+
+ 523. Consistent metaphors
+
+ 524. Incongruous metaphors
+
+ 525. Rhythm
+
+ 526. Balanced sentence
+
+ 527. Vivid predicate
+
+ 528. Unemphatic passive voice
+
+ 529. Awkward absolute phrase
+
+ 530. Successive subordinations
+
+ 531. Successive _but_ and _for_ clauses
+
+ Words
+
+ 600. See dictionary
+
+ 601. Words almost alike
+
+ 602. Exactness
+
+ 603. New words
+
+ 604. Verbs as nouns
+
+ 605. Slang
+
+ 606. Harmony
+
+ 607. Poetical words
+
+ 608. Hackneyed expressions
+
+ 609. Pretentious expressions
+
+ 610. Contractions
+
+ 611. Editorial _we_
+
+ 612. Simple pronouns
+
+ 613. Speaking of husband or wife
+
+ 614. Illiterate usage
+
+ 615. Reputable words
+
+ 616. Present words
+
+ 617. National words
+
+ 618. Plural abstract nouns
+
+ Spelling
+
+ 700. Doubling consonants
+
+ 701. Single consonants
+
+ 702. Final silent _-e_
+
+ 703. _-ce_ and _-ge_
+
+ 704. Single consonant after double vowel
+
+ 705. CEI
+
+ 706. EI as _ī_ and as _ā_
+
+ 707. IE
+
+ 708. Plurals in vowel and _-y_
+
+ 709. Verbs in vowel and _-y_
+
+ 710. Plurals in consonants and _-y_
+
+ 711. Plurals in _-ves_
+
+ 712. Foreign plurals
+
+ 713. _Don’t_, _won’t_, _can’t_
+
+ 714. _It’s_
+
+ 715. _Its_, _yours_, _hers_
+
+ 716. Spelling list
+
+ Punctuation
+
+ Use period after:
+
+ 800. Declarative and imperative sentences
+
+ 801. Abbreviations
+
+ No period after:
+
+ 802. Incomplete sentence elements
+
+ Use question mark after:
+
+ 803. Direct questions
+
+ 804. Doubtful expressions
+
+ No question mark after:
+
+ 805. Indirect questions
+
+ Use exclamation point after:
+
+ 806. Exclamatory expressions
+
+ Use commas with:
+
+ 807. Co-ordinate clauses with _and_ or _but_
+
+ 808. Conjunction _for_
+
+ 809. Parallel clauses
+
+ 810. Dependent clause preceding
+
+ 811. Descriptive clauses
+
+ 812. Interchangeable adjectives
+
+ 813. Words, phrases, clauses in series
+
+ 814. _And_ in a series
+
+ 815. Confused elements
+
+ 816. Names in direct address
+
+ 817. Appositives
+
+ 818. Geographical names
+
+ 819. Dates
+
+ 820. Absolute phrases
+
+ 821. Interjections and parenthetical expressions
+
+ 822. Direct quotations
+
+ Never use a comma:
+
+ 823. Between noun and its adjective
+
+ 824. Around limiting clauses or phrases
+
+ 825. With series of non-interchangeable adjectives
+
+ 826. To indicate a pause
+
+ 827. Before _that_ in indirect discourse
+
+ 828. Between unjoined main clauses
+
+ Use a semicolon between:
+
+ 829. Unjoined main clauses
+
+ 830. Clauses joined by _however_, etc.
+
+ 831. Long or complicated clauses
+
+ Never use a semicolon:
+
+ 832. Between clauses not co-ordinate
+
+ 833. After salutation in a letter
+
+ Use a colon to introduce:
+
+ 834. Formal list of words, etc.
+
+ Use a hyphen with:
+
+ 835. Fractions or numbers less than 100
+
+ 836. Titles of two or more words
+
+ 837. Divided words
+
+ 838. Compound adjectives
+
+ 839. Prefixes like _co-_ etc.
+
+ Use a dash with:
+
+ 840. Broken thought
+
+ 841. Informal parenthetical material
+
+ 842. Summarizing expressions
+
+ Never use a dash:
+
+ 843. Instead of a period
+
+ 844. Instead of a comma
+
+ Use quotation marks with:
+
+ 845. Direct discourse
+
+ 846. Borrowed material
+
+ 847. Quotation of more than one paragraph
+
+ 848. Quotation within quotation
+
+ 849. Quotation within second quotation
+
+ 850. Quotation ending with comma or period
+
+ Never use quotation marks with:
+
+ 851. Names of books, etc.
+
+ Use an apostrophe:
+
+ 852. In contractions
+
+ 853. With singular possessives
+
+ 854. With plural possessives
+
+ Never use an apostrophe:
+
+ 855. With possessive pronouns
+
+ Use parentheses to inclose:
+
+ 856. Material foreign to unit of composition
+
+ 857. Confirmatory figures
+
+ Never use parentheses to inclose:
+
+ 858. Cancelled words
+
+ Use brackets to inclose:
+
+ 859. Explanatory material in quotation
+
+ 860. Practice
+
+ Mechanics
+
+ 900. One side of paper
+
+ 901. Place of title
+
+ 902. Blank second line
+
+ 903. Write legibly
+
+ 904. Number pages
+
+ 905. Spacing
+
+ 906. Divided words
+
+ 907. Place of hyphen
+
+ 908. Margins
+
+ 909. Indention
+
+ 910. Below last line
+
+ 911. Underscoring
+
+ 912. Underscoring for emphasis
+
+ 913. To indicate footnote
+
+ 914. Place of footnote
+
+ 915. No abbreviation
+
+ Capitalization
+
+ 916. Proper nouns and pronouns
+
+ 917. First word in sentence
+
+ 918. First word in line of verse
+
+ 919. Direct quotation
+
+ 920. Names of social bodies, etc.
+
+ 921. Reference to Deity
+
+ 922. _I_ and _O_
+
+ 923. Titles of books, etc.
+
+ 924. Titles with names
+
+ 925. Names of months, etc.
+
+ Figures
+
+ 926. Word double numbers
+
+ 927. Word sums in double numbers
+
+ 928. Number sums in dollars and cents
+
+ 929. Word sums less than one dollar
+
+ 930. Word numbers as names
+
+ 931. Beginning with figures
+
+ 932. Sums as adjectives
+
+ Letters
+
+ 933. Letter heading
+
+ 934. Business letter salutation
+
+ 935. Personal letter salutation
+
+ 936. Close of business letter
+
+ 937. Close of personal letter
+
+ 938. Envelope address
+
+ 939. Punctuation of address
+
+ 940. Formal note
+
+ 941. Signature
+
+
+
+
+WRITING AND REWRITING
+
+
+
+
+CHAPTER I
+
+WHY LEARN TO WRITE
+
+
+The four main reasons for learning to write are:
+
+1. Writing is one of the best ways to make other persons think or feel as
+you do.
+
+2. Every educated person is judged frequently and severely by the
+correctness and skill displayed in his writing.
+
+3. The more you learn about writing the more you will enjoy reading.
+
+4. Good writing gives pleasure, not only to the reader but also to the
+writer.
+
+ * * * * *
+
+1. The ability to write clearly and convincingly will be of great help
+to you after you leave college. Whatever your field of activity, your
+ultimate success will depend in some degree on your ability to make other
+persons think or feel as you do. Writing is one of the best ways to
+attain this end.
+
+Many professional men and women find that success depends not only on
+their knowledge, but even more on the skill and clearness with which
+they can present their knowledge. Lawyers write briefs and arguments.
+Judges write opinions. Clergymen write sermons. Teachers, doctors, and
+engineers get their new ideas before members of their professions by
+writing papers for publications of various kinds. The results of their
+experiments and researches are almost invariably presented to their
+colleagues in writing.
+
+To attain eminence in one of the learned professions it is necessary for
+a man’s colleagues to think highly of his professional knowledge and
+attainments. It is not always possible for the leaders in your profession
+to know you personally, but if you can write they soon know what manner
+of man you are. The scholarly articles that a young professional man gets
+printed correspond to the home runs that are knocked by a bush league
+baseball player, but there is this difference. The sand lot baseball
+player may have made his impressive looking records against sand lot
+pitching and may fail dismally when he faces better opposition, but if a
+young professional man has the mental ability and the skill to produce
+contributions to knowledge in his field it makes no difference where
+he lives or under what conditions he has done his work. As he moves up
+to his big league he finds conditions more and more favorable for his
+continued growth and development.
+
+College graduates everywhere are being expected more and more to assume
+positions of leadership in all matters that pertain to community
+betterment. Sometimes they are candidates for office; more often they
+are directors of the chamber of commerce of their city, or of some
+similar civic enterprise. Written statements, annual reports, appeals
+for public support for a worthy cause, letters to newspapers, circulars,
+and bulletins are almost the only way a public spirited citizen can get
+his ideas before the other members of the community. If he can write
+clearly and convincingly he gets things done that would not be done if
+he expressed himself haltingly and incoherently when he took pen in hand.
+
+Up-to-date farmers and business men use printed and typewritten matter
+to get new business, to hold and increase old business, to adjust
+complaints, and to collect money. Every salesman has to write reports to
+his firm. Formal bids for all kinds of business are submitted in writing.
+Most busy executives prefer to receive the ideas of their subordinates
+in writing, and the subordinate who submits the largest number of good
+ideas in this way is the one who is likely to be promoted most rapidly.
+Many executives have to depend on letters and bulletins in directing
+large numbers of subordinates or in directing subordinates who cannot
+frequently be brought together. If you want to be paid for what you know
+rather than for what you do, learn to write.
+
+Other things being anywhere nearly equal the man who can write gets ahead
+fastest in the business, political, or professional world. The man with
+a new idea—whether it is a new type of automobile engine or a plan for
+insuring hogs—can make a success of it far more quickly if he can write
+clearly and convincingly. The next time you see a copy of _Who’s Who
+in America_ note the list of publications that follows the name of the
+successful man. The ability to write has dollar and cents value whether
+or not you ever wish to sell any of your manuscripts. You must be able to
+write to get to the top.
+
+ * * * * *
+
+2. Why do you suppose that almost every help wanted advertisement that
+offers a salary of more than $1200 or $1500 a year contains the phrase,
+“Apply by letter only”? The answer is that from one hundred letters it is
+easy to select the half dozen or so that come from persons qualified for
+a position rather than for a job. Applicants who write poor letters are
+never considered for good positions.
+
+The activities of the social world continually call for letters—letters
+of invitation, of acceptance or declination, letters to a hostess
+thanking her for her hospitality, letters of congratulation and of
+condolence. Any new person to whom you write will judge what sort of man
+or woman you are from your first letter. Uneducated persons may have well
+furnished houses in the exclusive residential districts of the city,
+and they may wear thousand-dollar fur coats, but their written words
+betray the fact that they are not accustomed to associating with educated
+persons.
+
+Students who can write get better grades in college courses than do
+students who cannot express themselves with pen, pencil, or typewriter.
+Written reports, term papers, and examinations all call for ability to
+write. It is essential not only to have the information that should
+be included in such compositions but also to be able to express your
+knowledge so that the instructor involved will know that you know.
+
+ * * * * *
+
+3. The better you write the more you will enjoy reading. You can actually
+know personally only a few persons, and they will for the most part be
+your neighbors and business associates. A love for good reading is the
+best friend you can have. Reading will make you intimate with all the
+great men and women who are now alive or who have ever lived. These great
+ones of earth—the clever, the entertaining, the thoughtful, the lovable,
+the brilliant, the courageous—have set down in books a permanent record
+of what they observed, thought, and dreamed. To get the fullest flavor
+and greatest benefit from the words they have put on paper you need to
+be something of a writer yourself. The writer best appreciates the good
+writing of others, just as the amateur musician gets more pleasure from
+a symphony concert than does the average person in the audience. The
+football player sees fine points in a football game that are lost on
+the spectator who never tried to box a tackle or elude an end. The girl
+who makes her own clothes can see distinctions in gowns that all look
+alike to her brother. It takes the craftsman in any field of endeavor to
+appreciate the work of a master.
+
+ * * * * *
+
+4. Your mother has, at the bottom of a trunk or bureau drawer, a bundle
+of letters that your father wrote to her when they were young. Every
+little while she reads them all again. She also keeps the letters he
+writes her now when he is away from home. Your letters to your mother
+will not be destroyed either. The better you write, the more pleasure
+you will give to the persons you love. Letters of commendation,
+congratulation, or condolence when done well are treasured for years, and
+are a never failing source of pleasure to those who receive them. It is
+worth something to give pleasure of this sort.
+
+ * * * * *
+
+But the greatest pleasure of all in writing is the pleasure that comes
+to you yourself. To get real enjoyment from writing you should write on
+a subject you know thoroughly or on one that interests you—preferably
+both. Write without reserve; call things by their right names. Use care
+in selecting the exact word to express your meaning. Write clearly,
+concisely, and vividly. Be definite and particular rather than indefinite
+and general. Use incidents freely to illustrate your points. Be forceful
+and picturesque. Write so that anyone who knows you could pick your
+written creation out of a thousand written by others on the same subject.
+
+Write something you are proud of and you will get more pleasure from it
+than from almost anything else you ever did. Even though you may not
+yet have realized it, writing is a great deal more fun than going to
+the theater, dancing, or watching a football game. The greatest thrill
+in life comes from seeing one whom you love create something. The next
+greatest comes from creating something yourself. Create something in
+writing that truly represents you and you too will experience this joy.
+
+
+
+
+CHAPTER II
+
+HOW TO WRITE
+
+
+The successive steps in writing are:
+
+1. Have a subject that appeals to you, and write for an actual reader.
+
+2. Gather all the material your subject demands.
+
+3. Arrange your material in the most effective order.
+
+4. Write as fast as you can.
+
+5. Revise, recast, rewrite what you have written.
+
+ * * * * *
+
+1. Write on a subject which interests you and one that you know something
+about. Good writing will not result merely from trying to satisfy an
+instructor. You can write well only if you have a compelling reason for
+writing; if you desire to convince, inform, or entertain a definite
+reader.
+
+Know the state of mind you want your reader to be in when he finishes
+reading your composition. Write for a definite reader such as a college
+freshman, a high school student, an automobile owner, a ten-year-old
+boy, a proprietor of a retail store in a town of from 15,000 to 20,000
+inhabitants. It will often be helpful if, after you choose the general
+class to whom your writing is addressed, you select one individual you
+know and keep him constantly in mind while you write. Thus instead of
+writing for a ten-year-old boy write for your brother Robert.
+
+Choose a subject that can be covered in the number of words at your
+disposal. If you are writing a four-hundred-word theme, “The American
+High School” is a poor subject. It would take a series of volumes to
+exhaust the possibilities in that title. Even eliminating a large
+portion of it by taking the topic “High School Newspapers,” “High School
+Debating,” “High School Dramatics,” or “High School Athletics,” helps but
+little. Narrowing any one of these subjects so that it applies only to
+your own high school still leaves you with more material than can well be
+put into a short theme. Good subjects for such themes are “The First Time
+I Faced an Audience,” “The Best Play I Ever Made,” “How I Felt When My
+Story Appeared in the School Paper,” and “The Most Exciting Play I Ever
+Saw in a Baseball Game.”
+
+To take another example, “Cooking” is a subject broad enough for a Mrs.
+Ralston, a Mrs. Lincoln, or a Miss Farmer. “Making Desserts” is too
+comprehensive for any but an exhaustive treatise. “Making Ice Cream”
+requires at least a booklet. Good short theme subjects would be “How
+I Make My Favorite Sherbet,” “How to Make Chocolate Ice Cream without
+Cream,” or “How to Make Ice Cream Roll with a Frozen Whipped Cream
+Center.”
+
+ * * * * *
+
+2. Reflect, read, ask questions, observe in order to gather material
+which will enable you to carry out your design. Gather, as applied
+to material for writing, implies a go-and-get-it attitude. Gathering
+material requires a physical as well as a mental search. Do not expect
+material to come to you; go after it. Talk with persons who know. Read
+what they have written. Good writing is most likely to result when the
+writer fuses his own experience and observation with the experience and
+observation of others. Gather all the material possible without trying to
+decide, while you are getting it, what is important and what is not. Keep
+your mind, your eyes, and your ears wide open. Get details and get plenty
+of them. Steep, saturate yourself in your subject.
+
+ * * * * *
+
+3. After you have gathered the material, discard everything that will
+not help you to produce the effect you are trying for. Then if there are
+any gaps in your composition, gather more material to fill them up. Some
+writers get the best results by putting a plan on paper before starting
+to write; others let a plan take more or less definite shape in their
+minds, but do not try to set down any hard and fast outline. The reason
+for not making a hard and fast outline is that a curious thing often
+happens to any writer who has written much. He finds—on occasion—that
+his composition seems to write itself. The characters he thought he had
+created have minds of their own and refuse to let him treat them like
+puppets. His thoughts seem to be alive and to exist apart from him. They
+insist on expressing themselves in their own way. An experienced writer
+does some of his best work when he seems to be merely the medium through
+which ideas are seeking to translate themselves from whatever world it is
+they inhabit to this one. If, on the other hand, a writer is continually
+consulting a plan, his ideas and characters never take things into their
+own hands.
+
+Write for someone to read. Put yourself in that reader’s place and see if
+your writing is producing the desired effect. Begin your composition with
+the details that will most effectively attract his attention and arouse
+his interest. Continue writing so that you will retain his attention and
+interest. Stop when you have said all you have to say.
+
+ * * * * *
+
+4. Write rapidly and at white heat. If pertinent ideas keep coming to you
+forget about your plan. Get your inspiration on paper before it cools. If
+you finally find a system—or even a lack of one—that enables you to write
+fast and at the same time to feel that you are creating something, do not
+let anyone talk you into trying some other plan. Stick to your own.
+
+ * * * * *
+
+5. Revise at leisure, but ruthlessly, in cold blood, and continue to
+revise, rearrange, and rewrite indefinitely until the finished product
+satisfies you.
+
+Make the final draft absolutely correct. Avoid especially the common
+faults that denote the semi-illiterate man or woman. If you make errors
+that would not be made by a twelve-year-old child, your composition will
+get scant consideration from an intelligent reader. While revising,
+question everything, spelling, grammar, choice of words, punctuation;
+question the usefulness of each idea, and the arrangement of the parts of
+the completed composition.
+
+Start writing soon enough to give yourself ample time for revision. Let
+the first draft get cold before you look at it again. If you wait several
+days after the first draft is finished you can approach your own writing
+as objectively as if it had been done by someone else. It will then be
+much easier to question every letter, every word, every phrase, every
+sentence, every paragraph, every idea, besides the whole composition and
+each of its parts.
+
+Make everything in your composition justify itself. Whenever you are
+satisfied to do mediocre work the rest of the world is satisfied with
+the valuation you have set on yourself. Be your own severest critic. Show
+your own writing no mercy. Some of the world’s most successful writers of
+advertisements as well as of novels have rewritten their best work time
+and again before giving it to the public. What reads smoothly takes hours
+of toil to produce.
+
+Many good instructors insist on receiving two copies of every composition
+from each student; one a rough, lead pencil draft, and the other the
+finished manuscript.
+
+
+
+
+CHAPTER III
+
+IDEAS FOR COMPOSITIONS
+
+
+My first play, circus, funeral, visit to a dentist’s, dance, county fair,
+Fourth of July, airplane ride, sleigh ride, or meal in a sorority house.
+
+Extracts from the real diary of a real freshman.
+
+My favorite newspaper artist, cartoon, or comic strip.
+
+Earning money while going to college or during the summer.
+
+Write the chapter of your autobiography that will be headed “Early Years.”
+
+My hobbies or aversions.
+
+How I won a prize or competed at a county or state fair.
+
+What is the well-dressed young man or woman wearing this season?
+
+My favorite magazine.
+
+My favorite recipe.
+
+Write an account of a student mass meeting.
+
+How does any organization to which you belong compare with rival
+organizations?
+
+How does it feel to belong to a fraternity or how does it feel not to
+belong?
+
+Write an article for your high school paper telling why your college is
+the best.
+
+Write a letter home asking for money.
+
+Write a history of your reading.
+
+Describe some locality you know intimately such as your neighborhood or
+your home town.
+
+Where I eat.
+
+When I made my big mistake.
+
+Taking a psychological intelligence test.
+
+The secret of making good fudge.
+
+How I spend my spare time.
+
+Give directions for making something such as a radio receiving set,
+an apron out of an old shirt, or anything that you can make that most
+persons can not.
+
+The joys of hunting, camping out, canoeing, going to the theater,
+dancing, sitting around and talking, or anything else that you enjoy
+doing.
+
+How I learned to swim or how I taught someone to swim.
+
+An embarrassing situation.
+
+When the joke was on me.
+
+My nicest compliment.
+
+Freshman registration.
+
+My favorite movie star.
+
+What is the best outdoor sport?
+
+My most hated instructor.
+
+A railroad station at train time.
+
+Men or women I have worked for.
+
+Running a high school paper, athletic team, or annual.
+
+What will you do when you leave college?
+
+An exciting moment.
+
+What is one important thing that ought to be changed in the way your
+college is conducted?
+
+If you were the principal of the high school from which you were
+graduated, what changes would you make?
+
+How does it feel to be red-headed, left-handed, bald, or fat?
+
+Why I am or am not a church member?
+
+Describe how to give a dinner party for eight persons.
+
+Are prices here higher than they are at home?
+
+The most interesting person I know.
+
+The perfect roommate.
+
+The happiest person I know.
+
+My idea of a good time.
+
+Go to church Sunday and write an account of the sermon.
+
+Write an account of the next athletic contest, banquet, or public lecture
+you attend.
+
+Write an account of an interesting recitation.
+
+One of your instructors this week will spend part of the class time
+discussing a problem of college, city, state, nation, or world interest.
+Write an account of what he says.
+
+What do you think of dogs, cats, or rabbits for pets?
+
+A day’s fishing.
+
+Why should anyone study Latin, Greek, mathematics, or any subject you
+like or dislike?
+
+What is the matter with the college paper?
+
+What do you think of the country, the city, or the small town as a place
+in which to live?
+
+How should a living room be furnished?
+
+How could you decrease your expenses one-fourth?
+
+Draw a rough floor plan of the sort of house in which you would like to
+live and explain its advantages.
+
+How to distinguish fifteen kinds of trees, birds, or automobiles.
+
+What is your pet extravagance or economy?
+
+Tell how to dress on $100, on $200, and on $500 a year.
+
+An automobile camping trip.
+
+A backyard garden.
+
+A Sunday school picnic.
+
+Who are the half dozen greatest men or women who have ever lived?
+
+How should a kitchen be laid out?
+
+What are the tests of a good national fraternity?
+
+How could more students be interested in debating?
+
+Write an account of an interesting college tradition for your high school
+paper.
+
+If you were Santa Claus, what would you give your home city for Christmas?
+
+Pick a football team from the heroes of fiction or of history.
+
+Write a good sized advertisement that could be sold to some merchant who
+does not advertise in one of the college publications.
+
+What are the ten leading colleges in the country?
+
+What is an educated man?
+
+My alarm clock.
+
+Write a plea to induce young men and women to stay on the farm or in the
+community where they were reared.
+
+Should the higher grade go to the student who does well in his daily work
+or to the student who does well in an examination?
+
+A woman’s place is in the home.
+
+How much money will it take to satisfy you five or ten years after
+graduation?
+
+Do college athletes get too much publicity?
+
+If you could arrange it, would you have your brother or sister earn some,
+all, or none of his or her expenses while going through college?
+
+Every high school graduate should earn his own living for at least one
+year before he is allowed to enter college.
+
+Describe the conditions under which your father and mother started
+housekeeping.
+
+Recommend ten books for a classmate who has never been accustomed to read
+for pleasure.
+
+What do college students read in the newspapers?
+
+Rules of etiquette undergraduates ought to follow.
+
+If you were a vocational adviser, what vocations would you advise the ten
+classmates you know best to follow?
+
+If you could spend the summer in travel, where would you go?
+
+What advice would you give to a boy or a girl who is going to enter your
+college next fall?
+
+Being afraid.
+
+A gloomy holiday.
+
+How to furnish and decorate a north room.
+
+What are the advantages of a small or of a large college?
+
+Buying a new car.
+
+What should be considered in criticizing an amateur dramatic performance
+or a speech?
+
+What is the leading honor an undergraduate can win at your college?
+
+How many things will you buy before you buy a car?
+
+If you had an assured income for the rest of your life, how would you
+spend your time?
+
+Should a washing machine be in every home?
+
+What is a gentleman?
+
+What are the tests of a good town?
+
+Describe some eccentric person you know.
+
+Describe the appearance of a friend so well that a stranger could pick
+him out of a crowd.
+
+Write a short story based on a movie.
+
+Write a movie based on a short story.
+
+How do the fraternity chapters at your college compare with one another?
+
+Write a letter to your mother to reach her on Mother’s Day.
+
+Write a letter to your father inviting him to attend Homecoming.
+
+My mother’s flower garden.
+
+Our bird shelf.
+
+How to keep cool in hot weather.
+
+Pick an “all” team from the football players you have seen this fall.
+
+Sounds that keep me awake at night.
+
+Taking care of the baby.
+
+The tribulations of a landlady.
+
+Describe a scale by which students could rate their professors.
+
+What are the advantages of making your own clothes?
+
+Write in play form an account of a family quarrel or an account of what
+happens between the halves of a close football or basketball game.
+
+In praise of idleness.
+
+Take three small boys to a soda fountain and have an ice cream eating
+contest.
+
+Children should be seen and not heard.
+
+Tell why your father, mother, brother, or sister ought to be chosen
+mayor, superintendent of schools, cashier of the bank, or anything else.
+
+How would it be possible for you to be elected president of your class,
+win a letter in athletics, make Phi Beta Kappa, run 100 miles in 48 hours
+total time, earn $2,000 within the next year, or something else that now
+looks improbable?
+
+What would happen if you could see a copy of a newspaper that would not
+be printed for another month?
+
+What would you say if called on to speak at a college mass meeting?
+
+Tipping ought to be abolished.
+
+What will ten of your most intimate friends be doing ten years from now?
+
+
+
+
+CHAPTER IV
+
+THE WHOLE COMPOSITION
+
+
+“Whole composition” is the name given to a completed piece of writing.
+
+
+PRELIMINARIES
+
+Go out and gather the material.
+
+Write the first draft as fast as you can.
+
+Revise everything you have written until the following requirements have
+been met.
+
+=100. Indicate within the first few sentences what the composition is
+about.=
+
+Some of the more common devices used by experienced writers in beginning
+a composition are listed below. You can begin almost anything you will be
+called upon to write in one of these ways or in a combination of two or
+more of them. Use a different beginning for each composition you write
+until you have tried a considerable number of them. After some practice
+you can quickly select the one beginning that is most appropriate both to
+your material and to your reader.
+
+ 1. Make one or more startling assertions.
+ 2. Ask one or more questions.
+ 3. Say something clever.
+ 4. Make one or more suppositions.
+ 5. Contrast one thing with another.
+ 6. Use direct discourse.
+ 7. Use an incident.
+ 8. Sketch in the background.
+ 9. Introduce one of the characters.
+ 10. Employ a preliminary summary.
+ 11. Plunge your reader into suspense.
+ 12. State the conclusion the reader is to reach.
+ 13. Give personal details about yourself.
+ 14. Talk about your reader.
+ 15. State your reflections on the subject.
+ 16. Explain why you are writing.
+ 17. Invoke aid in accomplishing your purpose.
+ 18. Quote a familiar saying.
+ 19. Parody a familiar saying.
+ 20. Quote what someone has said or written.
+ 21. Quote what purports to be what someone has said or written.
+
+=101. Keep the same point of view throughout.=
+
+ _Wrong._ If one wishes to enter a canoe safely, he should grasp
+ both gunwales and lower himself to the seat. You should then
+ push off from the shore.
+
+ _Better._ To enter a canoe safely, grasp both gunwales and
+ lower yourself to the seat before pushing off from the shore.
+
+ _Wrong._ As he stood looking down the river he saw a house-boat
+ plowing along; while behind him a fleet of coal barges sent
+ ripples toward the shore.
+
+ _Better._ As he stood looking down the river he saw a
+ house-boat plowing along. Turning around he noticed a fleet of
+ coal barges sending ripples toward the shore.
+
+ _Wrong._ The taxi driver has an excellent opportunity to
+ observe the life about him. All kinds and conditions of men and
+ women make use of him at all hours of the day and night. Some
+ think him merely a part of the machine he drives, some consider
+ him no better than the dirt under their feet, and some—to
+ be sure they are not many—treat him as if he were a living,
+ breathing human being like themselves.
+
+ _Better._ The taxi driver has an excellent opportunity to
+ observe the life about him. All kinds and conditions of men and
+ women make use of him at all hours during the day and night. He
+ finds that some treat him as if he were no better than the dirt
+ under their feet, and some—to be sure they are not many—as if
+ he were a living, breathing human being like themselves.
+
+=102. Include everything that the reader will need for a thorough
+understanding of your subject.=
+
+ _Wrong._
+
+ THE THEATER IN AMERICA
+
+ Between the years 1750 and 1814 many events took place which
+ either helped or hindered the establishment of a permanent
+ theater in America.
+
+ One of the big events that helped establish the theater in
+ America was the coming of the Hallam company of actors. This
+ company was made up of English actors who came from the West
+ Indies. The company consisted of twelve adult members and three
+ children. Every member of the group had ability as an actor,
+ and, consequently, the company was successful. They first
+ played at Yorktown, Virginia, in 1752. Then, after a season in
+ Philadelphia, they went to New York. After a three months’ stay
+ in New York, they returned to the West Indies, where Mr. Hallam
+ died. Here a Mr. Douglas reorganized the company and with them
+ returned to this country.
+
+ Douglas, often called the “theater builder,” did much for the
+ future theater. He was a man of great strength and courage.
+ Besides being a capable manager, he was also a good actor.
+ Douglas built the first theater in America at Williamsburg,
+ Virginia, and the first permanent theater at Philadelphia. He
+ also built theaters at Annapolis and at Newport.
+
+ The greatest difficulty which the play companies had to
+ overcome was the increasing opposition of some of the people
+ toward the theater. Throughout the country people were
+ fighting against the theater. Especially was this true of
+ the people of the North. The Southerners were fun-loving and
+ pleasure-seeking, and the theater offered them a place of
+ amusement. In many towns, however, laws were passed against
+ acting. The opposition of the people was not directed so
+ much toward the theater itself as toward the gambling and
+ immorality which accompanied the theater of that day. Folders
+ were distributed among the people explaining why the theater
+ was not approved of and gradually the gambling and immorality
+ disappeared. After this the theater improved and theater-going
+ became better thought of throughout the country.
+
+ _Better._
+
+ AN EARLY INFLUENCE IN THE AMERICAN THEATER
+
+ In the year 1752 the theater in America received a great aid
+ through the coming of the Hallam company of actors....
+
+ The condition of the theater prior to this time left much to be
+ desired....
+
+ The nature of the company was such that its influence was
+ decidedly good....
+
+ Naturally the effect of this kind of player was toward the
+ betterment of the theater....
+
+=103. Omit anything that will distract the reader’s attention.=
+
+ _Wrong._
+
+ SCORING IN BASKETBALL
+
+ A score in basketball is made every time a player throws
+ the ball into one of the baskets placed at each end of the
+ court. In the West Branch High School the gymnasium is well
+ equipped with everything the students need for their athletic
+ contests....
+
+ _Better._ A score is made in basketball every time a player
+ succeeds in throwing the ball into the basket guarded by his
+ opponents. If this goal, as it is called, is made from the
+ field, it counts two points. Sometimes, however, one team is
+ given a free throw at the basket as the result of a foul’s
+ being made. If the ball is caged under this circumstance, the
+ foul goal, as it is called, counts one point.
+
+=104. Writing that is serious in tone or purpose should include nothing
+that will destroy its seriousness.=
+
+ _Wrong._ Gypsies are a peculiar, wandering race of people
+ that appeared in eastern Europe in the fourteenth century
+ and that has now spread out into Asia, America, and parts of
+ Africa. These people are easily distinguished from those among
+ whom they rove by appearance, by language, and by behavior.
+ In appearance they are slight, though very strong; in color,
+ somewhat tawny. In language they are thought to resemble some
+ long-lost Hindu tribe. In behavior they are _sneaky_, and a
+ number of them are not above _chicken stealing_.
+
+ _Better._ Gypsies are a peculiar, wandering race of people....
+ In behavior they are _untrustworthy_, and a number of them are
+ not above _petty thievery_.
+
+=105. Writing that is light in tone or purpose should include nothing
+that will destroy its lightness.=
+
+ _Wrong._ Many different types are in evidence around
+ Fitzgerald’s boathouse in the spring. The type most frequently
+ discovered, perhaps, is the lover. He comes, accompanied by
+ his inamorata, in quest of a canoe, in which presently the two
+ are drifting idly upon the ample bosom of Turtle creek. It is
+ strange that lovers should sojourn here, for Turtle creek is
+ anything rather than a background for romance.
+
+ _Better._ Many different types are in evidence around
+ Fitzgerald’s boathouse in spring.... Muddy water, sand dredges,
+ a railway construction gang at work near at hand, the whole
+ background is unheeded by the lovers—romance needs no setting.
+
+=106. Arrange your ideas in some orderly sequence.=
+
+Following are various kinds of sequence.
+
+=107. Arrange ideas in chronological order.=
+
+ All day long we were happy as a wedding party.... Early in the
+ morning.... When noon came.... At night....
+
+=108. Arrange the divisions of the composition according to the relative
+position of the objects treated.=
+
+ As we entered the garden.... On the right.... On the left....
+ Directly before us.... Upon going into the house....
+
+=109. Work from the abstract to the concrete.=
+
+ Freedom may be defined as the state of being free, but to how
+ many of us is this actually illuminating? Let us take, for
+ example, a man who has just been released from prison, where he
+ has been closely guarded for more than ten years. What would be
+ his idea of freedom?
+
+=110. Work from summary to detail.=
+
+ When once the mania for news gathering claims its victim,
+ everything he sees becomes potential news.
+
+ He looks for it on his way down town in the morning....
+
+ The restaurant at which he lunches is combed unconsciously for
+ items....
+
+ In the lobby of hotels and theaters....
+
+ Even his relatives and close friends become his prey....
+
+=111. Work from what is of most importance to what is less so.=
+
+ Mohammed VI, the Turkish sultan, fled from Constantinople on a
+ British warship, bound for Malta, today. The sultan declared
+ he was not abdicating, but was merely removing himself from
+ immediate danger. He was accompanied by....
+
+=112. Work from the familiar to the unfamiliar.=
+
+ Everybody has noticed the way a cat’s claws are incased in
+ tiny sheaths, but how many of us know why they should be?
+ In the first place, the cat is descended from a wild animal
+ whose way of obtaining food was to kill its prey and then
+ tear it to pieces. Naturally when this animal struck into the
+ dead body with its claws, the claws, being hook-like, would
+ tend to remain fast. But nature found a way of overcoming the
+ difficulty by incasing the claws in sheaths so that while
+ the paw of the animal is still inside the carcass, the claw
+ can be withdrawn into the sheath and the paw removed without
+ hindrance. Perfection in nature extends even to such trifles as
+ this.
+
+=113. Work up to a climax.=
+
+ Now, as always before, it is the custom to give way to great
+ manifestations of joy when the football team wins over a
+ university that is much older and much better established. Just
+ as soon as the report comes in that Drake is gaining, feeling
+ begins to run high; when it is said that Drake is ahead, we
+ begin to hold our breath; but when the report spreads that
+ Drake has won, excitement breaks out like a vast tidal wave and
+ sweeps everything before it.
+
+=114. Weld paragraph to paragraph so that they will obviously be parts of
+the whole instead of separate units.=
+
+Following are various methods of accomplishing this welding:
+
+=115. Weld paragraph to paragraph by word connectives.=
+
+ On a summer evening the shores of Lake Tiberias are thronged
+ with strange and interesting people.
+
+ Here are caravans from across the Arabian desert....
+
+ Above them a Bedouin drives his flocks....
+
+ Not far away a rich Arabian farmer....
+
+ Around him, around everyone, in fact, little Arabian boys....
+
+ Then, as the last rays of the sun disappear behind the Mountain
+ of Beatitudes, ...
+
+=116. Weld paragraph to paragraph by repetition.=
+
+ ... Thus it is that I came to believe in ghosts.
+
+ But ghosts are not all that I came to believe in that summer....
+
+=117. Weld paragraph to paragraph by recapitulation.=
+
+ ... Guns, horses, motors, men, all thundered along the road,
+ then, like dogs of war let loose at Armageddon.
+
+ The hunt was up; the scent was on the air—Germany was
+ unchained....
+
+=118. Weld paragraph to paragraph by announcing the divisions.=
+
+ The most attractive flower to me among all those that grow in
+ my garden is the sweet pea, chiefly, I think, because of the
+ delicacy of its color, form, and fragrance.
+
+=119. Give each idea the space it deserves.=
+
+ _Wrong._ As the sun climbed higher, the spell of the dawn was
+ broken, and the camp came to life. Soon the surface of the lake
+ was dotted with bobbing heads. Upon the crests of the low hills
+ farmers were seen beginning to plow. Milk carts rattled along
+ the roads toward the creamery. All was in harmony to foretell a
+ perfect day.
+
+ _Better._ As the sun climbed higher, the spell of the dawn was
+ broken, and the camp began to come to life. Soon the surface
+ of the lake was dotted with bobbing heads as the campers
+ splashed about taking their dip before breakfast. There was
+ much laughter and merry shouting; everybody was ready to have
+ as much fun as he could. Across the lake the farmers were
+ commencing to plow. And from the road behind came the rattle of
+ milk carts on their way to the creamery. It was morning; the
+ world was awake.
+
+=120. Give each idea the position it deserves.=
+
+ _Wrong._ Here and there the long, shiny body of a fish shot
+ out of the water and fell back with a faint splash. The lake
+ changed from the deep blue reflected from the clear sky to all
+ the brilliant colors of the sunset. The sun began to set long
+ before it should have, according to the campers’ ideas. Canoes
+ crept out without a sound from the shore, and the campers
+ enjoyed to the fullest their favorite time of the day. Gulls
+ called back and forth and settled for the night on jutting sand
+ bars.
+
+ _Better._ The sun began to set long before it should have,
+ according to the campers’ ideas. The lake changed in color
+ from the deep blue that had been reflected from the clear sky
+ to all the brilliance of the sunset. Here and there the long,
+ shiny body of a fish shot out of the water and fell back with a
+ gentle splash. Gulls called back and forth to one another and
+ began to settle for the night on jutting sand bars. Now canoes
+ crept from the shore without a sound, and the campers enjoyed
+ to the full this their favorite hour of the day.
+
+=121. End with whatever will give an impression of a well-rounded whole.=
+
+ ... With all these hints of prospective fun, how easy it is to
+ bang the books back upon the table and let the world go hang—on
+ Friday night.
+
+=122. Choose a title that will indicate in a word or a phrase what the
+composition is about. Be sure not to refer to the title in the body of
+the composition as if it were an integral part of the composition.=
+
+ _Wrong._
+
+ FRIDAY NIGHT
+
+ This is the night of all the week to which I looked forward
+ with the most pleasure.
+
+ _Better._
+
+ THE BEST NIGHT IN THE WEEK
+
+ There is one night in the week that is, to me, more pleasant
+ than any other. You know which one it is as well as I do, for
+ it is your best friend, too.
+
+=123. Plan long compositions as you gather the material.=
+
+Use cards or slips of paper of uniform size for making notes while
+reading. During the early stages of your reading, the various topics
+which you will discuss will begin to make their appearance. Make only one
+note on each card. After writing the note, write one or two words in the
+upper left-hand corner to indicate the topic treated in that note. As you
+accumulate notes, keep them sorted according to the topics.
+
+When all the available sources of material have been utilized and all
+the notes taken, arrange the various stacks—one stack for each topic—by
+first spreading them out upon a table so that you can see readily all
+the topics at once. Then move the stacks about, thus trying out various
+arrangements until you have made one which seems logical and complete.
+You will then have a plan for your composition.
+
+=124. Revise for arrangement and development by making a plan of the
+composition after it is finished.=
+
+By outlining the composition you have written, you will be able to see
+just how certain ideas bear upon the subject and are related to one
+another. Again, the outline will show you whether or not the ideas
+follow any orderly sequence. But best of all, perhaps, it will enable
+you to judge whether the composition omits anything that is vital for
+complete understanding, or contains something that distracts the reader’s
+attention.
+
+Following is a method for making a plan of the composition:
+
+ STROKES MOST COMMONLY USED IN TENNIS
+
+ Idea to be developed: In order to be a good tennis player one
+ must master certain strokes.
+
+ I. The service stroke
+ A. Position of body
+ 1. Poised so that weight be added to stroke
+ a. Leans away from toss
+ b. Follows racket in striking
+ B. Tossing ball
+ 1. Ball at arm’s length from shoulder
+ 2. Held somewhat before body
+ 3. Thrown lightly three or four feet in air
+ C. Striking ball
+ 1. Racket raised to strike as ball descends
+ 2. Force necessary
+ 3. Accuracy necessary
+ a. Ball must strike court within bounds
+ I´. Dimensions of receiver’s court.
+
+ Etc.
+
+=125. Exercise.=
+
+Following is a composition that is very poorly put together.
+
+1. Make an outline of the whole, using only the topic sentence in each
+paragraph.
+
+2. Strike out any topic which does not help to express the central idea.
+Reword any topic which can be made to serve its purpose better. Add any
+other topics which will aid in developing more fully the central idea.
+Combine topics that explain almost the same thing.
+
+3. Make changes in the arrangement of topics so that each topic will
+stand in its proper relationship to every other.
+
+4. Make an outline of every paragraph, using every sentence.
+
+5. Shift sentences into positions where they will serve better to develop
+the topic. Strike out any that do not directly apply. Reword any that
+can be improved by rewording. Insert additional sentences where they are
+needed.
+
+6. Shift sentences from one paragraph to another if they can thus be made
+to serve their purpose better.
+
+7. Copy the material in the regulation form for a composition, taking
+care that there is proper transition from sentence to sentence, and from
+paragraph to paragraph.
+
+8. Apply these admonitions to one of your own compositions and rewrite
+accordingly.
+
+ WHY TAKE BOXING?
+
+ Boxing is a very interesting sport. When the child of
+ kindergarten age first attends school he has his first
+ experience with fighting. This happens at every meeting of boys
+ and continues into the teens. Nearly every real American boy
+ wants to learn how to protect himself, and a course in boxing
+ is the best way to learn defense. In boxing, the individual
+ learns where the best blows are planted and also how to ward
+ off these blows. If a boy knows these punches he will not be
+ imposed upon by his companions. Even in later life men often
+ become quarrelsome and come to blows, but the man who has
+ learned the fundamentals of boxing always comes out in the
+ lead. If every man knew how to box, robberies would be less
+ frequent because the victims would be less timid and would give
+ battle to the bandits instead of allowing themselves to be held
+ up by highwaymen. Thus, defense is an important element in
+ boxing.
+
+ Moreover, boxing, besides aiding in defense, is a healthful
+ sport. The body is developed greatly after one goes out for
+ boxing as is shown by the increase or decrease in weight,
+ as the case may be. The weight decreases if one has been
+ in the habit of taking no exercise as he begins training,
+ but the weight soon increases again as the body makes the
+ proper readjustments. Persons who are fleshy soon lose their
+ superfluous fat. With the adjustment of weight the muscles
+ are developed. The arms and shoulders with their continuous
+ exercise in delivering punches and warding off blows are highly
+ developed. The muscles of the body are developed to a great
+ extent by the continuous twisting and bending of the body. The
+ legs become firmer and carry the body with ease after practice
+ in boxing because of the rapid forward, backward, and side
+ movements necessary.
+
+ Again, the body is developed in quickness by the practice of
+ boxing. The boxer’s mind is made more alert by the habitual
+ practice. The muscles of the body also increase in quickness.
+ They respond instantly to the will of the mind and thereby
+ increase the ability to advance and retreat rapidly, to
+ deliver and ward off punches. When the boxer has developed
+ this quickness of sensory and muscular organs, he can grasp
+ the intent of his opponent’s actions more quickly and govern
+ himself accordingly.
+
+ Boxing is a very well-known sport. It is widely popular both
+ in Europe and in America. It originated several centuries ago.
+ The main reason for the popularity of boxing is that it is a
+ very interesting sport. The spectator is held by the rapid
+ action of the boxers. In the early days of boxing the men were
+ slow and relied chiefly upon strength, but the modern boxer
+ has developed speed and uses short, quick blows. If the boxer
+ of the past should fight the boxer of the present, the affair
+ would be very one-sided, because the latter would soon tire out
+ his opponent by his quickness.
+
+ Besides being interesting because of the violent action that
+ is a natural part of the sport, it is also interesting from
+ the point of view of the money-maker. Thousands of dollars
+ are spent every year in developing winners. This was shown in
+ our latest match, the Dempsey-Carpentier fight, in which many
+ thousands of dollars were involved. An international spirit
+ also prevails when boxers from two countries meet. This was
+ indicated in the same match when all the Americans yelled for
+ Jack and all the foreigners for Georges.
+
+ Boxing has grown in popularity through the ages because of its
+ aid to health and because of its interesting features.
+
+
+
+
+CHAPTER V
+
+THE PARAGRAPH
+
+
+A paragraph is an indented division of the whole composition. Beginning
+with an indention, and usually ending with a partly blank last line,
+it constitutes a visible block of material on the page. The successive
+blocks relieve the strain on the reader and enable him to mark each step
+in the advance from division to division of the thought. In length the
+paragraph ordinarily ranges from 150 to 300 words.
+
+=200. Indent the first word of each paragraph at least half an inch. In
+typing, indent five spaces. Every paragraph begins on a new line.=
+
+=201. The last sentence in the paragraph sometimes ends before the
+right-hand margin of the page is reached. In this case the last line of
+the paragraph may be left partly blank. All other lines must be filled
+clear to the margin.=
+
+=202. Do not indent every sentence as if it were a new paragraph.=
+
+ _Wrong._ At that time they reorganized a girls’ basketball
+ team which had been dropped two years before, and they made me
+ jumping center.
+
+ Although our high school was not a large one, we played some
+ very good games, and managed to make a good record for the four
+ years.
+
+ In my last year we had a new superintendent who was interested
+ in athletics, and we then had teams in basketball, football,
+ baseball, and track.
+
+ _Right._ At that time they reorganized a girls’ basketball
+ team which had been dropped two years before, and they made
+ me jumping center. Although our high school was not a large
+ one, we played some very good games, and managed to make a
+ good record for the four years. In my last year we had a new
+ superintendent who was interested in athletics, and we then had
+ teams in basketball, football, baseball, and track.
+
+=203. In representing conversation, begin a new paragraph with every
+change of speaker.=
+
+ _Wrong._ “Shall we go swimming after school tonight?” I asked.
+ “No, I have to work,” John replied. “When can we go, then?”
+ “Tomorrow night after school, or any time Saturday. I don’t
+ have to work next Saturday at all.” “All right; let’s go
+ tomorrow.”
+
+ _Right._ “Shall we go swimming after school tonight?” I asked.
+
+ “No, I have to work,” John replied.
+
+ “When can we go, then?”
+
+ “Tomorrow night after school, or any time Saturday. I don’t
+ have to work next Saturday at all.”
+
+ “All right; let’s go tomorrow.”
+
+=204. Form one paragraph out of two short paragraphs which actually
+constitute one division of the whole composition.=
+
+ _Wrong._ He always has a smile and a kind word for everyone.
+ He tries to lift everyone with whom he comes in contact to a
+ higher plane of living.
+
+ Much sorrow has come into his life, but it seems to have made
+ him only kinder and more gentle.
+
+ _Better._ He always has a smile and a kind word for everyone.
+ He tries to lift everyone with whom he comes in contact to a
+ higher plane of living. Much sorrow has come into his life,
+ but it seems to have made him only kinder and more gentle.
+
+=205. Break up a paragraph that is too long into two or more paragraphs.
+The subject matter of each of the new paragraphs thus formed should
+constitute a natural subdivision of what was originally one paragraph.=
+
+ _Tedious._ Just like all children, Charlotte was not perfect,
+ either in school or out. While she was in the second grade,
+ she was sent home for making paper boats during study time,
+ a fascinating pastime which the teacher did not approve of;
+ and while she was in the fourth grade, she and a friend were
+ sent to the superintendent for a lecture because out of
+ curiosity they looked through the window of the school room
+ one evening after closing time to watch a naughty schoolmate
+ get his paddling. The grammar school days arrived at last,
+ and with them came the habit of giggling and playing, at the
+ expense of lessons and the trying of the teacher’s patience
+ and temper. During the first year in high school she calmed
+ down and worked hard to establish a reputation. She was always
+ very enthusiastic over athletics and yelled herself hoarse at
+ basketball or football games. A great deal of her time was
+ spent in reading books of various types and in out-of-doors
+ sports. While she was a junior and also during the last year
+ of her high school career, she helped her father with the book
+ work in his office, thus getting a little experience along
+ that line and also earning for herself some expense money.
+ Commencement finally came, and she was graduated in a class of
+ thirty-three with all the thrills and excitement which usually
+ accompany that occasion.
+
+ _Better._ Just like all children, Charlotte was not perfect,
+ either in school or out. While she was in the second grade,
+ for instance, she was once sent home for making paper boats, a
+ fascinating pastime for her, but one, however, of which the
+ teacher did not approve, especially during study hours. Again,
+ when she was in the fourth grade, one evening after school had
+ closed for the day she and a friend peeped through the school
+ room window out of curiosity to see a naughty schoolmate get
+ his paddling. The result was a lecture from the superintendent
+ the next day.
+
+ Grammar school days arrived at last, and with them came the
+ habit of giggling and playing, at the expense of lessons and
+ of trying the teacher’s patience and temper. During her first
+ year in high school, however, she calmed down and worked hard
+ to establish a reputation. She was very enthusiastic over
+ athletics and frequently yelled herself hoarse at basketball
+ or football games. Much of her time at this period of her life
+ was spent in reading books of various types and in out-of-door
+ sports.
+
+ Nevertheless, while she was a junior and also during her senior
+ year, she found time to help her father with the book work in
+ his office, and so acquired a little business experience and
+ also earned some expense money. And finally, when commencement
+ came, she was graduated along with thirty-three others amid
+ all the thrills and excitement that usually accompany this
+ memorable occasion.
+
+=206. Avoid a violent break in thought within the paragraph.=
+
+ _Wrong._ At the age of five I entered the public school. The
+ second day in school began the happiest days of my life with
+ a good whipping. This whipping brought into my life the best
+ friend I ever had. After eight years of the closest friendship
+ he passed out of my life. It was then that the realization of
+ what a mother could be swept over me. Until this time my mother
+ had been a person to go to when in trouble. She now appeared to
+ me in the new light of a pal.
+
+ _Better._ At the age of five I entered the public school. A
+ good whipping, which I received my second day in school,
+ not only ushered in the happiest days of my life, but also
+ brought me one of the best friends I have ever had, Mr. Clark,
+ the superintendent. During my eight years in that school he
+ remained my closest friend, and it was not until I had finished
+ there and Mr. Clark had passed out of my life that I began to
+ realize what a real friend my mother could be.
+
+ Until this time my mother had been only a person to whom I
+ could go when I was in trouble; now she appeared more like a
+ pal.
+
+=207. Discard any material that does not belong in the paragraph.=
+
+ _Wrong._ When evening comes and his day’s work is completed, he
+ hurries home to his family. He is not extravagant in his home,
+ but has it neatly furnished. If the weather is favorable, he
+ takes them all for a drive in the country, or they go visiting,
+ or do something else which he arranges for the pleasure of
+ those he loves.
+
+ _Better._ When evening comes and his day’s work is completed,
+ he hurries home to his family. If the weather is favorable, he
+ takes them all for a drive in the country, or they go visiting,
+ or do something else which he arranges for the pleasure of
+ those he loves.
+
+=208. The substance of a good paragraph can usually be summed up in a
+single sentence. It is often advantageous to put such a sentence, called
+a topic sentence, at or near the beginning of the paragraph.=
+
+ _Example._ _Of all the places for summer dreams the best is a
+ California beach._ There the blended sights and sounds form a
+ quiet setting for fanciful thoughts. The old Pacific rolls in
+ its oily swells with only a rippling murmur; the droning roar
+ of the surf a half mile down the shoreline rises from the tug
+ of waves on tons of pebbles; the white hull of a launch is
+ dipping, dipping far out upon the water, its regular exhausts
+ sounding faint and thin. These sights and sounds are dreamy and
+ far off; under the mood of them the quiet mind builds sweet,
+ lazy air castles, to be forgotten and renewed.
+
+=209. Arrange ideas in some definite order within the paragraph. (See
+106-113.)=
+
+ _Example._ A fence has been the evil genius of my life. It
+ was not a remarkable fence, either; just a neat picket fence
+ painted white. It surrounded a beautiful, well-kept lawn and
+ guarded an old, pretty house which overflowed with books and
+ toys. But the toys would sometimes become tiresome, and I
+ would look wistfully through the fence at the children playing
+ across the street. I would have liked to join them or to have
+ them come over—but there stood the fence. I learned to read
+ and gradually built up a play world of my own until one day I
+ realized that I liked the fence. I no longer cared to play with
+ the other children, and when I went to school I found that I
+ could not play with them. The fence had followed me. The years
+ outside the fence have changed me somewhat, but still whenever
+ I am in a group of young people I have a feeling that I am not
+ one of them. I want to stand back and watch them play. Some
+ people call my backwardness shyness or timidity, others call it
+ pouting and attribute it to a disagreeable disposition, but I
+ know what it is: it is a neat picket fence painted white.
+
+=210. Link sentence to sentence within the paragraph by using words
+and phrases of reference, such as _he_, _this_, _then_, _however_, _of
+course_.=
+
+ _Example._ There is a delicacy about sweet peas that makes
+ them more attractive to me than any other flower in my garden.
+ Notice the way the blossom is joined to the stem. _It_ is
+ poised there with such nice balance that at the least puff of
+ air the flower sways on its long green stalk with the rhythm
+ of the wind. _And_, _too_, their delicacy of color is beyond
+ that of most flowers. Really, the only thing I can think of
+ to compare with them is the clouds at sunrise. If you have
+ noticed, the colors _then_ are fresh and vivid from the light
+ behind the clouds, though a faint mist makes them more elusive
+ than the colors of broad day. In the sweet peas the _same_
+ airy, translucent color is repeated—the wan white, the sober
+ purple blending into lavender, the rose in infinite variety.
+ And there are other things, _besides_—the dewy freshness
+ that clings to them all day, the coolness of them, the faint
+ perfume—which make me think them different from the rest of
+ the flowers in my garden and which set them apart from all the
+ others in delicacy.
+
+=211. Link sentence to sentence within the paragraph by causing each to
+grow out of the one preceding.=
+
+ _Example._ A university is an institution of higher learning.
+ For purposes of ministering the better to the various demands
+ made upon it, it is made up of a number of colleges, as the
+ college of medicine, the college of law, that of engineering,
+ of liberal arts, of commerce, for instance, each college being
+ in charge of an officer called the dean. The colleges, in turn,
+ are composed of various departments, such as the department
+ of Romance languages, of art, and of home economics; these
+ are under the charge of officers called department heads or
+ professors. And finally, each department presents many courses
+ of instruction, like French, rhetoric, European history, and
+ architectural drawing, each course being taught directly by
+ an officer called an instructor or professor. Hence, although
+ from the variety of its interests and the complexity of its
+ activities it would seem that a university is an awkward,
+ ungainly organism, nevertheless, if one examines it closely,
+ one finds that it is a highly organized and smoothly running
+ machine.
+
+=212. Avoid an inconsistent change in number within the paragraph.=
+
+ _Wrong._ Here we find what amusements occupy his or her time.
+ This is where their chief characteristics can be pointed out.
+ Then a word here, an oddly written phrase there, or a lack of
+ words gives us a clue to the nature of the student.
+
+ _Better._ Here we find what amusements occupy his time. This is
+ where his chief characteristics can be pointed out. Then a word
+ here, an oddly written phrase there, or a lack of words gives
+ us a clue to the nature of the student.
+
+=213. Avoid an inconsistent change in person within the paragraph.=
+
+ _Wrong._ One learns to like some students, of whom there are
+ too few upon the campus. Others I dislike, and of these there
+ are too many.
+
+ _Better._ One learns to like some students, of whom there are
+ too few upon the campus. Others one dislikes, and of these
+ there are too many.
+
+=214. Avoid an inconsistent change in tense within the paragraph.=
+
+ _Wrong._ My flower garden in June is a most interesting and
+ beautiful sight. On a bright sunny morning one would stop in
+ amazement; the flowers were so happy when the sun reached their
+ faces, still wet with dew, that they fairly sparkled.
+
+ _Better._ My flower garden in June is a most interesting
+ and beautiful sight. On a bright sunny morning one stops in
+ amazement; the flowers are so happy when the sun reaches their
+ faces, still wet with dew, that they fairly sparkle.
+
+=215. Avoid an inconsistent change in voice within the paragraph.=
+
+ _Wrong._ His directions were brief and to the point. Every
+ question I asked was answered by just the information I
+ desired—no more, no less. When dictating he used only the
+ simplest words. All inquiries in letters were answered plainly.
+
+ _Better._ His directions were brief and to the point. He
+ answered my questions with just the information I desired—no
+ more, no less. When dictating he used only the simplest words
+ and always answered plainly all inquiries in letters.
+
+=216. Avoid an inconsistent change in mood within the paragraph.=
+
+ _Wrong._ If you were to visit the library on Saturday
+ afternoon, you would find it nearly deserted. The tables would
+ be empty and the reading room very quiet. The students are upon
+ the river or are enjoying themselves upon the campus. Someone,
+ however, who has a paper to get in may be busy at the reference
+ shelves.
+
+ _Better._ If you were to visit the library on Saturday
+ afternoon, you would find it nearly deserted. The tables would
+ be empty and the reading room very quiet. The students would
+ be upon the river or enjoying themselves about the campus.
+ Someone, however, who had a paper to get in might be busy at
+ the reference shelves.
+
+=217. Put the most significant idea near the beginning or the end of the
+paragraph.=
+
+ _Example._ Far as he could see through the gathering dark
+ there was quiet, the reaction after tremendous exertion.
+ Shapes of men surrounded him. Here lay one flat upon his back,
+ his features sketched in sharp focus by the fading light.
+ Three yards to one side sat two bodies leaning back to back,
+ heads upon breasts, helmets over eyes. Beyond them huddled an
+ indistinguishable mass. On the other side, so close he could
+ have touched them, an arm and a leg strung along in a line—no
+ torso within a rod of them. The world lay desolate and silent
+ except for the yellowing moon and the far off, intermittent
+ firing.
+
+ _Example._ My one worry and regret, however, was the fact
+ that my father was the president of the school board. Part
+ of my teachers gave me good grades because they were afraid
+ they would lose their positions if they did otherwise, and
+ the rest of them tried to flunk me because they thought they
+ were not being paid highly enough. Among them all I managed to
+ make about a B average, and the problem which now remains for
+ the university to solve is, did I receive more or less than I
+ deserved while in high school.
+
+=218. Give most space to the most significant idea.=
+
+ _Example._ Since man’s progress through the ages is a passage
+ from the undeveloped to the highly developed, one wonders what
+ the buildings of a thousand years from now will be like. From
+ that day in the remote past, when the first cliff dweller
+ conceived the idea of enlarging his home by carving out another
+ terrace in the rock above it, to this day when we have a
+ skyscraper 750 feet high, man’s building has approached nearer
+ and nearer to the clouds. As the little two-story terrace
+ grew, the cliff dwellers wondered and doubted. Likewise,
+ when a four-story building was a fact accomplished by our
+ great-grandfathers, to live in a ten-story building would have
+ been considered extremely hazardous. And now since we have the
+ forty-story Singer building, will man continue to aspire to the
+ clouds or will he remain satisfied with his achievement?
+
+=219. Practice.=
+
+Here is a paragraph that is very poorly put together. On the basis of
+what you have just studied, answer the following questions and rewrite
+the paragraph accordingly.
+
+1. What about the indention?
+
+2. What about the right-hand margin?
+
+3. Should the speech of the mother be given a whole paragraph?
+
+4. Is it possible to form more than one good paragraph of this thought?
+Why, or why not?
+
+5. Does a break occur in the thought? Where?
+
+6. Should anything be discarded? What?
+
+7. Can you find a topic sentence, or must you compose one?
+
+8. What about the arrangement of ideas?
+
+9. Can you improve the links between sentences? How?
+
+10. Can you give more prominence to significant ideas? How?
+
+ Perhaps it was from her father that she got her restlessness.
+ Accidentally she put her finger on the label of what looked
+ to be the top of an ordinary hat, and the flat shape she held
+ immediately took the form of a hat. Her only ideas regarding
+ him came through an incident that happened when she was about
+ fourteen.
+
+ She had never seen him, and her mother never mentioned his
+ name. Her father lived in her mind as an ideal. She rushed,
+ filled with questions, to her mother, for as long as she could
+ remember there had never been a man in the house, and she
+ had never seen such a hat except in pictures. Her mother was
+ anything but romantic. She and her mother had been giving their
+ house its fall cleaning, and she had found, wrapped up in an
+ old silk comforter, what she took to be a hat—it was shaped
+ like one except that it had no crown. “Your father’s,” had been
+ the mother’s laconic answer, her lips drawing into a hard,
+ straight line that forbade further questioning.
+
+
+
+
+CHAPTER VI
+
+GRAMMAR
+
+
+In this short discussion of grammar the attempt is not made to discuss
+exhaustively all the features of English grammar. The purpose is only
+to survey and to identify all the elements of an ordinary sentence. The
+definitions are few, and are descriptions rather than formal definitions.
+The parts of speech are treated as they become important in the structure
+of the sentence. Such a treatment of essentials as this is necessary
+partly as a review, but especially because a teacher and a student
+cannot discuss many of the commonest sentence faults unless they have a
+mutually intelligible terminology. A student must be able to recognize
+such grammatical elements as a subject or an object, a participle or
+an infinitive, a phrase or a clause, in order to produce correct and
+effective sentences. There is a minimum amount of grammatical knowledge
+without which a writer cannot rewrite his compositions so as to avoid the
+commonest errors and imperfections.
+
+
+What Grammar Is
+
+Grammar is the study of the structure of sentences, and of the forms and
+functions of words and word-groups within sentences. In simple terms,
+grammar is the examination of the machinery of language.
+
+
+Sentences
+
+Sentences make assertions (declarative sentences), or ask questions
+(interrogative sentences), or give commands (imperative sentences), or
+express emotion (exclamatory sentences). Written sentences begin with a
+capital letter and end with a period, a question mark, or an exclamation
+point.
+
+The most common kind of written sentence is that which makes an
+assertion. This kind, called declarative, may well be taken, therefore,
+as the most available basis for the discussion of the machinery of the
+sentence. The word sentence in this chapter will accordingly mean a
+declarative sentence.
+
+
+The Parts of a Sentence—Subject and Predicate
+
+A sentence has at least two parts—a subject and a predicate.
+
+The _subject_ is that part which designates what the assertion is about.
+
+The _predicate_ is that part which makes the assertion.
+
+Many students earn their way through college.
+
+It is obvious that _Many students_ designates what the assertion is
+about, and is therefore the subject. _Earn their way through college_
+makes the assertion about _Many students_, and is, therefore, the
+predicate.
+
+Although the sentence may contain other elements, although the subject
+or the predicate or both may be long and complicated, and although
+the elements making up the subject and the predicate may be variously
+arranged, nevertheless every normal declarative sentence contains these
+two parts, and can be divided into these two parts.
+
+
+Subjects
+
+The fundamental word or element in the subject is a noun, a pronoun, a
+gerund, an infinitive, or a clause.
+
+A _noun_ is simply a name word. It may signify a person or an animate
+being (Frank, boy, dog), an object (tree, box), a color (red), an action
+(walking, step, discussion), a quality (goodness), an abstract idea
+(truth, space), a general idea (speed, thing), to name only a few kinds
+of nouns. But it is always the name of an individual or of a class of
+persons or things.
+
+A _pronoun_ is a substitute or symbol word which signifies a noun which
+is either expressed near the pronoun or implied by the circumstances (he,
+it, who, anyone, I, you).
+
+A _gerund_ is a noun made by adding the suffix -ing to a verb (walking,
+hoping, sitting, being).
+
+An _infinitive_ is a form of a verb, usually preceded by the word _to_,
+often used to name the action signified by the verb (to think, to have
+gone).
+
+A _clause_ is a sentence element consisting of a subject (in the
+nominative case) and a predicate (with the verb in a finite form—that is,
+not an infinitive or a participle).
+
+ 1. _Noun_: Time flies.
+ 2. _Pronoun_: He arrived late. Everybody was late. I can do it.
+ 3. _Gerund_: Standing on the corner made him cold.
+ 4. _Infinitive_: To tell the truth was easy.
+ 5. _Clause_: That he hath wronged me doth appear in this. Where
+ he stood makes no difference.
+
+
+Predicates
+
+The fundamental word in the predicate is the verb.
+
+A _verb_ is a word—or a word-group—the function of which is to assert
+something about the subject.
+
+ The tide rises.
+
+ The sun shone.
+
+ I bought a book.
+
+ The box is small.
+
+The verb may consist of one word—as in the examples given—or it may
+consist of a group of words, called a verb-group, containing sometimes as
+many as five words. This verb group consists of one, two, three, or four
+auxiliary verbs, followed by a form of the verb expressing the meaning or
+sense. The form of the sense-verb is an infinitive, a present participle,
+or a past participle.
+
+ The moon will rise.
+
+ The moon is rising.
+
+ The moon has risen.
+
+ He may light the lamp.
+
+ He is going to light the lamp.
+
+ The lamp at last was lighted.
+
+ The lamp has been lighted.
+
+ The lamp may have been lighted.
+
+ He may have been going to light the lamp.
+
+
+Structural Parts of the Predicate—Objects
+
+_Intransitive verbs_ are those which, like _rise_, make assertions the
+action of which does not involve any person or thing other than the
+subject.
+
+_Transitive verbs_ are those which, like _light_, make assertions which
+involve some person or thing other than the subject in the action of the
+verb. In the sentence _He lighted the lamp_, _lamp_ is such an _object_.
+
+The same verb may sometimes assert one, and sometimes the other kind of
+action.
+
+ The door opened.
+
+ He opened the door.
+
+Some transitive verbs make an assertion which involves two nouns, both
+signifying the same thing or person.
+
+ The club elected Frank president.
+
+Some transitive verbs make an assertion which involves two different
+objects or persons.
+
+ I gave Frank an apple.
+
+ She bought Frank an apple.
+
+ I told him a story.
+
+Here _apple_ or _story_ is the object directly affected by the action of
+the verb, and is, therefore, called the _direct object_. _Frank_ or _him_
+designates the person for whose benefit the action of the verb affects
+the direct object, and is called the _indirect object_.
+
+
+Copulas and Complements
+
+Still another kind of verb, called a _copula_, though it does not take
+a direct object, makes only part of the assertion. The rest is made by
+means of another word (or element) which characterizes the subject but
+which is an essential part of the assertion. In fact, the _complement_,
+as the element completing the verb is called, is the most significant
+part of the predicate; the verb is merely a bit of machinery by means of
+which the complement is turned into an assertion.
+
+ The sky is red.
+
+ The dark shape was a house.
+
+ The car looks cheap.
+
+ He is in the house.
+
+ Home is where the heart is.
+
+In these sentences, _red_, _a house_, _cheap_, _in the house_, and _where
+the heart is_, are parts of the predicate, though they characterize the
+subject. Such elements are called _complements_ because they complete
+the assertion of the verb; if adjectives, they are called _adjective
+complements_, or better, _predicated adjectives_; if nouns, they are
+called _noun complements_, or _predicated nouns_; if clauses or phrases,
+they are called _complements_, or _predicated phrases_ or _clauses_.
+The verbs by means of which these complements are predicated are called
+_copulas_.
+
+
+Modifiers
+
+Almost every word in the sentence is capable of having its meaning
+described, restricted, emphasized, or toned down in some way—that is, any
+meaning in the sentence may be characterized or modified.
+
+ Heavy automobiles run smoothly.
+
+_Heavy_ both describes and restricts _automobiles_.
+
+Words which characterize nouns in this way are called _adjectives_.
+
+_Smoothly_ describes and restricts run.
+
+Words which characterize verbs are called _adverbs_.
+
+ Very heavy automobiles run much more smoothly.
+
+_Very_ emphasizes _heavy_. A word which thus characterizes an adjective
+is called an _adverb_.
+
+_More_ characterizes _smoothly_. _Much_ characterizes _more_. A word
+which characterizes an adverb is called an _adverb_.
+
+
+Prepositional Phrases
+
+Nouns, pronouns, verbs, adjectives, and adverbs are also frequently
+described or limited in the same way by an element or group of words
+called a _prepositional phrase_. This usually consists of a noun,
+pronoun, or gerund whose exact relationship to the modified word is
+shown by means of a _preposition_. The preposition is placed before the
+modifying noun or pronoun and its adjective modifiers.
+
+ At home
+ In the house
+ With large tires
+ Over rough roads
+
+ Heavy automobiles with large tires run smoothly over rough
+ roads.
+
+_With large tires_ is a prepositional phrase, consisting of the
+preposition _with_ and its object _tires_; the phrase modifies or
+characterizes _automobiles_.
+
+_Over rough roads_ is a prepositional phrase which characterizes _run_.
+
+A prepositional phrase characterizing a noun is called an _adjective
+prepositional phrase_. One characterizing a verb is called an _adverbial
+prepositional phrase_.
+
+
+Subordinate Clauses
+
+A _clause_ is any part of a sentence consisting of a subject in the
+nominative case and a predicate containing a verb in a finite form (not
+a participle or an infinitive). Some clauses are used as nouns; others
+are used to characterize or modify nouns, pronouns, verbs, adjectives, or
+adverbs. Clauses used as nouns are called _noun clauses_. Those used as
+adjectives are called _adjective_ or _relative clauses_. Those used to
+modify verbs, adjectives, or adverbs are called _adverb clauses_.
+
+
+Noun Clauses
+
+_Noun clauses_ may be used in practically any construction in which a
+noun is used.
+
+ _Subject_: That he is a good workman is clear enough.
+ _Appositive_: The fact that the paper is new disproves
+ his claim.
+ _Predicated noun_: The weather will be what fate determines.
+ _Object of verb_: I saw that he had finished.
+ _Object of preposition_: The book is satisfactory except that it
+ omits one essential feature.
+
+
+Adjective Clauses
+
+_Adjective clauses_ are those which modify a noun or a pronoun.
+
+ Heavy automobiles which carry large loads run smoothly.
+
+
+Adverb Clauses
+
+_Adverb clauses_ usually modify a verb. They characterize the verb in
+several different ways.
+
+ _Time_: He hurt his wrist when he fell.
+ _Place_: I put the glass where I could reach it.
+ _Cause_: We stopped the car because it was raining.
+ _Concession_: Although it was still dark I awoke.
+ _Condition_: If you read widely you will not be ignorant.
+ _Purpose_: He broke the stone that he might find a fossil.
+ _Result_: He struck the vase so that it fell over.
+ _Manner_: They work as they please.
+
+Adverb clauses of degree, and sometimes those of manner and of result
+modify an adverb or an adjective.
+
+ The cherries tasted sweeter than they looked.
+
+ He sawed the plank as carefully as he could.
+
+ We traveled so slowly that I despaired of reaching our
+ destination.
+
+
+Participles
+
+The _participle_ is any form of the verb used as an adjective. There are
+several forms: _rising_, _risen_, _having risen; raising, raised, having
+raised, being raised, having been raised._
+
+ The rising sun awakened me.
+
+ The fallen tree lay across the ravine.
+
+ The wind, howling a gale, swept the sea.
+
+ Twisting out of my hands, he escaped in the darkness.
+
+ The tree, twisted and broken, rotted away.
+
+
+Infinitives
+
+The _infinitive_ is usually preceded by its sign, _to_, but after some
+verbs (_do_, _shall_, _will_, _may_, _can_, _dare_, _help_, _need_,
+_see_, _hear_, _feel_, _let_, _make_, _bid_) and after the expressions
+_had better_, _had rather_, it is usually the pure or root infinitive
+without _to_.
+
+There are six forms of the infinitive:
+
+ _Simple_ _Progressive_ _Passive_
+ _Pres._ to take to be taking to be taken
+ _Perf._ to have taken to have been taking to have been taken
+
+The infinitive has various uses:
+
+ _Subject_: To command is his ambition.
+ _Predicated noun_: To know is to act.
+ _Object of verb_: I prefer to travel slowly.
+ _After nouns_: We have work to do.
+ _After verbs_: He failed to pass his examinations.
+ He seemed to be in trouble.
+ Children had better be silent.
+ _After verbs_ (with noun
+ or pronoun subject):
+ Our neighbors helped us move.
+ _After adjectives_: They are glad to hear the news.
+ He is so foolish as to believe the tale.
+
+
+Conjunctions
+
+It is often necessary or desirable to join together two or more similar
+words, elements, or clauses in a sentence. Two nouns constituting the
+subject, for example, may have the same assertion made about them.
+
+ Time and tide wait for no man.
+
+_And_, which joins _time_ and _tide_, is a _conjunction_.
+
+Two adjectives, two verbs, two adverbs, two prepositional phrases, or two
+clauses may be joined together with a conjunction.
+
+ The flag is colored red and blue.
+
+ Time came and went.
+
+ Men and women laughed and cried.
+
+ The rains descended, and the floods came.
+
+ The automobile is fast, but the airplane is faster.
+
+Words like _and_ and _but_ are conjunctions.
+
+Conjunctions which connect words, phrases, or clauses of equal
+grammatical value are called _co-ordinating conjunctions_.
+
+The most frequent are _and_, _but_, _or_, _nor_, _for_.
+
+_Subordinating conjunctions_ are used to join a subordinate clause—noun,
+adjective, or adverb—to another clause or to some word in another clause.
+At the same time they show the exact significance and bearing of the
+subordinate clause.
+
+ We heard that the train was wrecked.
+
+ He came because I called him.
+
+ He remained though he wanted to go.
+
+ If it rains I shall stay at home.
+
+Subordinating conjunctions are also sometimes used to join participles or
+adjectives to the rest of the sentence. In such cases, the participle or
+the adjective modifies a noun.
+
+ Though moving slowly, the train was gaining.
+
+ Though faithful to his master, the dog was shot.
+
+
+Structure of Sentences
+
+According to certain features of their structure, sentences are
+classified as _simple_, _compound_, or _complex_.
+
+A _simple sentence_ is one consisting of a single clause or assertion.
+
+ Time flies.
+
+ Time came and went.
+
+ Time and tide wait for no man.
+
+ Men and women laughed and cried.
+
+The subject of a simple sentence may consist of one noun or pronoun
+with its modifiers, or of two or more nouns with their modifiers. In
+the latter case, the subject is called a _compound subject_. Similarly,
+the predicate may contain one verb or two or more verbs. Occasionally a
+sentence will have a compound subject and a compound predicate, as in the
+last example given.
+
+
+Compound Sentences
+
+A _compound sentence_ is one which consists of two or more assertions
+of equal grammatical value—that is, neither assertion is grammatically
+subordinate to the other or to any part of the other.
+
+ The rain descended, and the floods came.
+
+ The automobile is fast, but the airplane is faster.
+
+
+Complex Sentences
+
+A _complex sentence_ is one which contains not only a main assertion (or
+more than one), but also one or more subordinate assertions—that is, it
+contains one or more assertions which are grammatically incorporated as
+a noun or an adjective or an adverb into the main clause or into another
+subordinate clause.
+
+ I saw that he had finished.
+
+ Heavy automobiles which carry large loads run smoothly.
+
+ The weather will be what fate determines.
+
+ He broke the stone that he might find a fossil.
+
+
+Absolute Elements
+
+Most of the elements of a sentence have a clear grammatical relation to
+one another. But there are pieces of structure which have no evident
+relationship to anything else.
+
+_Noun absolute_:
+
+ He lay down, his heart heavy with sorrow.
+
+ Hat in hand, he came down stairs.
+
+The _participle absolute_ is more frequent.
+
+_Participle absolute_:
+
+ This said, he sat down.
+
+ One of them having fallen, the rest ran away.
+
+ The teacher absenting himself, there was no school.
+
+
+Parenthetical Elements
+
+_Parenthetical elements_, like _so to speak_, _it is hoped_, _it is
+reported_, _they remark_, which have no grammatical connection with the
+rest of the assertion, occur frequently. Sometimes they are inclosed
+within dashes, sometimes within parentheses, sometimes within commas.
+
+ This action, it is expected, will produce results.
+
+
+Flexibility of the Sentence Elements
+
+Although the sentence has a normal order—subject, verb, object; or
+subject, verb, complement—it is rich and varied in the possibilities it
+possesses of variety and rearrangement, especially in the position of
+adjective, participial, and adverbial elements, and in the case of adverb
+clauses.
+
+_Adjective_:
+
+ The gloomy and portentous mountains towered above him.
+
+ Gloomy and portentous, the mountains towered above him.
+
+ The mountains, gloomy and portentous, towered above him.
+
+_Adverb_:
+
+ The building may have been entered immediately.
+
+ The building may have been immediately entered.
+
+ The building may have immediately been entered.
+
+ Immediately the building was entered.
+
+ The building was immediately entered.
+
+ The building was entered immediately.
+
+_Adverb Clauses_:
+
+ As soon as he had knocked, he opened the door.
+
+ He opened the door as soon as he had knocked.
+
+
+Inflections
+
+Nouns, pronouns, verbs, and two adjectives show changes in function and
+meaning by means of changes in form, by endings, or, sometimes in the
+case of verbs, by prefixing auxiliary verbs.
+
+
+Noun Declension
+
+Nouns are declined to show case and number.
+
+ _Singular_ _Plural_
+
+ _Common_ boy boys
+ _Possessive_ boy’s boys’
+
+ _Common_ man men
+ _Possessive_ man’s men’s
+
+ _Common_ child children
+ _Possessive_ child’s children’s
+
+
+Pronoun Declension
+
+Pronouns are declined to show case and number.
+
+ _Singular_ _Plural_
+
+ _Nominative_ I we
+ _Possessive_ my our
+ _Objective_ me us
+ thou you
+ thy your
+ thee you
+ he she it they
+ his her its their
+ him her it them
+ who
+ whose
+ whom
+
+
+Adjective Declension
+
+Two adjectives show differences in number.
+
+ _Singular_ _Plural_
+
+ this these
+ that those
+
+
+Verb Conjugation
+
+Verbs are conjugated to show person, number, tense, mood, and voice.
+Most of these changes are shown by the use of auxiliary verbs, which are
+placed before the infinitive or the past or present participle of the
+sense-verb. The combinations are called verb-groups.
+
+
+Indicative Mood
+
+ PRESENT (Simple or habitual)
+
+ _Active_ _Passive_
+ I take I am taken
+ You take You are taken
+ He takes He is taken
+ We take We are taken
+
+ PRESENT (Progressive or definite)
+
+ I am taking I am being taken
+
+ PAST (Simple)
+
+ I took I was taken
+
+ PAST (Progressive or definite)
+
+ I was taking I was being taken
+
+ FUTURE (Formal)
+
+ I shall take I shall be taken
+ You will take You will be taken
+ He will take He will be taken
+ We shall take We shall be taken
+ You will take You will be taken
+ They will take They will be taken
+
+ FUTURE (Colloquial)
+
+ I am going to take I am going to be taken
+ You are going to take You are going to be taken
+ He is going to take He is going to be taken
+ We are going to take We are going to be taken
+
+ PRESENT PERFECT (Simple)
+
+ I have taken I have been taken
+ He has taken He has been taken
+ We have taken We have been taken
+
+ PRESENT PERFECT (Progressive or definite)
+
+ I have been taking (Wanting)
+
+ PAST PERFECT (Simple)
+
+ I had taken I had been taken
+
+ PAST PERFECT (Progressive or definite)
+
+ I had been taking (Wanting)
+
+ FUTURE PERFECT
+
+ I shall have taken I shall have been taken
+
+ COLLOQUIAL PASSIVE WITH _GET_
+
+ PRESENT It is getting broken
+ PAST It got broken
+ FUTURE It will get broken
+
+
+Subjunctive Mood
+
+ PRESENT
+
+ _Active_ _Passive_
+
+ I may take I may be taken
+ I can take I can be taken
+ I must take I must be taken
+
+ PAST
+
+ I might take I might be taken
+ I should take I should be taken
+ He would take He would be taken
+ I could take I could be taken
+
+
+Conjugation of _Be_
+
+_Be_ is an extremely irregular composite verb. It is made up of three
+verbs, _is_ (_am_, _are_, _art_), _be_, and _was_ (_were_).
+
+
+Indicative
+
+ _Present_ _Past_
+
+ I am I was
+ You are You were
+ He is He was
+ We are We were
+ You are You were
+ They are They were
+
+
+Subjunctive
+
+ _Present_ _Past_
+
+ I be I were
+ You be You were
+ He be He were
+ We be We were
+ You be You were
+ They be They were
+
+
+
+
+CHAPTER VII
+
+SENTENCE CORRECTNESS
+
+
+The language spoken and written by educated persons and by trained
+writers in all parts of the English-speaking world has certain forms and
+usages to which everyone must conform if he wishes to be recognized as
+a well-educated man or woman. Conformity to the word-forms and to the
+sentence structure of this widespread language is called correctness.
+
+=300. Use the nominative case for the subject of every finite verb. _I_,
+_thou_, _he_, _she_, _we_, _they_, _who_, are nominatives.=
+
+ _Wrong._ Him and I graduated last year.
+
+ _Right._ He and I graduated last year.
+
+ _Revise._ Us and her went by ourselves.
+
+=301. Use the nominative form _who_ for the subject, even if a
+parenthetical _he says_, _he thinks_, etc., intervenes between subject
+and verb.=
+
+ _Wrong._ She was the teacher whom we thought had seen us.
+
+ _Right._ She was the teacher who we thought had seen us.
+
+ _Revise._ He whom everybody thought would win the prize came
+ out second.
+
+=302. Use the nominative forms _who_, _whoever_ for the subject of a
+subordinate clause, even if a verb or a preposition immediately precedes
+_who_, _whoever_.=
+
+ _Wrong._ I shall believe whomever has the best argument.
+
+ _Right._ I shall believe whoever has the best argument.
+
+ _Wrong._ A reward was offered to whomever returned the lost
+ book.
+
+ _Right._ A reward was offered to whoever returned the lost book.
+
+ _Revise._ The decision as to whom should be punished no longer
+ rests with me.
+
+=303. Use the nominative case for a predicated pronoun after _is_, _are_,
+_was_, _were_, etc.=
+
+ _Wrong._ It was me.
+
+ _Right._ It was I.
+
+ _Wrong._ The best friends I have are her and him.
+
+ _Right._ The best friends I have are she and he.
+
+ _Revise._ It is not whom you think it is.
+
+=304. Put a pronoun used as an appositive into the same case as the noun
+with which it is in apposition.=
+
+ _Wrong._ Let’s you and I go.
+
+ _Right._ Let’s you and me go.
+
+ _Wrong._ The principal called in several pupils, Jack and Mary
+ and I.
+
+ _Right._ The principal called in several pupils, Jack and Mary
+ and me.
+
+ _Revise._ For whom did you ask—they and she?
+
+=305. After the conjunctions _as_ and _than_, put the pronoun into the
+same case as that of the noun or pronoun with which the comparison is
+made. (Exception: The form _whom_ is usually used after _than_.)=
+
+ _Wrong._ He swims better than me.
+
+ _Right._ He swims better than I.
+
+ _Wrong._ She is as rich as him.
+
+ _Right._ She is as rich as he.
+
+ _Wrong._ It improved him more than I.
+
+ _Right._ It improved him more than me.
+
+ _Right._ He is a student than whom there is none better.
+
+ _Revise._ I like him better than she.
+
+=306. Use the possessive case of a noun or pronoun with a gerund.=
+
+ _Wrong._ I am tired of you going away like this.
+
+ _Right._ I am tired of your going away like this.
+
+ _Wrong._ Had you not heard of him being ill?
+
+ _Right._ Had you not heard of his being ill?
+
+ _Revise._ I will not consider Henry leaving.
+
+ _Revise._ Too much attention was paid to Ethel being rewarded.
+
+=307. Put only nouns indicating persons or animate beings into the
+possessive case.=
+
+ _Wrong._ Biography is history’s most interesting part.
+
+ _Right._ Biography is the most interesting part of history.
+
+ _Revise._ His striking appearance held the class’s attention.
+
+=308. Use the objective case of a pronoun which is the object of a verb
+or of a preposition.=
+
+ _Wrong._ My father decided that the farm was the best place for
+ my brother and I.
+
+ _Right._ My father decided that the farm was the best place for
+ my brother and me.
+
+ _Revise._ Most of we girls are studying household art.
+
+=309. Use the objective case of a pronoun which is the subject of an
+infinitive after a verb of _saying_, _thinking_, _permitting_, etc.=
+
+ _Wrong._ Our parents let my sister and I drive the horse.
+
+ _Right._ Our parents let my sister and me drive the horse.
+
+ _Revise._ Who do you want to be captain?
+
+=310. Use the objective case of a pronoun which is predicated after _to
+be_, _to have been_, used with a verb of _saying_, _thinking_, etc.=
+
+ _Wrong._ He thought it to be we.
+
+ _Right._ He thought it to be us.
+
+ _Wrong._ They believed her to have been I.
+
+ _Right._ They believed her to have been me.
+
+ _Revise._ We wished it to be they.
+
+=311. Use _this kind of_, _that kind of_, _this sort of_, even if
+followed by a plural noun.=
+
+ _Wrong._ You cannot use those sort of films.
+
+ _Right._ You cannot use that sort of films.
+
+ _Revise._ Did you ever see these kind of instruments?
+
+=312. Refer a singular pronoun to a singular antecedent.=
+
+ _Wrong._ He carefully crated and boxed the seed to stand
+ weathering, and shipped them to India.
+
+ _Right._ He carefully crated and boxed the seed to stand
+ weathering, and shipped it to India.
+
+ _Wrong._ Everyone did justice to their appetite.
+
+ _Right._ Everyone did justice to his appetite.
+
+ _Revise._ One can tell when they come to these villages because
+ of the smell of the cod.
+
+=313. Make the verb agree with its subject.=
+
+ _Wrong._ The first five years of my life was spent here.
+
+ _Right._ The first five years of my life were spent here.
+
+ _Revise._ Magazines, especially the _American_, is what I enjoy
+ reading.
+
+=314. Make the verb agree with its subject. _Each_, _each one_, _every_,
+_everyone_, _everybody_, _anyone_, _anybody_, _either_, _neither_,
+_none_, _no one_, _nobody_, are singular.=
+
+ _Wrong._ Neither of these treat the subject thoroughly.
+
+ _Right._ Neither of these treats the subject thoroughly.
+
+ _Wrong._ Oh, how I wanted a bicycle. Everyone either got one or
+ were going to get one.
+
+ _Right._ Oh, how I wanted a bicycle. Everyone either got one or
+ was going to get one.
+
+ _Revise._ For that reason almost everybody there get sleepy.
+
+=315. Make the verb agree with its subject. Two or more singular nouns
+joined by _and_ form a plural subject.=
+
+ _Wrong._ Across the street is the engineering building and the
+ university heating plant.
+
+ _Right._ Across the street are the engineering building and the
+ university heating plant.
+
+ _Revise._ Both the plot and the style was very good.
+
+=316. Make the verb agree with its subject. Singular nouns or pronouns
+joined by _or_ or _nor_ form a singular subject.=
+
+ _Wrong._ Clarabell or Sue are going.
+
+ _Right._ Clarabell or Sue is going.
+
+ _Wrong._ Neither Henry nor Herbert were well treated.
+
+ _Right._ Neither Henry nor Herbert was well treated.
+
+ _Revise._ Either the captain or the sergeant have made a
+ mistake.
+
+=317. Make the verb agree with its subject. A collective noun requires a
+singular verb if the group is regarded as a unit, a plural verb if it is
+regarded as a collection of individuals.=
+
+ _Wrong._ She drills us on a lesson until she is sure the class
+ are familiar with everything in each assignment.
+
+ _Right._ She drills us on a lesson until she is sure the class
+ is familiar with everything in each assignment.
+
+ _Wrong._ Sometimes when some member of the class makes a
+ mistake in his speech, the rest of the class laugh and talk
+ about it.
+
+ _Right._ Sometimes when some member of the class makes a
+ mistake in his speech, the rest of the class laughs and talks
+ about it.
+
+ _Revise._ Another committee, known as the advisory committee,
+ is composed of one member from each district, and are chosen by
+ the board of the district bank represented.
+
+=318. Make the verb agree with its subject. An intervening noun must not
+attract the verb into a different form.=
+
+ _Wrong._ The number of bearings in a car vary.
+
+ _Right._ The number of bearings in a car varies.
+
+ _Wrong._ The grounds upon which the building stands consists of
+ half a city block.
+
+ _Right._ The grounds upon which the building stands consist of
+ half a city block.
+
+ _Revise._ A copy of the orders are also sent to the checker.
+
+=319. Make the verb agree with its subject. _There is_ and _there are_
+must agree with the subject which follows.=
+
+ _Wrong._ There is always a few minutes now and then for reading
+ newspapers.
+
+ _Right._ There are always a few minutes now and then for
+ reading newspapers.
+
+ _Revise._ As I think of my subject there seems to be many
+ phases open for investigation.
+
+=320. Make the verb agree with its subject. Phrases introduced by
+_besides_, _with_, _together with_, _accompanied by_, _including_, _as
+well as_, do not affect the number of the verb.=
+
+ _Wrong._ The major, as well as all the lieutenants, were soon
+ out in the open.
+
+ _Right._ The major, as well as all the lieutenants, was soon
+ out in the open.
+
+ _Wrong._ Mary, together with Florence, Mabel, and Pearl, are
+ going to be there.
+
+ _Right._ Mary, together with Florence, Mabel, and Pearl, is
+ going to be there.
+
+ _Revise._ The whole army, including the Fifth and Seventh
+ corps, have received orders to entrain.
+
+=321. Make the verb agree with its subject. If both singular and plural
+substantives joined by _or_ or _nor_ make up the subject, the number of
+the verb depends upon that of the nearest substantive.=
+
+ _Wrong._ Neither the directors nor the president are in
+ sympathy with the proposal.
+
+ _Right._ Neither the directors nor the president is in sympathy
+ with the proposal.
+
+ _Revise._ The rodmill or the furnaces goes on double turn today.
+
+=322. Make the verb agree with its subject. Verbs used with _who_,
+_which_, _that_, must agree in person and number with the antecedent of
+the pronoun.=
+
+ _Wrong._ Each man and woman who were present came away
+ disgruntled.
+
+ _Right._ Each man and woman who was present came away
+ disgruntled.
+
+ _Revise._ These horses that stands here are not for sale.
+
+=323. Make the verb agree with its subject—not with a predicated noun or
+nouns.=
+
+ _Wrong._ The type of literature I enjoy are books of travel.
+
+ _Right._ The type of literature I enjoy is books of travel.
+
+ _Revise._ Another group of novels I have read are _Main
+ Street_, _The Bright Shawl_, and _If Winter Comes_.
+
+=324. Make the verb agree with its subject. The form _don’t_ is correct
+in the first and second persons singular and in all persons plural. The
+form _doesn’t_ is the only correct form in the third person singular.=
+
+ _Wrong._ He don’t seem to know us.
+
+ _Right._ He doesn’t seem to know us.
+
+ _Revise._ The majority don’t think.
+
+=325. Distinguish between the past tense and the past participle of
+irregular verbs.=
+
+ _Present_ _Past_ _Past Participle_
+
+ He begins he began he has begun
+ He blows he blew he has blown
+ It breaks it broke it has broken
+ He comes he came he has come
+ He does he did he has done
+ He draws he drew he has drawn
+ He drinks he drank he has drunk
+ He drives he drove he has driven
+ He eats he ate he has eaten
+ He falls he fell he has fallen
+ He flies he flew he has flown
+ It freezes it froze it has frozen
+ It grows it grew it has grown
+ He goes he went he has gone
+ He knows he knew he has known
+ He rides he rode he has ridden
+ It rings it rang it has rung
+ It rises it rose it has risen
+ He runs he ran he has run
+ He sees he saw he has seen
+ It shakes it shook it has shaken
+ It shrinks it shrank it has shrunk
+ He sings he sang he has sung
+ He speaks he spoke he has spoken
+ He steals he stole he has stolen
+ He swims he swam he has swum
+ He takes he took he has taken
+ It tears it tore it has torn
+ He throws he threw he has thrown
+
+ _Revise._
+
+ I wonder what he has did?
+
+ Have you saw him?
+
+ He has ran the car into the ditch.
+
+=326. Use the correct past tense or past participle of the following
+verbs—not the illiterate form.=
+
+ _Present_ _Past_ _Past Participle_
+
+ It bursts it burst it has burst
+ He catches he caught he has caught
+ He dives he dived he has dived
+ He drags he dragged he has dragged
+ He draws he drew he has drawn
+ He drowns he drowned he has drowned
+ He eats he ate he has eaten
+ He grows he grew he has grown
+ He holds he held he has held
+ He knows he knew he has known
+ He leads he led he has led
+ He proves he proved he has proved
+ He shows he showed he has shown
+ He swears he swore he has sworn
+ He throws he threw he has thrown
+ He ought he ought (_Had ought_ is not
+ in good usage)
+
+ _Revise._
+
+ What has she ate.
+
+ I drug it three yards.
+
+ I drawed him out.
+
+ He drownded last week.
+
+=327. Distinguish between _lie_ and _lay_, _sit_ and _set_, _rise_ and
+_raise_.=
+
+ _Wrong._ He laid in the hammock all morning.
+
+ _Right._ He lay in the hammock all morning.
+
+ _Wrong._ All right, set there, then.
+
+ _Right._ All right, sit there, then.
+
+ _Wrong._ We all raised up and shouted.
+
+ _Right._ We all rose up and shouted.
+
+ _Revise._ I laid on the couch while the rest of them set around
+ waiting for me to raise up and tell them to go home.
+
+=328. Use _shall_ in the first person, _will_ in the second and third, to
+express simple futurity.=
+
+ _Wrong._ I feel that I have had more military training than I
+ will get here in the university.
+
+ _Right._ I feel that I have had more military training than I
+ shall get here in the university.
+
+ _Wrong._ You shall fail unless you get to work.
+
+ _Right._ You will fail unless you get to work.
+
+ _Revise._ He shall never be found if we do not hurry.
+
+=329. Use _should_ in the first person, _would_ in the second and third,
+to express relative futurity.=
+
+ _Wrong._ I would like to give it to you.
+
+ _Right._ I should like to give it to you.
+
+ _Wrong._ He should be glad to help you, I’m sure.
+
+ _Right._ He would be glad to help you, I’m sure.
+
+ _Revise._ You shouldn’t do that, should you?
+
+=330. In questions, use _shall_ in the first person. In the second and
+third persons, use that auxiliary which will be correctly used in the
+answer.=
+
+ _Wrong._ Will I help you?
+
+ _Right._ Shall I help you?
+
+ _Wrong._ Will you be at home tonight?
+
+ _Right._ Shall you be at home tonight?
+
+ _Revise._ Shall she be asked?
+
+=331. To express determination on the part of the speaker, use _will_ in
+the first person, _shall_ in the second and third persons.=
+
+ _Wrong._ He will tell you; I am determined.
+
+ _Right._ He shall tell you; I am determined.
+
+ _Wrong._ You will go; I have decided.
+
+ _Right._ You shall go; I have decided.
+
+ _Revise._ I shall do it; nobody can prevent me.
+
+=332. Make the tenses of parallel verbs conform to one another.=
+
+ _Wrong._ I would go down to the library every Saturday and
+ there I got a book about radio.
+
+ _Right._ I would go down to the library every Saturday and
+ there I would get a book about radio.
+
+ _Revise._ I traveled all over the state until I had seen
+ everything or until I became tired.
+
+=333. Use the present tense for assertions that are universally true.=
+
+ _Wrong._ Mars was the most nearly red of all the planets.
+
+ _Right._ Mars is the most nearly red of all the planets.
+
+ _Revise._ The earth was eight thousand miles in diameter.
+
+=334. Make the tense of a verb in a subordinate clause relative to that
+of the verb in the main clause.=
+
+ _Wrong._ I also read new, popular novels that I would find in
+ the public library.
+
+ _Right._ I also read new, popular novels that I found in the
+ public library.
+
+ _Revise._ I probably would never have read such low, vulgar
+ stuff if it were not for the war.
+
+=335. Use the present tense of the infinitive unless its action is
+earlier than that of the main verb.=
+
+ _Wrong._ It was wrong for you to have gone.
+
+ _Right._ It was wrong for you to go.
+
+ _Wrong._ I ought to answer before that had happened.
+
+ _Right._ I ought to have answered before that had happened.
+
+ _Revise._ I intended to have told you.
+
+=336. Use an adverb of time to show that the subordinate clause differs
+in time from the main clause.=
+
+ _Wrong._ The reason for the fertility of Iowa farm land is that
+ an ice sheet spread over almost the entire area of the state.
+
+ _Right._ The reason for the fertility of Iowa farm land is that
+ an ice sheet once spread over almost the entire area of the
+ state.
+
+ _Revise._ One little corner of Iowa contains many steep hills
+ because the ice did not reach it.
+
+=337. Use the subjunctive mood in contrary to fact conditions.=
+
+ _Wrong._ If I was you, I should not do that.
+
+ _Right._ If I were you, I should not do that.
+
+ _Revise._ If he was not ill, he might win today.
+
+=338. Use _have_, the correct auxiliary, not _of_, carelessly written for
+the unaccented _have_.=
+
+ _Wrong._ You should of seen him run.
+
+ _Right._ You should have seen him run.
+
+ _Revise._ If it had not rained today, we might of gone away.
+
+=339. _Had ought_ and _hadn’t ought_ are not standard English; _ought_
+has no past participle and no past perfect tense.=
+
+ _Wrong._ You hadn’t ought to have come so soon.
+
+ _Right._ You ought not to have come so soon.
+
+ _Revise._ I had ought to have told you but I didn’t have the
+ courage.
+
+=340. Make a complete sentence out of a fragment carelessly punctuated as
+if it were a sentence.=
+
+ _Wrong._ I took time to make friends and eventually enjoyed
+ myself in the same way as any other little girl. My favorite
+ sport being skating.
+
+ _Right._ I took time to make friends and eventually enjoyed
+ myself in the same way as any other little girl. My favorite
+ sport was skating.
+
+ _Revise._ At seven o’clock every morning I hear the faint
+ tinkling of a bell which soon becomes an insistent ring,
+ and another day has begun. Then a dash down the cold stairs
+ followed by a hurried wash, then down to breakfast.
+
+=341. Attach a phrase, carelessly punctuated as if it were a sentence, to
+the sentence to which it belongs.=
+
+ _Wrong._ This was placed in a chemical solution, called
+ developer, for fifteen or twenty minutes. Sometimes even longer.
+
+ _Right._ This was placed in a chemical solution, called
+ developer, for fifteen or twenty minutes, and sometimes even
+ longer.
+
+ _Revise._ My office hours were unlimited during the summer
+ months. Usually from seven in the morning until after six
+ o’clock at night on week days.
+
+=342. Attach a participial phrase, carelessly punctuated as if it were a
+sentence, to the sentence to which it belongs.=
+
+ _Wrong._ We arrived on the peak before sunrise. This being the
+ best time to arrive.
+
+ _Right._ We arrived on the peak before sunrise, this being the
+ best time.
+
+ _Revise._ Asher won the mile in 4:32. Thus breaking the record.
+
+=343. Attach a subordinate clause, carelessly punctuated as if it were a
+sentence, to the sentence to which it belongs.=
+
+ _Wrong._ Soon after it is plowed. It should be harrowed several
+ times in order to crush out all the lumps of dirt.
+
+ _Right._ Soon after it is plowed it should be harrowed several
+ times in order to crush out all the lumps of dirt.
+
+ _Revise._ When the grain is dry enough to be threshed. The
+ owner issues invitations for a threshing bee.
+
+=344. Attach part of a compound subject, carelessly punctuated as if it
+were a sentence, to the sentence to which it belongs.=
+
+ _Wrong._ John, wearing a straw hat. Then his brother, garbed in
+ a dress suit, entered the hall.
+
+ _Right._ John, wearing a straw hat, followed by his brother,
+ garbed in a dress suit, entered the hall.
+
+ _Revise._ The memorial stadium and the chemistry building. The
+ new administration building and the women’s gymnasium have all
+ been built since 1910.
+
+=345. Attach part of a compound predicate, carelessly punctuated as if it
+were a sentence, to the sentence to which it belongs.=
+
+ _Wrong._ The beacon flared. And lighted up the darkness for
+ miles.
+
+ _Right._ The beacon flared and lighted up the darkness for
+ miles.
+
+ _Revise._ Who has ever heard of Dolliver? Much less has ever
+ been there.
+
+=346. Complete a construction begun but left unfinished.=
+
+ _Wrong._ They rediscount notes which arise out of and the
+ proceeds of which are employed for agricultural, industrial,
+ and commercial purposes.
+
+ _Right._ They rediscount notes which arise out of agricultural,
+ industrial, and commercial transactions and employ the proceeds
+ in similar transactions.
+
+ _Revise._ Anybody who could design an engine like that, the
+ largest automobile manufacturers in the country would compete
+ for his services.
+
+=347. Give every finite verb a subject.=
+
+ _Wrong._ It has been about fifteen months since I left high
+ school, and have not done any studying since.
+
+ _Right._ It has been about fifteen months since I left high
+ school, and I have not done any studying since.
+
+ _Revise._ The town has not yet built a very large high school
+ building, because there are not enough citizens to defray the
+ expense and have not yet been able to obtain the co-operation
+ of the farmers.
+
+=348. Insert a word or words which have been carelessly omitted.=
+
+ _Wrong._ Their complexion is a reddish color.
+
+ _Right._ Their complexion is of a reddish color.
+
+ _Wrong._ Hundreds of small creeks were constructed by the
+ association, for the benefit of an individual.
+
+ _Right._ Hundreds of small creeks were constructed by the
+ association, each for the benefit of an individual.
+
+ _Revise._ I consider him my favorite poet not because of his
+ style but of the feeling in his verse.
+
+=349. Insert material necessary to make evident what is implied.=
+
+ _Wrong._ Mr. T.’s method of teaching is stimulating, but
+ his lack of the English language makes him an undesirable
+ instructor.
+
+ _Right._ Mr. T.’s method of teaching is stimulating, but
+ his lack of knowledge of the English language makes him an
+ undesirable instructor.
+
+ _Revise._ Douglas Fairbanks is truer to life than the book.
+
+=350. Give every sentence element some grammatical construction.=
+
+ _Wrong._ In my American literature class the instructor thought
+ that it was essential for us to study, at least once a week,
+ that had to do with current happenings.
+
+ _Right._ In my American literature class the instructor thought
+ that it was essential for us to study, at least once a week,
+ something that had to do with current happenings.
+
+ _Revise._ You should select the ears that have medium-sized
+ kernels and filled out well at each end.
+
+=351. Use _that_ to introduce noun clauses after verbs of _saying_,
+_thinking_, or _feeling_, unless the construction is obvious.=
+
+ _Wrong._ I have decided the topic for my long theme will be
+ _Prehistoric Man_.
+
+ _Right._ I have decided that the topic for my long theme will
+ be _Prehistoric Man_.
+
+ _Revise._ Father felt a secondhand car was beneath our dignity.
+
+=352. Make the comparison accurate by inserting a demonstrative pronoun:
+_that of_, _those of_, _these which_, etc.=
+
+ _Wrong._ Our condition is far better than the students of the
+ East.
+
+ _Right._ Our condition is far better than that of the students
+ of the East.
+
+ _Revise._ The history of the Book of Mormon is very much like
+ the Bible.
+
+=353. Insert _as_ after the positive of an adjective or an adverb when it
+is followed by a conjunction and the comparative with _than_.=
+
+ _Wrong._ I am at least as tall or a little taller than anyone
+ in the first squad.
+
+ _Right._ I am at least as tall as, or a little taller than,
+ anyone in the first squad.
+
+ _Revise._ I enjoy biography as well if not better than fiction.
+
+=354. Insert _much_ or _greatly_ between _very_ and a past participle.=
+
+ _Wrong._ I was very disappointed.
+
+ _Right._ I was very much disappointed.
+
+ _Revise._ His table manners showed that they had been very
+ neglected up to the time we took him in hand.
+
+=355. Repeat the verb in a different person or number if necessary to
+make it agree with the second of two alternative subjects.=
+
+ _Wrong._ Either he or I goes.
+
+ _Right._ Either he goes or I go.
+
+ _Revise._ If he or I win the pole vault, Petersham will finish
+ among the first three in the meet.
+
+=356. Repeat the auxiliary verb if necessary to make it agree with a
+second subject in a different person or number.=
+
+ _Wrong._ Whether you or Jim is elected makes no difference to
+ me.
+
+ _Right._ Whether you are elected or Jim is, makes no difference
+ to me.
+
+ _Revise._ If you or any other student is caught cheating it
+ means just one thing—expulsion of the guilty person.
+
+=357. Repeat _is_, _are_, _was_, _were_, etc., if the verb is used both
+as a copula and as an auxiliary.=
+
+ _Wrong._ Their government was rude and founded solely upon
+ custom.
+
+ _Right._ Their government was rude and was founded solely upon
+ custom.
+
+ _Revise._ Our house is small and built to live in.
+
+=358. Use the correct form of the verb after each of two auxiliaries
+which require two different forms.=
+
+ _Wrong._ I have always and always shall like cowboy stories.
+
+ _Right._ I have always liked and always shall like cowboy
+ stories.
+
+ _Revise._ I hope I may in the future, as I have always in
+ the past, play fair, whatever may be the provocation to do
+ otherwise.
+
+=359. Use the correct conjunction, _though_ or _but_ rather than _while_;
+_as soon as_ rather than _immediately_; _if_ rather than _so_.=
+
+ _Wrong._ Immediately I received the telegram I went home.
+
+ _Right._ As soon as I received the telegram I went home.
+
+ _Wrong._ It was in the latter part of my high school days when
+ I did most of my reading.
+
+ _Right._ It was in the latter part of my high school days that
+ I did most of my reading.
+
+ _Revise._ I had not gone to school long until it burned down.
+
+=360. Use a transitional word, phrase, or clause to carry the reader from
+one unrelated idea to another.=
+
+ _Wrong._ I wanted to be popular; how could I start?
+
+ _Right._ I wanted to be popular, but the question was, how
+ could I start.
+
+ _Revise._ Officers will be elected, and a good attendance is
+ desired.
+
+=361. Avoid shifting from one construction to another.=
+
+ _Wrong._ Consider the football season just ended, Merrill did
+ more for the success of the team than any other captain Ohio
+ ever had.
+
+ _Right._ In the football season just ended Merrill did more for
+ the success of the team than any other captain Ohio ever had.
+
+ _Revise._ I enjoyed the freshman year with its essays and
+ themes, since it proved to be a subject which I did not find
+ difficult.
+
+=362. In the formula _one of the most ... if not the most ..._ put the
+noun in the first element of the formula.=
+
+ _Wrong._ It was one of the slowest if not the slowest game ever
+ played on the Oval.
+
+ _Right._ It was one of the slowest games, if not the slowest,
+ ever played on the Oval.
+
+ _Revise._ As a statesman he deserves to rank as one of the
+ most, if not the most, contemptible figures in our history.
+
+=363. Phrase the subject so that it exactly fits the predication required
+by the verb.=
+
+ _Wrong._ Mr. Swinnerton’s novel, _Nocturne_, takes place in one
+ night.
+
+ _Right._ The action in Mr. Swinnerton’s novel, _Nocturne_,
+ takes place in one night.
+
+ _Revise._ The character of Mr. Pickwick is a funny creature.
+
+=364. Use the precise verb which is idiomatically required to predicate
+the subject.=
+
+ _Wrong._ Only one hour of relaxation existed for the noon meal.
+
+ _Right._ Only one hour of relaxation was allowed for the noon
+ meal.
+
+ _Revise._ The freshman lecture last week consisted of four
+ speakers.
+
+=365. Use the idiomatic preposition required after the noun.=
+
+ _Wrong._ I went to the library in search for material.
+
+ _Right._ I went to the library in search of material.
+
+ _Revise._ His personality is one of the greatest factors for
+ his success.
+
+=366. Use different prepositions after nouns, adjectives, or verbs which
+idiomatically require different prepositions.=
+
+ _Wrong._ Am I included or excluded from this list?
+
+ _Right._ Am I included in or excluded from this list?
+
+ _Revise._ American literature is dependent or at least derived
+ from English literature.
+
+=367. Use a more idiomatic construction.=
+
+ _Wrong._ I have often had the desire of some day taking a
+ vacation into the Rocky Mountains of the West.
+
+ _Right._ I have often wanted some time to spend a vacation
+ among the Rocky Mountains in the West.
+
+ _Revise._ Carrie Stevens from Wilton passed three days visiting
+ the parental home last week.
+
+ _Revise._ I spoke with him for something more than ten minutes.
+
+=368. Use a less awkward construction.=
+
+ _Wrong._ Dr. Otto’s automobile was badly damaged in the
+ collision, but Mrs. Otto, driving, was unhurt, fortunately.
+
+ _Right._ Dr. Otto’s automobile was badly damaged in the
+ collision, but Mrs. Otto, who was driving, was fortunately
+ unhurt.
+
+ _Revise._ During my senior year I had some experience in
+ dramatics by taking part in the class play.
+
+=369. Use a predicated noun rather than a predicated clause beginning
+with _when_ or _where_.=
+
+ _Wrong._ A B.A. is where you are graduated in a liberal arts
+ course.
+
+ _Right._ A B.A. is a degree given to graduates of a liberal
+ arts course.
+
+ _Revise._ Golf is where you try to get the ball into the hole
+ in the fewest possible number of strokes.
+
+=370. Use _that_ to introduce a predicated clause of reason.=
+
+ _Wrong._ The reason I have not read more is due to the fact
+ that I have had no time.
+
+ _Right._ The reason I have not read more is that I have had no
+ time.
+
+ _Revise._ My reason for reading this book was because I had
+ previously seen the same story in the movies.
+
+=371. Use the formula _the fact that ..._ to introduce a clause of reason
+used as the subject.=
+
+ _Wrong._ Since you insist forces me to yield.
+
+ _Right._ The fact that you insist forces me to yield.
+
+ _Revise._ Because he looked so weak made me offer him a ride.
+
+=372. Use _due to_, _owing to_, and _caused by_ only as adjectives,
+obviously modifying a noun. (See 418.)=
+
+ _Wrong._ This question is very difficult to answer due to the
+ small amount of information available.
+
+ _Right._ The difficulty about answering this question is caused
+ by the scarcity of information available.
+
+ _Right._ This question is very difficult to answer because
+ little information is available.
+
+ _Revise._ Owing to the high wind Porter’s punts in the second
+ half averaged only twenty-eight yards.
+
+=373. Use _because of_ and _on account of_ only as prepositions to
+introduce adverbial phrases attached to verbs.=
+
+ _Wrong._ Purdue’s victory was because of the wet field.
+
+ _Right._ Purdue won because of the wet field.
+
+ _Right._ Purdue’s victory was due to the wet field.
+
+ _Revise._ His kindness to me was on account of his friendship
+ for my father.
+
+=374. Attach a modifying word, phrase, or clause directly to the modified
+element without an intervening _and_ or _but_. _And_ or _but_ should be
+used to join only co-ordinate elements.=
+
+ _Wrong._ The village priests were of a lower class and lived
+ like peasants, and preaching only to the peasants.
+
+ _Right._ The village priests were of a lower class and lived
+ like peasants, preaching only to the peasants.
+
+ _Revise._ The study of musical appreciation is very
+ interesting, and especially when one begins to find out how
+ little he knows about it.
+
+=375. Discard completely any part of a sentence which has nothing to do
+with your thought.=
+
+ _Wrong._ We arrived in Boston before noon, and the corn was
+ fully six inches high.
+
+ _Right._ We arrived in Boston before noon.
+
+ _Revise._ Hugh Walpole is an Englishman, but Poe wrote The
+ Raven.
+
+=376. Discard a redundant _that_.=
+
+ _Wrong._ I really think that upon investigation that we are
+ shown the shallowness of the objections.
+
+ _Right._ I really think that upon investigation we are shown
+ the shallowness of the objections.
+
+ _Revise._ I knew that if I did not read some of my outside
+ readings before Christmas that I probably should not be up with
+ my work in time to pass the course.
+
+=377. Change the present participial phrase into a parallel verb or into
+a parallel clause if the time of action of the participle differs from
+that of the main verb.=
+
+ _Wrong._ Leaving home before breakfast, we arrived at our
+ destination in time for dinner.
+
+ _Right._ We left home before breakfast and arrived at our
+ destination in time for dinner.
+
+ _Revise._ He is thirty-six, being born in 1887.
+
+=378. Put the noun into an _of_ phrase, not into the possessive case,
+when the noun is the object of the verbal idea in a verbal noun in
+_-ing_.=
+
+ _Wrong._ Lincoln’s shooting is one of the most tragic events in
+ American history.
+
+ _Right._ The shooting of Lincoln is one of the most tragic
+ events in American history.
+
+ _Revise._ One-eyed Pete’s converting firmly established the new
+ minister in the eyes of the whole community.
+
+=379. Use an _of_ phrase after the abstract verbal noun in _-ing_.=
+
+ _Wrong._ The legislators viewed protection only as a policy for
+ the fostering industry.
+
+ _Right._ The legislators viewed protection only as a policy for
+ the fostering of industry.
+
+ _Revise._ The giving examinations is overdone here.
+
+=380. Two unconnected main clauses must be punctuated as two sentences,
+or must be joined with a conjunction, or one clause must be made
+subordinate.=
+
+ _Wrong._ The fireless cooker that I made consisted of an outer
+ wooden box which contained a fairly good-sized metal pail,
+ the box was large enough to allow for at least five inches of
+ packing.
+
+ _Right._ The fireless cooker that I made consisted of an outer
+ wooden box which contained a fairly good-sized metal pail.
+ The box was large enough to allow for at least five inches of
+ packing.
+
+ _Wrong._ Nine months of the year I went to school the other
+ three I worked at home on the farm.
+
+ _Right._ Nine months of the year I went to school and the other
+ three I worked at home on the farm.
+
+ _Wrong._ Next, you apply one coat of paint it can be put on
+ rather thick as you have to rub most of it off later.
+
+ _Right._ Next, you apply one coat of paint, which can be put on
+ rather thick, as you have to rub most of it off later.
+
+ _Revise._ The senior English class is required to do some work
+ in dramatics, this is done by giving the annual class play.
+
+=381. Join co-ordinate elements with _and_; the word _also_ is an adverb,
+not a conjunction.=
+
+ _Wrong._ The Navajoes have large herds of cattle, also many
+ fine horses.
+
+ _Right._ The Navajoes have large herds of cattle and many fine
+ horses.
+
+ _Revise._ The pitcher made a home run, also two singles.
+
+=382. Join co-ordinate main clauses with a conjunction, _and_, _but_,
+_for_, _or_ or _nor_; or make one clause subordinate. Such words as _so_,
+_then_, _therefore_, and _also_ are not conjunctions.=
+
+ _Wrong._ I have no favorite kinds of books, however, I do read
+ a great deal.
+
+ _Right._ I have no favorite kinds of books, but I do read a
+ great deal.
+
+ _Wrong._ I had to run to supper both nights so I decided I
+ would quit.
+
+ _Right._ After I had had to run to supper both nights I decided
+ I would quit.
+
+ _Revise._ Before school and on Saturdays I worked either in
+ a restaurant or in a clothing store, so my reading has been
+ limited for the last two years.
+
+=383. Place similar modifiers of the same word together.=
+
+ _Wrong._ We saw an old house painted white.
+
+ _Right._ We saw an old white house.
+
+ _Revise._ He had a stern face, forbidding and ugly.
+
+=384. Use only one negative in a clause.=
+
+ _Wrong._ You haven’t seen nothing yet.
+
+ _Right._ You have seen nothing yet.
+
+ _Right._ You haven’t seen anything yet.
+
+ _Revise._ She had not gone no farther than the post office when
+ she heard a shot.
+
+=385. Use _or_ as a conjunction—not _nor_—when the first of the connected
+elements carries a negative.=
+
+ _Wrong._ Some seeds do not need to be very deep in the ground
+ nor very far apart.
+
+ _Right._ Some seeds do not need to be very deep in the ground
+ or very far apart.
+
+ _Revise._ A favorite son is not necessarily known throughout
+ the whole country, nor even in the neighboring states.
+
+=386. Omit the negative as a supposed reinforcer of _hardly_, _scarcely_,
+_only_, and _but_.=
+
+ _Wrong._ I can’t scarcely realize it yet.
+
+ _Right._ I can scarcely realize it yet.
+
+ _Revise._ I do not like but two kinds of reading matter: novels
+ and short stories.
+
+=387. Use an adverb—not an adjective—to modify a verb, an adjective, or
+another adverb. Adverbs formed from adjectives end in _-ly_.=
+
+ _Wrong._ I worked steady all vacation.
+
+ _Right._ I worked steadily all vacation.
+
+ _Revise._ I never expect to become a real proficient student in
+ this subject.
+
+=388. Predicated adjectives are used correctly after the verbs _is_,
+_are_, _was_, _were_, _become_, _seem_, _feel_, _appear_, _look_,
+_sound_, _taste_, _smell_, _stand_, and _ring_ when the adjective
+characterizes the subject and not the action.=
+
+ _Wrong._ This orange tastes sweetly.
+
+ _Right._ This orange tastes sweet.
+
+ _Revise._ His speech rings falsely.
+
+=389. Relative pronouns _who_, _which_, _that_, are correctly used as
+follows: _who_ if the antecedent is a person; _which_ if the antecedent
+is an animal or a thing; _that_ if the antecedent is a person, an animal,
+or a thing.=
+
+ _Wrong._ I once worked for a farmer which worked from sunrise
+ to sunset.
+
+ _Right._ I once worked for a farmer who worked from sunrise to
+ sunset.
+
+ _Revise._ I have a dog who is almost as intelligent as a man.
+
+
+PRACTICE
+
+1. Them and us were not invited. (300)
+
+2. Whom do you think ought to go? (301)
+
+3. As to whom is best qualified, consult the dean. (302)
+
+4. It was never them. (303)
+
+5. Who is going, him and her? (304)
+
+6. He made me as strong as they. (305)
+
+7. How could you consider Mary going? (306)
+
+8. He is one of art’s greatest contributors. (307)
+
+9. The greatest duty lies toward the parents of the boy or girl who they
+send to college. (308)
+
+10. Who did you think her to be? (309)
+
+11. I thought the person to have been he. (310)
+
+12. What about these sort of seeds? (311)
+
+13. When one goes back to work they feel like accomplishing something.
+(312)
+
+14. His explanations are very much in detail but does not hit the mark.
+(313)
+
+15. If either are late to class, both receive a setback. (314)
+
+16. Scraping and varnishing is necessary in this case. (315)
+
+17. He thinks neither Byron nor Shelley are great poets. (316)
+
+18. A number has already gathered about the jail. (317)
+
+19. The lining of blankets keep the cold air out. (318)
+
+20. There is too many open windows in the house. (319)
+
+21. The football team, in addition to as many graduate players as can be
+reached, are invited. (320)
+
+22. Neither Frank nor the Holliwells knows her. (321)
+
+23. Everybody who were there was pleased. (322)
+
+24. The fruit I like best are strawberries. (323)
+
+25. Robert don’t read anything. (324)
+
+26. I wonder what he has drank. (325)
+
+27. He had ought to go. (326)
+
+28. I raised up and shouted at them either to set down or lay down; it
+didn’t matter which they did. (327)
+
+29. I will never forget the pleasant time we had at graduation. (328)
+
+30. They should have gone, but it rained. (329)
+
+31. Shall he be able to come? (330)
+
+32. I shall speak to him about it; I insist upon it. (331)
+
+33. He told me time after time and would insist that Percival had told
+the whole truth. (332)
+
+34. He said the sun was 93,000,000 miles from the earth. (333)
+
+35. I seldom remember the name of the book or of the author until I would
+see the book again. (334)
+
+36. She wanted me to have gone before you came. (335)
+
+37. Vanadium steel is used to make many parts of the Ford car which were
+made of various other kinds. (336)
+
+38. If she was able to go, we should have a good time. (337)
+
+39. It would of been better if the paint had dried slowly. (338)
+
+40. They hadn’t ought to have tried that. (339)
+
+41. The varsity basketball outlook is much brighter than was the case
+for football. Six letter men on the squad, four other candidates of
+outstanding ability, and a coach who says that he will stop at nothing
+short of a championship. (340)
+
+42. They were a wonderful six weeks. Just full of happenings of all
+kinds. (341)
+
+43. In the first year ancient history is taken up once or twice a
+week. The rest of the time being devoted to the study of rhetoric and
+composition. (342)
+
+44. I arrived home late in the afternoon. After I had been riding an hour
+and a half. (343)
+
+45. In the East, Boston, New York, Brooklyn, and Philadelphia. In the
+West, Chicago, St. Louis, Cincinnati, and Pittsburgh make up the league.
+(344)
+
+46. Frightened nearly to death, my friend ran into the house. And hid
+there for a long time before she was willing even to look out the window.
+(345)
+
+47. The condition that arose, I was unable to meet my obligation. (346)
+
+48. Up in the mountains there would be very few people to bother you, and
+would thus enable you to spend many hours alone. (347)
+
+49. Dancing was the next on the program. (348)
+
+50. This historical event has had a great deal to do with the books I
+have read and also many other students and persons of my age. (349)
+
+51. It was dark and no other possible way to get there. (350)
+
+52. We heard something exciting was sure to happen before the night was
+over. (351)
+
+53. The next time over, the corn is plowed in the opposite direction from
+which it was planted. (352)
+
+54. Barnes is as good a hitter and a much more consistent one than anyone
+else on the team. (353)
+
+55. He was very surprised to see us. (354)
+
+56. What you or he thinks makes no difference here. (355)
+
+57. If you or he is going, it is time to start now. (356)
+
+58. The science building is three stories high and constructed of brick.
+(357)
+
+59. Drinking I have always avoided and always will. (358)
+
+60. I went, while my father objected. (359)
+
+61. More votes were cast than there were voters, and a new election was
+ordered. (360)
+
+62. For instance, one theater we were in, everything inside of it was
+white. (361)
+
+63. One of the saddest if not the saddest sight I ever saw met my eyes
+when I opened the door. (362)
+
+64. Shiloh was a crucial moment in the Civil War. (363)
+
+65. The story was made up of the hills of Hingham. (364)
+
+66. Fraternities were not included with my thoughts of college. (365)
+
+67. The demand and popularity of the gladiatorial games resulted in a
+number of uprisings against the government. (366)
+
+68. I like reading books, but I enjoy even more to see a good play. (367)
+
+69. The honors for high scoring for the afternoon spent in playing bridge
+were awarded to Mary Devoe. (368)
+
+70. Justice is where each man gets his deserts. (369)
+
+71. The reason I have for liking it was because of the way the part of
+Portia was played. (370)
+
+72. Because you are ignorant is no excuse in the eyes of the law. (371)
+
+73. Due to these facts, my reading was neglected. (372)
+
+74. The size of my feet is because of what happened one summer when I was
+a bell hop. (373)
+
+75. The observer turns to the east, and looking down a short residential
+street which leads to a well-kept cemetery. (374)
+
+76. They say that fools’ names as well as faces are often seen in public
+places, but I prefer prose to poetry. (375)
+
+77. I felt that of all the courses I ever took that the one in civics did
+the most for me. (376)
+
+78. Parading up Jefferson street in the morning, we had a record-breaking
+crowd for the evening performance. (377)
+
+79. Chicago’s burning proved to be the making of the middle western
+metropolis. (378)
+
+80. The constant offering excuses enraged me. (379)
+
+81. Every morning except one I have either military drill or physical
+training, these serve to break the monotony of being cooped up in a class
+room the rest of the time. (380)
+
+82. I also like scout books and detective stories, also a good love story
+once in a while. (381)
+
+83. We stayed a few days in Boston and a day in Chicago, then we arrived
+at our destination on a rainy Monday morning two hours before breakfast
+time. (382)
+
+84. Strong is he and brave. (383)
+
+85. I wouldn’t take no insolence from him. (384)
+
+86. The vassal had to swear that he would not injure his lord nor betray
+his secrets. (385)
+
+87. I don’t hardly see what else I could have done. (386)
+
+88. He does not go so deep into details as to bore his students. (387)
+
+89. The new bell sounds harshly. (388)
+
+90. Among the eight instructors which I have are two which I abhor. (389)
+
+
+
+
+CHAPTER VIII
+
+SENTENCE CLEARNESS
+
+
+Sentences exist for the purpose of conveying thought from one mind
+to another. The manner of their expression must, therefore, be such
+that the thought expressed is obvious and unmistakable. Otherwise,
+sentences not only fail of their purpose but often lead to confusion, to
+misunderstanding, and even to disaster. The quality which renders their
+meaning obvious and unmistakable is called clearness.
+
+=400. Definite pronouns (_he_, _she_, _it_, _this_, _that_, _who_,
+_which_) must have obvious antecedents.=
+
+ _Insufficient._ They say that the timber supply in the United
+ States will soon be exhausted.
+
+ _Better._ Forest experts say that the timber supply in the
+ United States will soon be exhausted.
+
+ _Revise._ Yesterday I saw Mr. Jonathan Oldcastle. She has just
+ returned from Europe, you know.
+
+=401. Make an ambiguous pronoun clear by placing it nearer its
+antecedent.=
+
+ _Confusing._ Father told us of a meadow near his old home,
+ which was now under water.
+
+ _Unmistakable._ Father told us that near his old home there
+ used to be a meadow which is now under water.
+
+ _Revise._ In order to succeed at football one must be willing
+ to live up to all the rules of training, to refrain from
+ smoking, to shun society, and to put one’s whole soul into it.
+
+=402. Change indirect discourse to direct discourse to make an antecedent
+obvious.=
+
+ _Equivocal._ Clark told Andrews he had made an error.
+
+ _Clear._ Clark said, “Andrews, you made an error.”
+
+ _Revise._ George, talking with Bill, said that he ought to be
+ ashamed of himself.
+
+=403. Never designate the antecedent of a pronoun by repeating it within
+parentheses.=
+
+ _Wrong._ John told Tom that he (John) had not made the team.
+
+ _Right._ John said to Tom, “I have not made the team.”
+
+ _Revise._ John told Tom that he (Tom) had not made the team.
+
+=404. Repeat a distant noun or supply a new one rather than use an
+obscure pronoun.=
+
+ _Not good._ I felt sure that the parade would not be ready to
+ start for an hour yet, as there were no soldiers about, and it
+ was only one o’clock; so I decided to walk out toward the edge
+ of town, taking care, however, to remain upon the street along
+ which I knew it would pass.
+
+ _Better._ I felt sure that the parade would not be ready to
+ start for an hour yet, as there were no soldiers about, and it
+ was only one o’clock; so I decided to walk out toward the edge
+ of town, taking care, however, to remain upon the street along
+ which I knew the parade would pass.
+
+ _Revise._ The men in my company who had dissipated before
+ entering the army found, during the long marches necessary in
+ the Argonne Forest, that it was hard to keep up with it.
+
+=405. Repeat the noun rather than use a pronoun that refers to an
+unemphatic antecedent.=
+
+ _Unimpressive._ Yesterday I saw Mrs. Hamlin in a new car
+ designed by the Fisher company. Almost all cars designed by
+ them are distinctive.
+
+ _Better._ Yesterday I saw Mrs. Hamlin in a new car designed by
+ the Fisher company. Almost all cars designed by that company
+ are distinctive.
+
+ _Revise._ Silos made of concrete are of greater value than any
+ other kind because they last longer. This is easy to use and is
+ cheaper in the end than any other material.
+
+=406. Place adverbs like _only_, _almost_, _ever_, _nearly_, _just_,
+_hardly_, _scarcely_, _merely_, _quite_ next to and usually before the
+words they modify.=
+
+ _Misleading._ He would only lend me five dollars.
+
+ _Accurate._ He would lend me only five dollars.
+
+ _Revise._ I don’t ever want to see him again.
+
+=407. Place negatives before the words they modify.=
+
+ _Untaught._ Everybody has not read the Bible.
+
+ _Better._ Not everybody has read the Bible.
+
+ _Revise._ All men were not born to be hanged.
+
+=408. Use correlative conjunctions to connect only co-ordinate
+expressions.=
+
+ _Wrong._ I knew I would be compelled either to salute him or he
+ would have me put in the guard house.
+
+ _Right._ I knew I would be compelled either to salute him or to
+ spend a week in the guard house.
+
+ _Revise._ It was not only necessary for me to save all the
+ money I could, but I knew I should have to earn more than I had
+ ever earned before.
+
+=409. Place correlative conjunctions as close as possible to the
+expressions they connect.=
+
+ _Faulty._ He was not only an expert marksman but he also was a
+ skilled horseman.
+
+ _Improved._ He was not only an expert marksman but also a
+ skilled horseman.
+
+ _Revise._ Military training both teaches a man to think quickly
+ and to command others.
+
+=410. Place every subordinate clause so that its relation to the main
+clause is immediately evident.=
+
+ _Uncertain._ He knew when the time came what he would do.
+
+ _Certain._ When the time came he knew what he would do.
+
+ _Revise._ Someone I knew would come in.
+
+=411. Place relative clauses immediately after their antecedents.=
+
+ _Doubtful._ A man came up and spoke to my brother whom I had
+ never seen before.
+
+ _Plain._ A man whom I had never seen before came up and spoke
+ to my brother.
+
+ _Revise._ The ship flew a strange flag that came in yesterday.
+
+=412. Place subordinate clauses so that their verbs cannot be confused
+with the verbs of main clauses.=
+
+ _Absurd._ The horse snorted as Jackson spoke and kicked up his
+ heels.
+
+ _Correct._ As Jackson spoke, the horse snorted and kicked up
+ his heels.
+
+ _Revise._ The wind stormed across the desert where the corpse
+ lay and whistled.
+
+=413. Place every modifying phrase so that the expression it modifies is
+unmistakable.=
+
+ _Misleading._ The captain says that if your rifles are not
+ clean day after tomorrow he will put every one of you in the
+ guard house.
+
+ _Clear._ The captain says that if day after tomorrow your
+ rifles are not clean he will put every one of you in the guard
+ house.
+
+ _Revise._ When he took his seat much to his chagrin the lights
+ went out.
+
+=414. Place co-ordinate modifiers one after another.=
+
+ _Halting._ Even though he had never seen you before, he would
+ let you know who he was if he liked your appearance.
+
+ _Secure._ Even though he had never seen you before, if he liked
+ your appearance he would let you know who he was.
+
+ _Revise._ If Friday is a holiday, I shall drive home if the
+ roads are good.
+
+=415. Make a participial phrase modify the noun or pronoun which it ought
+obviously to modify; or change the construction.=
+
+ _Ludicrous._ Standing upon the dome of Old Capitol, Iowa avenue
+ presents an unusual view.
+
+ _Better._ Standing upon the dome of Old Capitol, one gets an
+ unusual view of Iowa avenue.
+
+ _Better._ If one stands upon the dome of Old Capitol, one gets
+ an unusual view of Iowa avenue.
+
+ _Revise._ Coming out on the train Pike’s Peak is seen.
+
+=416. Change a participle preceded by _thus_ into a clause if the
+participle cannot logically modify the subject of the preceding verb.=
+
+ _Wrong._ She had to wait until everybody else in the room was
+ served, thus causing her to be late.
+
+ _Right._ She had to wait until everybody else in the room was
+ served, and the delay caused her to be late.
+
+ _Revise._ The bridges were all down between Storm Lake and
+ Altoona, thus making all the trains late.
+
+=417. Make a participle preceded by a conjunction agree with the noun to
+which it obviously belongs; or change the construction.=
+
+ _Ridiculous._ Tuesday, when wearing my new hat, a rainstorm
+ came up and ruined it.
+
+ _Correct._ Tuesday, when I was wearing my new hat, a rainstorm
+ came up and ruined it.
+
+ _Revise._ While eating my supper last night, one of the calves
+ got out and ran into the corn field.
+
+=418. A phrase beginning with the adjective _due_ can refer only to a
+noun. (See 372.)=
+
+ _Wrong._ He was ill, due to overeating.
+
+ _Right._ His illness was due to overeating.
+
+ _Revise._ The train stopped, due to boiler trouble.
+
+=419. Make a gerund prepositional phrase modify the noun or pronoun which
+it ought obviously to modify; or change the construction.=
+
+ _Ludicrous._ In speaking to Sparks yesterday, he told me that
+ the team was in excellent condition.
+
+ _Clear._ In speaking to Sparks yesterday, I learned that the
+ team was in excellent condition.
+
+ _Revise._ In trying to show Helen how to start her motor, she
+ almost ran over me.
+
+=420. In parallel subordinate clauses repeat the subordinating
+conjunction with each clause after the first.=
+
+ _Unequal._ She had heard that her mother had died suddenly
+ after a short but violent illness, and her father had struck
+ oil.
+
+ _Accurate._ She had heard that her mother had died suddenly
+ after a short but violent illness, and that her father had
+ struck oil.
+
+ _Revise._ Although the water rose steadily during the spring
+ thaw, and the dam was on the point of giving way under the
+ pressure, the engineer obstinately insisted that there was no
+ danger.
+
+=421. Repeat auxiliary verb forms with their principals.=
+
+ _Improper co-ordination._ We shall have to leave town and need
+ an automobile.
+
+ _Improved._ We shall have to leave town and shall need an
+ automobile.
+
+ _Revise._ A quarterback must see where the hole in the line is
+ and take advantage of it.
+
+=422. Repeat the _to_ before each infinitive in a series.=
+
+ _Not co-ordinate._ He came to see the house, bargain for it,
+ and buy it if terms could be agreed upon.
+
+ _Co-ordinate._ He came to see the house, to bargain for it, and
+ to buy it if terms could be agreed upon.
+
+ _Revise._ Not only was it necessary for us to read the book,
+ remember what was in it, and be able to recite upon it, but
+ also write a paper upon it, and read the paper before the class.
+
+=423. Repeat the preposition with each object.=
+
+ _Obscure._ She went to Chicago and the capital of the state.
+
+ _Better._ She went to Chicago and to the capital of the state.
+
+ _Revise._ The positions were offered to soldiers, athletes, and
+ virile men generally.
+
+=424. Repeat the article with each noun in a series.=
+
+ _Confusing._ They needed a minister, doctor, and lawyer at once.
+
+ _Clear._ They needed a minister, a doctor, and a lawyer at once.
+
+ _Revise._ I met the merchant and postmaster of the little town
+ as well as the sheriff and justice of the peace.
+
+=425. Repeat the possessive with each noun in a series.=
+
+ _Bad._ I asked her the names of her sister and puppy.
+
+ _Better._ I asked her the names of her sister and of her puppy.
+
+ _Revise._ He watched his horse, cow, and pig break through into
+ the wheat.
+
+=426. Give the same structure only to ideas similar in thought.=
+
+ _Misleading._ Golf is a game that requires skill, poise, good
+ temper, and clubs that exactly suit you.
+
+ _Better._ Golf is a game that requires skill, poise, and good
+ temper. These qualities, however, will avail little unless one
+ has clubs that exactly suit him.
+
+ _Revise._ The new hospital was erected to the memory of John
+ Shuler and for the benefit of crippled children.
+
+=427. After a long or involved series, use a summarizing word before
+continuing the sentence.=
+
+ _Inadequate._ To live uprightly, to be amiable always, and to
+ be considerate of others even to the point of inconvenience are
+ the essentials of gentleness.
+
+ _Better._ To live uprightly, to be amiable always, and to be
+ considerate of others even to the point of inconvenience—these
+ are the essentials of gentleness.
+
+ _Revise._ O wise and upright judge, O learned in the law, O
+ guide, philosopher, and friend, be my rock and refuge.
+
+=428. Use _and_ to connect only those expressions which are in the same
+construction. (See 374.)=
+
+ _Bad._ We then studied chemistry, a subject much more
+ interesting than history, and which I enjoyed thoroughly.
+
+ _Better._ We then studied chemistry, a subject much more
+ interesting than history, and one which I enjoyed thoroughly.
+
+ _Revise._ Jacob Sturm was a man of much wealth, and who came to
+ this country twenty years ago.
+
+=429. Use _but_ to connect only those expressions which are in the same
+construction.=
+
+ _Bad._ I started into high school resolved to make the most of
+ my opportunities, but in no long time deciding to have all the
+ fun I could.
+
+ _Better._ I started into high school resolved to make the most
+ of my opportunities, but in no long time I decided to have all
+ the fun I could.
+
+ _Revise._ The colonel issued an order about mounts, but which
+ nobody could understand.
+
+=430. After a comparative degree, exclude the subject of comparison from
+the class with which it is compared.=
+
+ _Wrong._ Platinum is more valuable than any metal.
+
+ _Right._ Platinum is more valuable than any other metal.
+
+ _Revise._ Morvich was swifter than any racehorse of his day.
+
+=431. After a superlative degree, include the subject of comparison
+within the class with which it is compared.=
+
+ _Wrong._ Shakespeare is the greatest of any other poet.
+
+ _Right._ Shakespeare is the greatest of all poets.
+
+ _Revise._ A slave is the most miserable of all other men.
+
+=432. Avoid an inconsistent change of person within the sentence.=
+
+ _Wrong._ You can lead a horse to water, but nobody can make him
+ drink.
+
+ _Right._ You can lead a horse to water, but you cannot make him
+ drink.
+
+ _Revise._ I have done the best I could, and I do not think a
+ person should be required to do more.
+
+=433. Avoid an inconsistent change of number within the sentence.=
+
+ _Wrong._ Tillie, Margaret, and Ann each took their seats.
+
+ _Right._ Tillie, Margaret, and Ann each took her seat.
+
+ _Revise._ Everybody should save their money while they are
+ young.
+
+=434. Avoid an inconsistent change of tense within the sentence.=
+
+ _Wrong._ As soon as the train came in, he hurries home.
+
+ _Right._ As soon as the train came in, he hurried home.
+
+ _Revise._ No matter what he tries, things never came out as he
+ expected them to.
+
+=435. Avoid an inconsistent change of mood within the sentence.=
+
+ _Wrong._ Unless it is too hard and take too much time I can
+ finish by noon.
+
+ _Right._ Unless it is too hard and takes too much time I can
+ finish by noon.
+
+ _Revise._ Sand is all right in the back yard, but keep it out
+ of the front yard.
+
+=436. Avoid an inconsistent change of voice within the sentence.=
+
+ _Wrong._ The troops were taken up in trucks but came back on
+ the train.
+
+ _Right._ The troops went up in trucks but came back on the
+ train.
+
+ _Revise._ A month ago I was listened to with all courtesy, but
+ now not even a dog will listen.
+
+
+PRACTICE
+
+1. The poppy can be raised in American gardens without danger of its
+becoming a menace as a weed, which makes its cultivation possible as a
+reminder of the soldiers who lie in Flanders Field. (400)
+
+2. We can use this truck to move freight from the warehouse to the store
+whenever we need it. (401)
+
+3. Mary told Leona her costume was perfectly becoming. (402)
+
+4. Mrs. Fiske said to Miss Anglin that she (Miss Anglin) was the greatest
+actress in the world. (403)
+
+5. Students who come to college merely to have a good time or because
+they have nothing else to do, and those who come without any deep seated
+desire for knowledge for its own sake should be denied the right to enter
+it. (404)
+
+6. The University of Iowa is located part on one side of the Iowa River
+and part on the other. Many students, when the weather is good, paddle
+canoes upon it. (405)
+
+7. I hardly knew anybody. (406)
+
+8. Everyone is not more to be pitied than scorned. (407)
+
+9. I felt that I must either make them a cake or that they would think me
+stingy. (408)
+
+10. Roque is a game that is neither too easy nor is it without
+excitement. (409)
+
+11. Nothing he said is worth while. (410)
+
+12. We cleared away what the cyclone had left of the house, which had
+stormed through the valley during the night. (411)
+
+13. The fire spread when we entered the village and destroyed everything.
+(412)
+
+14. When she let him in much to his embarrassment she smiled broadly.
+(413)
+
+15. At night she liked to walk out in the rain. (414)
+
+16. Swimming around a bend in the river, the hospital is seen. (415)
+
+17. I mistook her for an acquaintance, thus causing embarrassment. (416)
+
+18. When climbing a wire fence, his shotgun went off. (417)
+
+19. He became rich, due to oil in Mexico. (418)
+
+20. In talking to Henry this morning, he said that he had been ill. (419)
+
+21. He told me that his brother was an engineer and he would look into
+the matter. (420)
+
+22. She would have had a great deal of trouble and, no doubt, failed in
+the end if we had not happened to come along. (421)
+
+23. They learned to read French, ride horseback, and fence before they
+were graduated. (422)
+
+24. There was no room for weaklings, invalids, or the disaffected. (423)
+
+25. I was forced to refuse the invitation of the secretary and treasurer.
+(424)
+
+26. Johnson knew his half brother, nephew, and cousin would be there.
+(425)
+
+27. The regiment was raised for the honor of Johnson county and to drive
+the Spaniard out of Cuba. (426)
+
+28. To live, to learn, to die is the sum total of existence. (427)
+
+29. His uncle had an old car and which he used to drive to Solon. (428)
+
+30. The instructor made an assignment but which everybody thought was too
+hard. (429)
+
+31. Solomon was wiser than any man. (430)
+
+32. Michael Angelo was the greatest of all other painters. (431)
+
+33. Try as you may, one cannot do it. (432)
+
+34. Everybody should save their money while they are young. (433)
+
+35. He will have learned better by Sunday unless he never tried it again.
+(434)
+
+36. Military training is all right for a young man, but don’t ask me to
+take any. (435)
+
+37. Yesterday he was seen by at least ten people, and I myself saw him
+today. (436)
+
+
+
+
+CHAPTER IX
+
+SENTENCE VIGOR
+
+
+Good sentences are characterized by correctness and clearness, but
+the best sentences possess a third quality. Effective sentences must
+entertain, persuade, or convince. To do these things, they must be
+graceful, vivid, forceful, and emphatic presentations of the writer’s
+ideas. The quality which makes correct and clear sentences effective is
+called vigor.
+
+=500. To emphasize pointedly, place material in a sentence by itself.=
+
+ _Unemphatic._ The city council is determined to stop jaywalking
+ at the east entrance of the campus, and to attain this end
+ has adopted a plan that calls for restricting pedestrians to
+ clearly marked lanes that cross Clinton street at right angles.
+
+ _Emphatic._ The city council is determined to stop jaywalking
+ at the east entrance to the campus. To attain this end,
+ the council has adopted a plan that calls for restricting
+ pedestrians to clearly marked lanes that cross Clinton street
+ at right angles.
+
+ _Revise._ I used to think that sleeping accommodations at
+ fraternity houses were inadequate, but I don’t now.
+
+=501. Divide a sentence that seems too long.=
+
+ _Repellant._ The collections at the museum, which is the most
+ important in the world, are in two divisions, one for the
+ public and the other for the use of specialists, some of whom
+ come from great distances to avail themselves of the unequalled
+ collections set apart for their use.
+
+ _Attractive._ The collections at the museum, which is the
+ most important in the world, are in two divisions, one for
+ the public and the other for the use of specialists. Some
+ specialists come from great distances to avail themselves of
+ the unequalled collections set apart for their use.
+
+ _Revise._ That there will be no tolerance of laxity on the
+ part of the freshmen concerning the observance of this decree
+ was assured by the strong language of the order, which first
+ pointed out that the wearing of the green cap by first year men
+ was a college tradition and must be upheld, then explained that
+ the wearing of the cap was left to the honor of every freshman,
+ who was expected to purchase one and use it according to the
+ rules of the past two years, which state that the cap must
+ be worn every day until six o’clock at night, when it may be
+ changed for the more common headgear.
+
+=502. Condense wordy sentences.=
+
+ _Meandering._ At a recent meeting of the men’s glee club, it
+ was decided to increase the membership of the organization from
+ thirty-two men to forty men.
+
+ _Succinct._ The men’s glee club recently decided to increase
+ its membership from thirty-two to forty.
+
+ _Revise._ The names of the candidates for class offices were
+ announced Wednesday by the election committee. There are
+ thirty-six candidates for office.
+
+=503. Consolidate two or more short, jerky sentences into one smooth
+sentence.=
+
+ _Jerky._ The annual interfraternity pajama race was run on
+ Sheridan road Monday night. The event took place at eleven
+ o’clock. It was hotly contested by five fraternities. The Sig
+ Alphs won a shivering victory.
+
+ _Smooth._ The Sig Alphs won a shivering victory on Sheridan
+ road at eleven o’clock Monday night, when they defeated four
+ rival teams in the annual interfraternity pajama race.
+
+ _Revise._ The natives boil the chopped leaves to a syrup. This
+ is poured into a monkey skin. The liquid is then allowed to
+ cool and harden.
+
+=504. Vary the structure of successive sentences.=
+
+ _Monotonous._ Around the sides of the armory on the floor were
+ booths separated by curtains. In each one of the booths was
+ suspended a small red incandescent light. Around the hall at
+ various places were jars containing burning incense.
+
+ _Pleasing._ Around the sides of the armory on the floor were
+ booths separated by curtains. A small red incandescent light
+ was suspended in each booth. Incense burned in jars at various
+ places around the hall.
+
+ _Revise._ The oldest book in the university library, to the
+ best knowledge of the librarians, was printed in 1511. The book
+ was written by Johannes von Kaiserberg Geiler, a preacher of
+ the reformation who was born about the middle of the fifteenth
+ century. This old work is entitled _Navicula Sive Speculum
+ Fatuorum_, which translated means, _The Ship or Mirror of
+ Fools_. It is written in Latin and contains many curious and
+ interesting wood cuts. The book is made up largely of sermons.
+
+=505. Begin successive sentences with different words.=
+
+ _Dreary._ D is the minimum standard for a passing grade. D
+ students compose approximately the lowest twenty-five per cent
+ of every class. D work is that work which is not up to average,
+ and yet is clearly above failure.
+
+ _Pleasing._ D is the minimum standard for a passing grade.
+ Students who are marked D compose approximately the lowest
+ twenty-five per cent of every class. The grade D means that a
+ student’s work is not up to the average, and yet is clearly
+ above failure.
+
+ _Revise._ The military carnival was the largest exhibition of
+ its kind ever attempted at the college. The seats were all
+ filled, and the crowd was kept at a high point of interest
+ throughout the entire show. The whole program was arranged
+ in such a manner that at no time was there a lull in the
+ activities. The opening number was a concert by the military
+ band. The physical training exercises which followed were of
+ the type in which the regiment itself gives the commands and
+ then executes them. The most spectacular feature of the program
+ was the advance to attack.
+
+=506. Vary the length of successive sentences.=
+
+ _Monotonous._ The new building being erected south of the
+ engineering building will be occupied Monday for the first
+ time. Partition siding has held up the work to some extent.
+ Fifteen hundred feet of partition material is still to be laid.
+ Painting is progressing steadily. The steam fitters’ work is
+ nearly completed. Work done after Monday will be carried on by
+ a night shift. Some work on the halls can be done during class
+ hours. Workmen say that the building was erected in record
+ breaking time. It has taken less than a month to complete the
+ job.
+
+ _Pleasing._ The new building being erected south of the
+ engineering building will be occupied Monday for the first
+ time. Partition siding has held up the work to some extent, and
+ fifteen hundred feet of partition material is still to be laid.
+ Painting is progressing steadily, and the steam fitters’ work
+ is nearly completed. Work done after Monday will be carried on
+ by a night shift, although some work on the halls can be done
+ during class hours. Workmen say that the building was erected
+ in record breaking time. It has taken less than a month to
+ complete the job.
+
+ _Revise._ The seven-hundred-word sentence used by the
+ legislature, however, is merely an example of the prevalent
+ tendency of people to disregard the elementary principles of
+ composition and grammar. Everyone may have a faint recollection
+ of having studied, at some remote period of his career, the
+ important rules of “unity, mass, and coherence.” But in actual
+ practice one too often falls into the habit of expressing
+ thoughts in a rambling and unconnected flow of words, with
+ the expressions embellished by slang and colloquial terms.
+ Individuals use many words, but they usually say little, and
+ the small germ of thought is often hard to find.
+
+=507. Turn a loose sentence into a periodic sentence.=
+
+ _Feeble._ The new engine will replace the present engine in
+ case of necessity.
+
+ _Forceful._ In case of necessity, the new engine will replace
+ the present engine.
+
+ _Revise._ This is not a student organization although the
+ majority of its members are federal board students.
+
+=508. End a sentence with a striking word.=
+
+ _Lifeless._ Bring along a team that will be able to force these
+ boys to their utmost as no team has yet been able to do.
+
+ _Striking._ Bring along a team that will do what no other team
+ has yet been able to do, force these boys to their utmost.
+
+ _Revise._ We should win Saturday’s game whether Minot can play
+ or not.
+
+=509. Use climactic order in a series of words, phrases, clauses, or
+sentences.=
+
+ _Bungling._ I have been so often reformed, regenerated, reborn,
+ amended, and corrected that only with difficulty can I look an
+ honest sinner in the face.
+
+ _Brilliant._ I have been so often amended, corrected, reformed,
+ regenerated, and reborn that only with difficulty can I look an
+ honest sinner in the face.
+
+ _Revise._ Their clothing is not sufficient for bodily comfort
+ and is also far from presentable.
+
+=510. Put the most significant idea near the beginning or the end of a
+sentence.=
+
+ _Weak._ The first speaker on the program was Dean Willard L.
+ Sperry, who gave a short talk.
+
+ _Strong._ Dean Willard L. Sperry opened the program with a
+ short talk.
+
+ _Revise._ There are more than six hundred courses offered to
+ students in the college of liberal arts.
+
+=511. Keep closely related grammatical elements together.=
+
+ _Awkward._ Cards will be distributed from eight to eleven
+ this morning by members of the registrar’s staff at the east
+ entrance of the natural science building to the hundreds of
+ students who have returned during the past few days.
+
+ _Well-knit._ From eight to eleven this morning, members of
+ the registrar’s staff, stationed at the east entrance of the
+ natural science building, will distribute cards to the hundreds
+ of students who have returned during the past few days.
+
+ _Revise._ This will, it is hoped, help the voter to select the
+ men and women who are real leaders on the campus.
+
+ _Revise._ I want to most emphatically state that I do not
+ believe a Union of South America is possible.
+
+ _Revise._ Appointment of George Hanby and Walter G. Phillips
+ to confer with the president concerning the loan that is being
+ made by the trustees to aid worthy students in meeting their
+ necessary college expenses was made Wednesday.
+
+=512. Put the main idea in the main clause.=
+
+ _Characterless._ The first talk of the series was given Tuesday
+ morning, in which he made the point that it is man’s nature to
+ pray.
+
+ _Animated._ Tuesday morning in the first talk of the series he
+ made the point that it is man’s nature to pray.
+
+ _Revise._ He had saved $1,500,000 when one day his office boy
+ ushered in a man who showed him a diamond of great value.
+
+=513. Put a subordinate idea into a subordinate construction.=
+
+ _Ungainly._ Peet took Mead’s place at halfback last night and
+ scored two touchdowns.
+
+ _Graphic._ After taking Mead’s place at halfback last night
+ Peet scored two touchdowns.
+
+ _Revise._ Great stress will be laid upon the application of
+ these tests in the future; the people of this country spend
+ millions of dollars each year in giving musical training to
+ children who have no talent for music.
+
+=514. Write simply.=
+
+ _Affected._ Suffice it, that I am saving the best for the last.
+
+ _Natural._ I am saving the best for the last.
+
+ _Revise._ The river is too cold for careless plunges, and
+ death-dealing cramps and chills may lead to drownings for those
+ who beware not the perils that lie in April waters.
+
+=515. Avoid the use of far-fetched synonyms.=
+
+ _Silly._ Fraternities can be a great force for the good of the
+ college and for the good of the Greek letter man.
+
+ _Natural._ Fraternities can be a great force for the good of
+ the college and for the good of the fraternity man.
+
+ _Revise._ More interest is being shown in the manly art this
+ year than has been shown in any past season.
+
+=516. Be definite and particular.=
+
+ _Colorless._ Many booklets were sent to freshmen before they
+ came to college.
+
+ _Vivid._ Fifteen hundred copies of the _Freshman Handbook_ were
+ sent during July to as many prospective freshmen.
+
+ _Revise._ Last year several fraternities were put on probation.
+
+=517. Use parallel constructions for parallel ideas.=
+
+ _Jumbled._ The speaker compared college students in their
+ search for an education to the processes used by a tree to gain
+ its food.
+
+ _Clear-cut._ The speaker compared a college student in search
+ of an education to a tree in search of food.
+
+ _Revise._ To be narrow is to be a helpless journalist.
+
+=518. Repeat a prominent word or phrase for greater emphasis.=
+
+ _Weak._ Farsighted citizens of the town are realizing more than
+ ever the possibility of the university’s becoming one of the
+ first universities in America, not only in enrollment but also
+ in scholastic standing.
+
+ _Strong._ Farsighted citizens of the town are realizing more
+ than ever the possibility of the university’s becoming one of
+ the first universities in America, first not only in enrollment
+ but first also in scholastic standing.
+
+ _Revise._ The progress in French affairs has always been
+ slow—sometimes too much so.
+
+=519. Avoid the monotonous repetition of words, phrases, or even
+syllables.=
+
+ _Flat._ The stiff collars that are being shown for formal
+ evening wear are the wing collars.
+
+ _Skilful._ Stiff wing collars are being shown for formal
+ evening wear.
+
+ _Revise._ In the senior class the race for president will be a
+ close one, as Burgess, Elwood, and Sampson are expected to run
+ a close race.
+
+ _Revise._ The county superintendents who will gather here for
+ the conference will in part comprise the group of participants
+ in the huge birthday party of the college of education.
+
+=520. Avoid tautology.=
+
+ _Uncouth._ These concerts are open to the public, and everyone
+ is invited.
+
+ _Pithy._ These concerts are open to the public.
+
+ _Revise._ Dean Smith is a native of Ohio and was born in
+ Central City.
+
+ _Revise._ Classes in folk dancing will start Monday morning at
+ nine A.M.
+
+ _Revise._ The coeducation of both sexes is making remarkable
+ headway in this country.
+
+ _Revise._ She is the widow of the late Colonel Ralph H.
+ Robinson.
+
+ _Revise._ Let’s us go.
+
+=521. Avoid pleonasm.=
+
+ _Stupid._ As I enter on this famed profession I see the
+ mistakes of others.
+
+ _Terse._ As I enter this famed profession I see the mistakes of
+ others.
+
+ _Revise._ There is an average of 55,000 kilowats used monthly.
+
+=522. Avoid the use of the same word in two senses in the same sentence,
+or in sentences near together.=
+
+ _Clumsy._ Because there is no school available, school will be
+ dismissed next week.
+
+ _Graceful._ Because no building is available, school will be
+ dismissed next week.
+
+ _Revise._ The girls may survive whacks with hockey clubs and
+ yet not be able to stand the severe test of initiation into M.
+ C. club.
+
+=523. Keep the same metaphor throughout the sentence.=
+
+ _Lame._ Mrs. Mondell had the edge in the race until
+ circumstances forced her to show her hand.
+
+ _Sprightly._ Mrs. Mondell had the game won until circumstances
+ forced her to show her hand.
+
+ _Revise._ Pronouncements against the League of Nations suddenly
+ lose their cloak of virile Americanism and savor only of party
+ politics when the state department places the stamp of its
+ approval on the Chester oil concessions.
+
+=524. Avoid incongruous metaphors.=
+
+ _Absurd._ The two hundred freshmen took their new places after
+ the first melee was staged.
+
+ _Picturesque._ The two hundred freshmen took their new places
+ after the resounding blows of the first melee ceased.
+
+ _Revise._ Walter Scannell, sporting editor of the _News_, will
+ act as referee.
+
+=525. Sentences should sing.=
+
+ _Crude._ Such a critic fails to consider the fraternity spirit
+ of the group—the avowed aim of the group.
+
+ _Rhythmical._ Such a critic fails to consider the avowed aim of
+ the group, its fraternal spirit.
+
+ _Revise._ Neither is it always wrong, be it remembered.
+
+=526. Put an epigrammatic idea into a balanced sentence.=
+
+ _Unskilful._ The essential things in life are the ones that
+ count, and the essential thing in education is to find that.
+
+ _Adroit._ The essential thing in education is to find the
+ essential things in life.
+
+ _Revise._ Tenure here depends not upon the quality of fur in
+ your coat but upon the quality of your thinking apparatus.
+
+=527. Make the most vivid verb in a sentence the predicate.=
+
+ _Dull._ He was found circling a piece of furniture in the
+ center of the room.
+
+ _Lively._ When found he was circling a piece of furniture in
+ the center of the room.
+
+ _Revise._ They went home, stumbling from one side of the street
+ to the other.
+
+=528. Use the active voice rather than the passive.=
+
+ _Spiritless._ The glucose was heated and then applied to the
+ blindfolded freshmen.
+
+ _Stirring._ The sophomores heated the glucose and applied it to
+ the blindfolded freshmen.
+
+ _Revise._ The article appearing in the Firing Line column last
+ Sunday above my name was not written by me.
+
+=529. Substitute a clause or a dependent phrase for an awkward absolute
+phrase.=
+
+ _Involved._ What he said about the work was favorable, he being
+ a man who leans to censure rather than to praise.
+
+ _Straightforward._ What he said about the work was favorable,
+ for he is a man who leans to censure rather than to praise.
+
+ _Revise._ His work having been done he stopped.
+
+ _Revise._ It being his first visit to the city, he was
+ interested in the many large houses.
+
+=530. Avoid successive subordinations similar in form and dependent one
+on another.=
+
+ _Awkward._ I have an economics instructor who is a middle-aged
+ man who has had ten years’ experience as vice-president of a
+ bank in New York City.
+
+ _Smooth._ I have an economics instructor who is a middle-aged
+ man with ten years’ experience as vice-president of a bank in
+ New York City.
+
+ _Revise._ He eventually tired of the life of a mere henchman of
+ the political boss of the Sixteenth ward.
+
+=531. Avoid successive _but_ or _for_ clauses.=
+
+ _Jerky._ But when I had gone about a mile I thought I could go
+ no farther, but I kept on.
+
+ _Smooth._ When I had gone about a mile I thought I could go no
+ farther, but I kept on.
+
+ _Revise._ I wanted to leave town, for I was disgusted with the
+ place, for I had not made a single friend.
+
+
+PRACTICE
+
+1. Football is a game for the psychologist, and recognizing this coaches
+in the past few years have paid an increasing amount of attention to the
+mental attitude of their players. (500)
+
+2. The freshmen gathered at Lake Austin in the afternoon to plan the
+bombardment of B hall, and in spite of the fact that the excitement on
+the campus during the early evening promised an interesting conclusion
+to the day’s events, nothing unusual happened to break the monotony
+until half past two in the morning, when word was brought to the waiting
+sophomores that the freshmen had assembled on Brackenridge field and were
+preparing for the attack. (501)
+
+3. Francis Neilson will give a talk at eleven Wednesday morning in the
+room of the historical society. He will talk on contemporary political
+and economic problems. (502)
+
+4. The Y.M.C.A. membership contest has been finished. It extended for
+three weeks. Keen interest was shown by the rivals for first place.
+Reuben Melin won, and Clarence Koski was second. (503)
+
+5. The programs for the hop have attractive covers of gold felt with a
+black “I” in the center. Ogle’s ten-piece orchestra will furnish music
+for the dance, which will be in Varsity hall. Coach and Mrs. George D.
+Hanshaw and Prof. and Mrs. Oscar J. Walters will chaperon. The money
+cleared from the hop will buy blankets for the sixteen men who won
+football letters. (504)
+
+6. It will be some time before the new plans are ready. It is not known
+just where the new biological building will be located. It was first
+proposed to place the building at the northwest corner of the campus.
+(505)
+
+7. To advocate the use of good English both in speaking and in writing,
+does not necessarily mean that one is a stickler for all the technical
+rules and eccentricities of the grammarian. Although a semicolon once
+figured as the essential question in a noted lawsuit in Texas, a person
+may overlook many of the rules of punctuation and still not cause any
+great harm to himself or to his associates. A split infinitive may be the
+bane of an English instructor’s life, but that error does not damn an
+individual to eternal perdition. The use, however, of accurate and clear
+English, in the larger meaning of the term, should be encouraged as a
+matter of efficiency as well as of refinement. (506)
+
+8. Bauer is disgusted with the world, like many writers of his class.
+(507)
+
+9. Football is a great game, there is no denying that. (508)
+
+10. Sometimes the girls become so interested in the work that they cast
+aside their forceps and handle earthworms, sheep eyes, pig hearts, grubs,
+frogs, and starfish with their fingers. (509)
+
+11. He said that to be a successful engineer imagination and precision
+are necessary. (510)
+
+12. A number of paintings, both in oil and in water color, including
+works by Rembrandt, Rubens, Van Dyck, Turner, Guido Reni, and other old
+masters as well as several canvases by more modern painters were the gift
+of Mrs. Mark Swanson. (511)
+
+13. The first issue of uniforms was made Wednesday, when 237 men were
+equipped. (512)
+
+14. Twenty-five candidates for membership in the University Players were
+recommended by the judges at the tryouts and were later elected. (513)
+
+15. It may be understood that the successful end of such a lengthy piece
+of work, which involves factors that are undreamed of by those inexpert
+in such matters, is hailed by an author with joy. (514)
+
+16. It is safe to say that a better trained group of gridiron warriors
+never donned the moleskins. (515)
+
+17. Although the declamatory contest is only a few days off, very few
+students have entered their names with Miss Hogan. (516)
+
+18. He agrees to furnish each child with a complete outfit and a promise
+to replace all lost balls. (517)
+
+19. There is no underlying motive or problem to be solved, no lesson to
+be taught, or moral to be drawn from the story. (518)
+
+20. The game with Illinois is the Homecoming game and should be one of
+the big games of the year. (519)
+
+21. Dean Walter S. Anthony was present and spoke about the future of
+engineering education. (520)
+
+22. The party will be in the form of a costume affair. (521)
+
+23. Any pledge leaving college before she is initiated shall be
+considered released from her pledge at the end of one calendar year from
+the date of pledging. (522)
+
+24. With seemingly every other subject run into the ground, fairy tales
+are now to receive a black eye. (523)
+
+25. An audience of 30,000 saw the Thanksgiving Day game. (524)
+
+26. From New Haven a menacing growl comes. (525)
+
+27. Some institutions had a crop of traditions before this state had even
+a corn crop. (526)
+
+28. The person selling the largest number of subscriptions was Mary Rowe.
+(527)
+
+29. Music by Sousa’s band was supplied between the halves. (528)
+
+30. Both rear tires having been punctured, my fingers were all thumbs, it
+being my first race. (529)
+
+31. He is the man that bought the house that stood on the lot that was
+next to ours. (530)
+
+32. This gave the man receiving the ball better protection, but left an
+opening for passes, but Solon did not have a play to use. (531)
+
+
+
+
+CHAPTER X
+
+WORDS
+
+
+New words and expressions, as well as new uses for old words, are being
+added to the English language daily. Likewise words and expressions once
+current are continually being discarded. The question that confronts any
+writer is, what words and expressions are now accepted as standard. In
+difficult cases only persistent consultation of the best dictionaries and
+a careful study of the practice followed by the best writers now living
+and by reputable publishing houses will furnish the correct answer. The
+practice followed by the majority of the leading writers and publishers
+of the present day determines good usage.
+
+=600. Consult a dictionary to determine the meaning of a word.=
+
+Be especially careful in using the following:
+
+ aggravate
+ alternative
+ amateur
+ among
+ asset
+ aught
+ awful
+ balance
+ between
+ borrow
+ can
+ claim
+ depot
+ expect
+ fine
+ learn
+ locate
+ mad
+ mean
+ nice
+ outside
+ over
+ party
+ propose
+ proposition
+ school
+ unique
+
+=601. Distinguish accurately between words resembling each other in form,
+but differing in meaning.=
+
+ affect, effect
+ all ready, already
+ all together, altogether
+ allude, elude
+ allusion, illusion
+ almost, most
+ beside, besides
+ continual, continuous
+ emigrate, immigrate
+ except, accept
+ healthful, healthy
+ lend, loan
+ loose, lose
+ luxuriant, luxurious
+ plentiful, plenty
+ practicable, practical
+ principal, principle
+ quiet, quite
+ way, ways, away
+
+=602. Use words that exactly express your thought.=
+
+Do not be content with the first word that occurs to you. Strive for
+concrete and picturesque words—words that will convey an accurate and
+vivid image to your reader. The search for exactly the right synonym
+will be greatly facilitated if you will consult one of the standard
+books which list synonyms. Some of the good books of this sort are those
+compiled by Roget, Crabbe, Smith, Marsh, and Soule.
+
+ Instead of the word _say_, for instance, consider _talk_,
+ _utter_, _claim_, _affirm_, _shout_, _whisper_, _stammer_,
+ _speak_, _lisp_, _giggle_, _maintain_, _state_, _answer_,
+ _argue_, _laugh_, _preach_, _reply_, _respond_.
+
+ _Walk_ is not the only word to express locomotion under one’s
+ own power. Consider, for instance, _amble_, _fall_, _gambol_,
+ _glide_, _leap_, _pace_, _prance_, _promenade_, _ramble_,
+ _run_, _slink_, _slouch_, _steal_, _stagger_, _stride_,
+ _stroll_, _stumble._
+
+=603. Avoid newly coined words.=
+
+Particularly atrocious examples of newly coined words are _to burgle_,
+_to burglarize_, and _to enthuse_.
+
+=604. Avoid using verbs as nouns and nouns as verbs unless such usage has
+been admitted into the standard language.=
+
+Examples of verbs that have not yet been accepted as nouns are _combine_,
+_invite_, _steal_, _try_, and _win_.
+
+Examples of nouns that have not yet been accepted as verbs are _suicide_
+and _suspicion_.
+
+=605. Do not use slang in formal composition.=
+
+ _Bad._ “Thank you for the ride in your auto.” “You bet.”
+
+ _Better._ “Thank you for the ride in your automobile.” “Don’t
+ mention it.”
+
+=606. Use words that harmonize with the tone of the whole composition.=
+
+In ordinary writing avoid such words as _said_, _same_, _thereby_,
+_therein_, and _hereinbefore_.
+
+ _Bad._ Said rule is often broken.
+
+ _Better._ The rule just mentioned is often broken.
+
+ _Bad._ I received the watch and thank you for same.
+
+ _Better._ Thank you for the watch which has just arrived.
+
+=607. Avoid poetical words in prose.=
+
+ Examples are _amid_, _anew_, _dwelt_, _ere_, _eve_, _hence_,
+ _hither_, _morn_, _’neath_, _o’er_, _oft_, _’tis_, _thrice_,
+ _’twas_, _whither_.
+
+=608. Use unaffected expressions rather than trite or hackneyed ones.=
+
+ _Avoid_: a good time was had by all; bolt from a clear sky;
+ beggars description; beyond description; indescribable; a royal
+ reception; checkered career; discourse sweet music; dull,
+ sickening thud; doomed to disappointment; exception proves the
+ rule; fair maidens; the grim reaper; hungry as bears; last but
+ not least; method in his madness; nipped in the bud; render
+ (a vocal solo); sought his downy couch; stood like sentinels;
+ stage (for anything except a theatrical performance); too full
+ for utterance; took to his heels; wended their way; where
+ ignorance is bliss.
+
+=609. Use simple rather than pretentious expressions.=
+
+ _Prefer_ get up _to_ arise
+ wife or husband _to_ better half
+ eat _to_ partake of
+ dog _to_ canine
+ cat _to_ feline
+ horse _to_ equine
+ clergyman _to_ divine
+ give _to_ donate
+ flowers _to_ floral offering
+ man _to_ gentleman
+ woman _to_ lady
+ letter _to_ kind favor
+ arm or leg _to_ limb
+ funeral _to_ last sad rites or obsequies
+ often _to_ oftentimes
+ body _to_ remains
+ live _to_ reside
+ house or home _to_ residence
+ go to bed _to_ retire
+ friend _to_ boy friend, girl friend, gentleman
+ friend, or lady friend
+
+=610. Use uncontracted forms in dignified writing.=
+
+ _Conversational._ I can’t and won’t go.
+
+ _Dignified._ I cannot and will not go.
+
+=611. Use _I_, _me_, or _my_ rather than some form of _we_ or _the
+writer_.=
+
+ _Insufferably modest._ In the opinion of the present writer
+ Locke should win.
+
+ _Direct._ Locke should win.
+
+ _Direct._ I think Locke should win.
+
+=612. Use simple personal pronouns rather than intensive or reflexive
+pronouns.=
+
+ _Affected._ You would confer a great favor on my wife and
+ myself if you would come.
+
+ _Natural._ You would confer a great favor on my wife and me if
+ you would come.
+
+ _Affected._ Myself and brother are both members of the Capen
+ debating society.
+
+ _Natural._ My brother and I both belong to the Capen debating
+ society.
+
+ _Affected._ These tickets will admit self and guests.
+
+ _Natural._ These tickets will admit you and your guests.
+
+=613. Follow good usage in referring to a husband or a wife.=
+
+ _Vulgar._ You will have to see Mr. about renting the garage.
+
+ _Better._ You will have to see my husband about renting the
+ garage.
+
+ _Vulgar._ The dinner was in honor of J. A. Smith and wife.
+
+ _Better._ The dinner was in honor of Mr. and Mrs. J. A. Smith.
+
+ _Vulgar._ Among the guests were Mrs. Capt. Johnson, Mrs. Prof.
+ Healy, Mrs. Rev. Shaw, and Mrs. President Ford.
+
+ _Better._ Among the guests were Mrs. Ralph G. Johnson, Mrs.
+ Lionel F. Healy, Mrs. Harry L. Shaw, and Mrs. Ferdinand L. Ford.
+
+ _Vulgar._ After John had been married two years, she left him.
+
+ _Better._ After John had been married two years, his wife left
+ him.
+
+=614. Avoid illiterate usage.=
+
+=alright.= There is no such word. Use _all right_.
+
+=and.= _And_ does not mean _or_.
+
+ _Wrong._ He asks four and five dollars for a straw hat.
+
+ _Right._ He asks four or five dollars for a straw hat.
+
+=as.= Use _because_ as a causal conjunction rather than _as_.
+
+ _Bad._ I could not go to the game as I had to get the dinner.
+
+ _Better._ I could not go to the game because I had to get the
+ dinner.
+
+Use _so_ after a negative rather than _as_.
+
+ _Bad._ He is not as bad as he is painted.
+
+ _Better._ He is not so bad as he is painted.
+
+=as though.= _As if_ is preferable to _as though_.
+
+ _Bad._ He talked as though he had a potato in his mouth.
+
+ _Better._ He talked as if he had a potato in his mouth.
+
+=at about.= _At about_ is a slovenly colloquialism. Omit _at_.
+
+ _Bad._ He left at about six o’clock.
+
+ _Better._ He left about six o’clock.
+
+=call attention.= Attention is _directed_, not _called_.
+
+=certainly.= Over use has made _certainly_ unemphatic.
+
+ _Bad._ I will certainly be there.
+
+ _Better._ I will be there.
+
+=data.= Plural, not singular.
+
+=did.= _Did_ is wrong if you mean _have_.
+
+ _Wrong._ I didn’t see him yet.
+
+ _Right._ I haven’t seen him yet.
+
+=each other.= _Each other_ applies to two persons or things; _one
+another_ to more than two.
+
+=extra.= _Extra_ does not mean _unusually_.
+
+=falls.= Plural, not singular.
+
+=first-rate.= An adjective, not an adverb.
+
+ _Wrong._ You cook first-rate.
+
+ _Right._ You are a first-rate cook.
+
+=freshmen.= The adjective is _freshman_.
+
+=held.= _Held_ should not be applied to a lecture, a meeting, or an
+initiation.
+
+ _Bad._ Our fraternity held initiation for eight men.
+
+ _Better._ Our fraternity initiated eight men.
+
+ _Bad._ The meeting was held in Robinson hall.
+
+ _Better._ The meeting was in Robinson hall.
+
+=Honorable.= See _Reverend_.
+
+=if.= Use _whether_ if that is what you mean.
+
+ _Wrong._ I don’t know if I can.
+
+ _Right._ I don’t know whether I can.
+
+=in.= Use _into_ to express motion.
+
+ _Bad._ He went in the house.
+
+ _Better._ He went into the house.
+
+=liable.= Use _likely_ or _probably_ unless referring to something
+undesirable.
+
+ _Bad._ He is liable to pass the course.
+
+ _Better._ It is likely that he will pass the course.
+
+ _Better._ He will probably pass the course.
+
+=like.= Use _as_ or _as if_ to introduce a clause.
+
+ _Wrong._ Do it like I do.
+
+ _Right._ Do it as I do.
+
+ _Wrong._ You look like you were cold.
+
+ _Right._ You look as if you were cold.
+
+=lit.= Use _lighted_.
+
+=line.=
+
+ _Loose._ What line are you in?
+
+ _Exact._ What business are you in?
+
+ _Bad._ He can do anything in the line of athletics.
+
+ _Better._ He can do anything in athletics.
+
+ _Atrocious._ Would you like something in the line of music?
+
+ _Better._ Would you like some music?
+
+=one another.= _Each other_ applies to two persons or things; _one
+another_ to more than two.
+
+=per.= _Per_ should be followed by a Latin word.
+
+ _Wrong._ His salary is $5,000 per year.
+
+ _Right._ His salary is $5,000 a year.
+
+ _Right._ His salary is $5,000 _per annum_.
+
+Use _according to_ or _in accordance with_ instead of _as per_.
+
+ _Wrong._ He paid me Monday as per our agreement.
+
+ _Right._ He paid me Monday in accordance with our agreement.
+
+=per cent.=
+
+ _Wrong._ What per cent will go to college?
+
+ _Right._ What percentage will go to college?
+
+=real.= _Real_ is not a synonym for _very_.
+
+ _Wrong._ I like him real well.
+
+ _Right._ I like him very well.
+
+=Reverend.= _Reverend_ should be preceded by _the_ and should be followed
+by _Father_, _Mr._, _Dr._, given name, or initials as well as by the
+surname. A clergyman is entitled to be called _Dr._ only when he has a
+degree of Doctor of Divinity.
+
+ _Wrong._ Reverend Folsom offered prayer.
+
+ _Right._ The Reverend Mr. Folsom offered prayer.
+
+ _Right._ The Reverend Haskell J. Folsom offered prayer.
+
+ _Wrong._ The Reverend Sanders presided.
+
+ _Right._ The Reverend R. E. Sanders presided.
+
+ _Wrong._ I met Reverend Barlow on the street.
+
+ _Right._ I met the Reverend Dr. Barlow on the street.
+
+=phenomena.= Plural, not singular.
+
+=Professor.= _Professor_ is used only for teachers of full professorial
+rank in a recognized college or university.
+
+ _Wrong._ The new high school principal is Professor Jones.
+
+ _Right._ The new high school principal is Mr. Jones.
+
+ _Wrong._ Professor Smith’s orchestra played.
+
+ _Right._ Smith’s orchestra played.
+
+=sideways.= _Sidewise_ is correct.
+
+=so.= Incorrect for _so that_.
+
+ _Wrong._ I want the money so I can go home.
+
+ _Right._ I want the money so that I can go home.
+
+_So_ should not be used alone to modify an adjective.
+
+ _Bad._ College life is so stimulating.
+
+ _Better._ College life is the most stimulating life of all.
+
+=strata.= Plural, not singular.
+
+=tend.= Use _attend_ or _take care of_ rather than _tend_.
+
+ _Bad._ I’ll tend to your case, young man, after school.
+
+ _Better._ I’ll attend to your case, young man, after school.
+
+ _Bad._ It is hard for me to write while tending the baby.
+
+ _Better._ It is hard for me to write while taking care of the
+ baby.
+
+=than=, =till=, =until=. Not synonyms for _when_ after _hardly_ or
+_scarcely_.
+
+ _Wrong._ Hardly had he fired than the burglar fell.
+
+ _Right._ Hardly had he fired when the burglar fell.
+
+ _Wrong._ She had scarcely spoken until we arrived.
+
+ _Right._ She had scarcely spoken when we arrived.
+
+=United States.= Should be preceded by _the_ when used as a noun.
+
+ _Wrong._ France and United States have always been good friends.
+
+ _Right._ France and the United States have always been good
+ friends.
+
+=ways.= Plural, not singular.
+
+=while.= _While_ means _during the time in which_, or _though_. It does
+not mean _but_.
+
+ _Good._ While I was gone the house burned.
+
+ _Good._ While what you say may be true, it will not affect my
+ action.
+
+ _Bad._ The men sit on one side while the women sit on the other.
+
+ _Better._ The men sit on one side; the women on the other.
+
+=615. Use reputable words.=
+
+=all the.=
+
+ _Wrong._ This is all the farther I will go.
+
+ _Right._ This is as far as I will go.
+
+=A.M., P.M.= Use only after numbers, meaning the hour.
+
+ _Wrong._ We started early in the A.M.
+
+ _Right._ We started early in the morning.
+
+=and etc.= _Etc._ is an abbreviation for _et cetera_, which means _and
+other things_.
+
+ _Wrong._ We bought flags, handkerchiefs, and etc.
+
+ _Right._ We bought flags, handkerchiefs, etc.
+
+=any place.= The correct expression is _anywhere_.
+
+=anywheres.= The correct expression is _anywhere_.
+
+=badly.= _Badly_ is not a synonym for _exceedingly_ or _very much_.
+
+ _Wrong._ I wanted it badly.
+
+ _Right._ I wanted it very much.
+
+=company.= _Guest_ is a better word than _company_.
+
+ _Wrong._ We expect company for supper.
+
+ _Right._ We expect a guest for supper.
+
+=complected.=
+
+ _Wrong._ He is light complected.
+
+ _Right._ He has a light complexion.
+
+=considerable.= _Considerable_ is not a synonym for _much_ or _many_.
+
+ _Wrong._ We have had considerable trouble lately.
+
+ _Right._ We have had a great deal of trouble lately.
+
+ _Wrong._ There were considerable people there.
+
+ _Right._ There were many persons there.
+
+=drunk.= _Drunk_ is not in good usage as a noun. Use _a drunken man_.
+
+=every place.= The correct expression is _everywhere_.
+
+=folks.=
+
+ _Wrong._ I am going to visit the folks this week.
+
+ _Right._ I am going to visit my family this week.
+
+ _Wrong._ More than one thousand folks saw the accident.
+
+ _Right._ More than one thousand persons saw the accident.
+
+=gent.= Use _gentleman_, or preferably _man_.
+
+=get-up.=
+
+ _Wrong._ Did you ever see such a get-up?
+
+ _Right._ Did you ever see such a costume?
+
+=get up.=
+
+ _Wrong._ We are getting up a straw ride for Thursday evening.
+
+ _Right._ We are planning a straw ride for Thursday evening.
+
+=got.= To indicate possession use _have_ rather than _have got_.
+
+ _Wrong._ Have you got a pencil?
+
+ _Right._ Have you a pencil?
+
+=hear to it.=
+
+ _Wrong._ I absolutely refuse to hear to it.
+
+ _Right._ I absolutely refuse to consider it.
+
+=human.= _Human_ is not a noun.
+
+ _Wrong._ Humans are in many ways like animals.
+
+ _Right._ Men and women are in many ways like animals.
+
+ _Right._ Human beings are in many ways like animals.
+
+=in back of.= _Behind_ is better than _in back of_.
+
+ _Wrong._ We fought in back of the barn.
+
+ _Right._ We fought behind the barn.
+
+=inside of.= Use _inside_ or _within_.
+
+ _Wrong._ He went inside of the house.
+
+ _Right._ He went inside the house.
+
+ _Wrong._ Inside of ten minutes not a trace remained.
+
+ _Right._ Within ten minutes not a trace remained.
+
+=kind of.=
+
+ _Wrong._ It was kind of cold.
+
+ _Right._ It was fairly cold.
+
+=leave.= Use _let_.
+
+ _Wrong._ Leave go of my hat.
+
+ _Right._ Let go my hat.
+
+ _Wrong._ Leave me have it.
+
+ _Right._ Let me have it.
+
+=lot.= Not a synonym for _many_, _much_, or _ample_.
+
+ _Wrong._ We had lots of time.
+
+ _Right._ We had ample time.
+
+=meet with.= _With_ is superfluous.
+
+ _Bad._ He met with the committee.
+
+ _Better._ He met the committee.
+
+=military.= _Military_ is not a noun.
+
+ _Wrong._ The military confiscated all coal in the town.
+
+ _Right._ The military authorities confiscated all coal in the
+ town.
+
+=no place.= The correct expression is _nowhere_.
+
+=nowhere near.= The correct expression is _not nearly_.
+
+=nowheres.= The correct expression is _nowhere_.
+
+=of.= _Of_ should never be used for _have_. (See 338.)
+
+ _Wrong._ I could of won if I had of been willing to lie.
+
+ _Right._ I could have won if I had been willing to lie.
+
+=off of.= _Off_ is enough.
+
+ _Wrong._ She stepped backwards off of the car.
+
+ _Right._ She stepped backwards off the car.
+
+=only.= _Only_ is not a synonym for _but_ or _except_.
+
+ _Wrong._ I would not be where I am today only for my wife.
+
+ _Right._ I would not be where I am today except for my wife.
+
+=out loud.= The correct expression is _aloud_.
+
+=over with.= _Over_ is enough.
+
+ _Wrong._ The concert was over with at ten o’clock.
+
+ _Right._ The concert was over at ten o’clock.
+
+=overly.= There is no such word.
+
+ _Wrong._ I think he is not overly particular.
+
+ _Right._ I think he is not very particular.
+
+=people.= Use _persons_.
+
+ _Bad._ Thirty people applied for the position.
+
+ _Better._ Thirty persons applied for the position.
+
+=P.M.= See _A.M._
+
+=posted.= _Posted_ is not a synonym for _informed_.
+
+ _Wrong._ Keep me posted on what happens while I am gone.
+
+ _Right._ Keep me informed of what happens while I am gone.
+
+=providing.= _Providing_ is not a synonym for _if_.
+
+ _Wrong._ I can go providing it does not rain.
+
+ _Right._ I can go if it does not rain.
+
+=put in.=
+
+ _Wrong._ I put in two years at college.
+
+ _Right._ I spent two years at college.
+
+=put up.=
+
+ _Wrong._ He put me up for the night.
+
+ _Right._ He lodged me for the night.
+
+=remember of.= _Remember_ is enough.
+
+ _Wrong._ I do not remember of meeting him.
+
+ _Right._ I do not remember meeting him.
+
+=shape.=
+
+ _Wrong._ He is in bad shape.
+
+ _Right._ He is ill. _Or_, He is in bad condition.
+
+=show.= _Show_ is not a synonym for a _theatrical performance_.
+
+ _Wrong._ It was the best show of the year.
+
+ _Right._ It was the best musical comedy of the year.
+
+=some place.= The correct expression is _somewhere_.
+
+=sort of.=
+
+ _Wrong._ He is sort of short for a high jumper.
+
+ _Right._ He is hardly tall enough for a high jumper.
+
+=stop.= _Stop_ is not a synonym for _stay_.
+
+ _Wrong._ We are stopping at the hotel.
+
+ _Right._ We are staying at the hotel.
+
+=sure.=
+
+ _Wrong._ I should sure like to go.
+
+ _Right._ I should surely like to go.
+
+ _Wrong._ Sure I’ll come.
+
+ _Right._ Surely I’ll come. _Or_, I’ll be glad to come.
+
+=tasty.= Use _delicious_ or some similar expression.
+
+ _Wrong._ That is a tasty pudding.
+
+ _Right._ That is a delicious pudding.
+
+=through.= _Through_ is not a synonym for _finished_.
+
+ _Wrong._ I was through the examination at quarter of nine.
+
+ _Right._ I finished the examination at quarter of nine.
+
+=try and.= _Try to_ is preferable to _try and_.
+
+ _Wrong._ Try and do better.
+
+ _Right._ Try to do better.
+
+=up.= _Up_ adds nothing to such verbs as _end_, _meet_, _finish_, _eat_,
+and _burn_.
+
+ _Wrong._ It took the firemen an hour after the house burned up
+ to finish up their work.
+
+ _Right._ It took the firemen an hour after the house burned to
+ finish their work.
+
+=visit with.= _With_ is superfluous.
+
+ _Wrong._ My mother is visiting with relatives.
+
+ _Right._ My mother is visiting relatives.
+
+=where.=
+
+ _Wrong._ Did you see in the paper where the minister has
+ resigned?
+
+ _Right._ Did you see in the paper that the minister had
+ resigned?
+
+=without.= _Without_ is not a synonym for _unless_.
+
+ _Wrong._ Without I say so, you will not be elected.
+
+ _Right._ Unless I say so, you will not be elected.
+
+=616. Use words current in present standard English.=
+
+Avoid such antiquated words as _firstly_, _gotten_, and _proven_.
+
+=but what.= _But that_ is preferable to _but what_.
+
+ _Wrong._ I cannot see but what you are right.
+
+ _Right._ I cannot see but that you are right.
+
+=cannot help but.=
+
+ _Wrong._ I cannot help but think he is innocent.
+
+ _Right._ I cannot help thinking he is innocent.
+
+=different than.= Use _different from_.
+
+ _Wrong._ Mabel looks different than Alice.
+
+ _Right._ Mabel looks different from Alice.
+
+=617. Use words and expressions nationally current.=
+
+=forenoon.=
+
+ _Bad._ The forenoon session began at eight.
+
+ _Better._ The morning session began at eight.
+
+=get.=
+
+ _Wrong._ I am sorry, but I did not get to go.
+
+ _Right._ I am sorry, but I was unable to go.
+
+=going on.=
+
+ _Bad._ He is six years old, going on seven.
+
+ _Better._ He is nearly seven years old.
+
+=gun.=
+
+ _Bad._ He carried a gun in his belt.
+
+ _Better._ He carried a revolver in his belt.
+
+=like.=
+
+ _Wrong._ You say George is in Boston. How does he like?
+
+ _Right._ You say George is in Boston. How does he like it there?
+
+=make of.=
+
+ _Bad._ When Oscar came to town all the girls made of him.
+
+ _Better._ When Oscar came to town all the girls paid him much
+ attention.
+
+=raise.=
+
+ _Bad._ I was raised in the South.
+
+ _Better._ I was reared in the South.
+
+=smart.=
+
+ _Bad._ He is a smart boy.
+
+ _Better._ He is a bright boy.
+
+=some.=
+
+ _Bad._ Father feels some better.
+
+ _Better._ Father feels somewhat better.
+
+=stair steps.=
+
+ _Bad._ I fell down the stair steps.
+
+ _Better._ I fell down the stairs.
+
+=stoop.=
+
+ _Bad._ Every evening we sit on the stoop.
+
+ _Better._ Every evening we sit on the porch.
+
+=tote.=
+
+ _Bad._ He was toting a barrel of flour on his shoulder.
+
+ _Better._ He was carrying a barrel of flour on his shoulder.
+
+=wait on.=
+
+ _Bad._ If Mr. Brown will be back within an hour I shall wait on
+ him.
+
+ _Better._ If Mr. Brown will be back within an hour I shall wait
+ for him.
+
+=want.=
+
+ _Bad._ Do you want in?
+
+ _Better._ Do you want to come in?
+
+ _Bad._ I want that you should go.
+
+ _Better._ I want you to go.
+
+=618. Use the correct form of nouns which have an abstract meaning in the
+singular and a concrete meaning in the plural.=
+
+ _Wrong._ His preparations for the examination were inadequate.
+
+ _Right._ His preparation for the examination was inadequate.
+
+ _Wrong._ Anyone suspected of cowardice was killed by tortures.
+
+ _Right._ Anyone suspected of cowardice was killed by torture.
+
+
+
+
+CHAPTER XI
+
+SPELLING
+
+
+Correct spelling marks the well-educated man or woman. This simple fact
+constitutes the reason why one must learn to spell.
+
+English spelling offers difficulty partly because it is somewhat
+archaic—that is, because pronunciation has changed since spelling became
+fixed by printers about three hundred years ago; partly because the
+English alphabet is inadequate—it has only twenty-six characters, and
+there are forty-two sounds in spoken English.
+
+But however irrational may be the spelling of many English words, every
+student must master spelling. Nor is this a difficult task if attacked
+with persistence and determination. The chief obstacles are carelessness
+and lack of courage. Of the 450,000 words in the largest dictionaries,
+probably not more than one thousand are commonly misspelled by any one
+person—even the worst speller alive. Completely mastering a few words
+each day for one year, therefore, will enable any one to become a good
+speller.
+
+But no short cut method has ever been discovered which will give skill
+to the writer who finds spelling difficult. Every separate word which
+he habitually misspells must be thoroughly and permanently learned by a
+distinct effort of the memory, aided by regular practice. Practice, in
+fact, is the only means of acquiring fluent and permanent control over
+one’s pet failings. But the memorizing and the practice may well be
+facilitated by an intelligent attack on the problem.
+
+Human beings remember things in different ways, or in a combination of
+different ways. Some remember most easily and clearly what they have
+carefully looked at; these are of the visualizing type. Some remember
+what they have heard spoken aloud; these are of the auditory type. And
+others remember best certain motions which their muscles have performed;
+these are of the motor type. It follows that some persons learn to spell
+most easily by looking carefully at a difficult word letter by letter or
+syllable by syllable; others by hearing it spelled aloud or by spelling
+it aloud; and still others by writing it over and over. But of whatever
+type a person may be, he learns best by combining all three methods, and
+by assiduously practicing the last, for the only time he needs to spell
+is when he is writing.
+
+The problem of spelling can be mastered by writing every word five or ten
+times while the writer has his eyes fixed upon the correct form and is
+spelling the word aloud. Practice on the same word for three successive
+days is almost certain to fix it for all time in the memory.
+
+The weak speller cannot dispense with a dictionary. Asking a fellow
+student how to spell a word marked incorrect by an instructor is fatal,
+for the fellow student is often as ignorant as the questioner. Look up
+the misspelled word in _Webster’s_, the _Standard_, or the _Century
+Dictionary_.
+
+
+RULES
+
+Many misspellings fall into classes which can be covered by simple rules.
+Following are the most helpful of these rules.
+
+=700. Words with a last syllable consisting of a single short accented
+vowel followed by a single consonant, double the consonant when adding a
+suffix beginning with a vowel.=
+
+ dip-p-ed
+ occur-r-ed
+ occur-r-ence
+ stop-p-ing
+ forget-t-ing
+ unforget-t-able
+ sad-d-en
+ forbid-d-en
+ tranquil-l-ity
+
+Observe that the conditions are three:
+
+ 1. Accent on the last syllable
+ 2. Single short vowel
+ 3. Single final consonant
+
+=701. Words with a last syllable ending in a short vowel and a single
+consonant, but _not_ accented on the last syllable, do _not_ double the
+final consonant.=
+
+ worship-ed
+ level-ing
+ travel-er
+
+=702. Words ending in final silent _-e_ drop the _-e_ before a suffix
+beginning with a vowel. They do NOT double the consonant.=
+
+ hope, hop-ed
+ fine, fin-er
+ dine, din-ing
+ crude, crud-ity
+ wide, wid-en
+ subside, subsid-ence
+
+=703. Words ending in _-ce_ or _-ge_ keep the _-e_ before a suffix
+beginning with _-a_ or _-o_, to show that _-c-_ or _-g-_ is soft.=
+
+ change-able
+ peace-able
+ courage-ous
+ notice-able
+ advantage-ous
+ service-able
+
+=704. Words with an accented double vowel, or with an accented diphthong,
+do NOT double a final single consonant.=
+
+ stoop-ed
+ loud-er
+ meet-ing
+ roar-ing
+ sweet-en
+ join-ing
+
+=705. CEI. _EI_ regularly follows _c-_.=
+
+ conceive
+ ceiling
+ deceive
+ conceit
+ receive
+ deceit
+ perceive
+ receipt
+
+Observe also: _either_, _neither_, _leisure_, _seize_, _weird_, _their_,
+_counterfeit_, _foreign_.
+
+=706. EI occasionally spells the sound of long _i_ and of long _a_.=
+
+ height
+ sleight
+ weigh
+ freight
+ neighbor
+
+=707. IE regularly follows all consonants except _c-_.=
+
+ believe
+ pier
+ field
+ niece
+ piece
+ relieve
+ belief
+ wield
+ achieve
+ pierce
+ retrieve
+ relief
+ yield
+ brief
+ bier
+ siege
+ fiend
+ grief
+
+Observe also: _financier_, _friend_, _sieve_.
+
+=708. Nouns ending in a vowel and _-y_ form the plural by adding _-s_.=
+
+ days
+ boys
+ chimneys
+ valleys
+
+=709. Verbs ending in a vowel and _-y_ form the third person singular,
+present indicative, by adding _-s_.=
+
+ lays
+ enjoys
+ employs
+
+=710. Nouns ending in a consonant and _-y_ form the plural by changing
+the _-y_ to _-i_ and adding _-es_.=
+
+ fly, fli-es
+ sky, ski-es
+ lady, ladi-es
+
+=711. Many nouns ending in _-f_ or _-fe_ form the plural in _-ves_.=
+
+ wolf, wolves
+ self, selves
+ life, lives
+ half, halves
+ leaf, leaves
+ wife, wives
+ calf, calves
+ loaf, loaves
+ knife, knives
+
+=712. Some foreign nouns form the plural according to the inflectional
+laws of their own language.=
+
+ alumna, alumnae
+ axis, axes
+ datum, data
+ stratum, strata
+ alumnus, alumni
+ parenthesis, parentheses
+ formula, formulae
+ phenomenon, phenomena
+ analysis, analyses
+ crisis, crises
+ basis, bases
+
+=713. _Don’t_, _won’t_, _can’t_, _aren’t_, _hasn’t_, _haven’t_, have the
+apostrophe between _n_ and _t_, where a vowel has been omitted.=
+
+=714. _It’s_ is the colloquial form of _it is_. The apostrophe marks the
+omission of _i_.=
+
+=715. _Its_, _yours_, _hers_, _ours_, _theirs_, _his_, _whose_
+(possessive pronouns), do NOT have an apostrophe.=
+
+=716.= Following is a list of words most frequently misspelled by college
+freshmen.
+
+ accept
+ accidentally
+ accommodate
+ acknowledgment
+ across
+ affects
+ aggravate
+ airplane
+ all right
+ already
+ altogether
+ amateur
+ analyze
+ apparatus
+ appearance
+ arctic
+ argument
+ athlete
+ athletic
+ balance
+ beginning
+ believing
+ benefited
+ biscuit
+ Britain
+ business
+ busy
+ calendar
+ can’t
+ center
+ certain
+ changeable
+ chauffeur
+ choose
+ clothes
+ coarse
+ column
+ committee
+ compel
+ concede
+ conceivable
+ Connecticut
+ conscience
+ conscientious
+ controlled
+ course
+ deceitful
+ deferred
+ definite
+ descend
+ describe
+ desperate
+ development
+ dining room
+ disappear
+ disappoint
+ discipline
+ dissatisfied
+ dissipate
+ divide
+ don’t
+ dying
+ ecstasy
+ embarrass
+ enemy
+ envelop
+ equipped
+ especially
+ exaggerate
+ exceed
+ excellent
+ except
+ exhaust
+ existence
+ familiar
+ fascinate
+ February
+ fifth
+ finally
+ financier
+ forfeit
+ formerly
+ forty
+ fourth
+ friend
+ fulfil
+ generally
+ good-by
+ government
+ governor
+ grammar
+ grievous
+ harass
+ having
+ height
+ hoping
+ hurriedly
+ hygienic
+ imaginary
+ immediately
+ incidentally
+ inclose
+ independence
+ indispensable
+ infinite
+ inquire
+ instance
+ intercede
+ irresistible
+ its
+ it’s
+ itself
+ judgment
+ knowledge
+ laboratory
+ laid
+ led
+ library
+ lightning
+ lose
+ maintenance
+ Massachusetts
+ mathematics
+ medicine
+ mischievous
+ Mississippi
+ misspelled
+ muscle
+ mysterious
+ necessary
+ neither
+ noticeable
+ occasion
+ occurred
+ occurrence
+ o’clock
+ omission
+ opinion
+ opportunity
+ original
+ paid
+ parallel
+ parliament
+ particularly
+ partner
+ perceive
+ perform
+ perhaps
+ permissible
+ pervade
+ physical
+ possession
+ precede
+ preferred
+ preparation
+ principal
+ principle
+ privilege
+ proceed
+ professor
+ program
+ promissory
+ pronunciation
+ prove
+ quiet
+ quite
+ really
+ receive
+ recognize
+ recommend
+ reference
+ repetition
+ restaurant
+ ridiculous
+ seize
+ sentence
+ separate
+ shining
+ siege
+ similar
+ skilful
+ speech
+ stationary
+ stationery
+ stopped
+ stopping
+ strictly
+ superintendent
+ supersede
+ sure
+ surprise
+ syllable
+ theater
+ their
+ there
+ therefore
+ till
+ together
+ too
+ tract
+ tragedy
+ tranquillity
+ transferred
+ trouble
+ truly
+ Tuesday
+ until
+ using
+ usually
+ village
+ villain
+ weather
+ Wednesday
+ weird
+ welfare
+ whether
+ which
+ wholly
+ who’s
+ whose
+ women
+ you’re
+
+
+
+
+CHAPTER XII
+
+PUNCTUATION
+
+
+Marks of punctuation are used for the purpose of making the meaning
+of sentences unmistakable. It is not sufficient that sentences be
+grammatically correct, clear, and vigorous; they must also be perfectly
+punctuated if their meaning is to be unmistakable. A writer must,
+therefore, observe the rules of punctuation if his writing is to be
+intelligible.
+
+=800. Use a period (.) at the end of declarative and of imperative
+sentences.=
+
+=801. Use a period after every abbreviation.=
+
+ _Right._ Mr. C. S. McIntyre of the C. R. I. and P. Ry. Co.
+ received a ten per cent increase.
+
+ _Right._ The editors, reporters, feature writers, etc., and the
+ printers, advertising solicitors, circulation men, etc., of the
+ Springfield (Mass.) Republican are all able men.
+
+=802. Never use a period at the end of an incomplete sentence element.=
+
+ _Illiterate._ After the sun had set. We went home.
+
+ _Correct._ After the sun had set, we went home.
+
+=803. Use a question mark (?) at the end of a direct question.=
+
+=804. Use a question mark, sparingly, to indicate doubt. In this instance
+the question mark should be enclosed within parentheses.=
+
+ _Right._ In the year 1596 (?) he was sent to Italy.
+
+=805. Never use a question mark at the end of an indirect question.=
+
+ _Wrong._ I asked him what he intended to do?
+
+ _Right._ I asked him what he intended to do.
+
+=806. Use an exclamation point (!) at the end of exclamatory expressions.=
+
+ _Right._ What a terrible experience!
+
+=807. Use a comma (,) between co-ordinate clauses that are joined by
+_and_ or _but_ only if the subjects of the clauses are different.=
+
+ _Wrong._ He began as office boy, but in no long time he became
+ timekeeper.
+
+ _Right._ He began as office boy but in no long time he became
+ timekeeper.
+
+ _Wrong._ He began as office boy but in no long time they made
+ him timekeeper.
+
+ _Right._ He began as office boy, but in no long time they made
+ him timekeeper.
+
+=808. Use a comma between clauses joined by the conjunction _for_.=
+
+ _Wrong._ He went into the house for his automobile needed water.
+
+ _Right._ He went into the house, for his automobile needed
+ water.
+
+=809. Use a comma between short co-ordinate clauses not joined by
+conjunctions, if the clauses are parallel in structure.=
+
+ The horse neighed, the pig grunted, the dog barked.
+
+=810. Use a comma after a dependent clause that precedes a main clause.=
+
+ When he speaks, we all listen.
+
+=811. Use commas to set off clauses or phrases that add merely a
+descriptive idea to the expression modified.=
+
+ Abraham Lincoln, who was born in a log cabin, became one of the
+ greatest presidents.
+
+ They, reading the newspaper, did not hear me come in.
+
+=812. Use commas between adjectives in a series if the position of the
+adjectives can be logically interchanged.=
+
+ Each one carried a red, white, and blue flag.
+
+=813. Use commas between words, phrases, or clauses in a series.=
+
+ He sent me two books, a drum, and a small wagon.
+
+ Seeing the dark sky, feeling the sharp wind, and knowing that
+ my family would be worried, I hurried home.
+
+ If he had not been ill, if the bank had not failed, and if my
+ credit had not been exhausted, you would never have found me
+ here.
+
+=814. Use a comma before the _and_ connecting the last two members of a
+series.=
+
+ _Wrong._ He ordered bread and butter, ham and eggs, cucumbers
+ and milk.
+
+ _Right._ He ordered bread and butter, ham and eggs, cucumbers,
+ and milk.
+
+=815. Use a comma to separate elements which might otherwise become
+confused.=
+
+ _Wrong._ Not long before he had bought the horse.
+
+ _Right._ Not long before, he had bought the horse.
+
+ _Wrong._ We drove up to the house, and the motor stopped
+ allowing us to complete the trip without disaster along the
+ road.
+
+ _Right._ We drove up to the house, and the motor stopped,
+ allowing us to complete the trip without disaster along the
+ road.
+
+ _Confusing._ Which of the men to choose from among all those
+ who applied would be a difficult matter to decide.
+
+ _Better._ Which of the men to choose from among all those who
+ applied, would be a difficult matter to decide.
+
+=816. Use commas to set off names in direct address.=
+
+ Here, Jim, let me do that.
+
+=817. Use commas to set off appositives.=
+
+ Hilda Kasper, the cateress, served the luncheon.
+
+=818. Use commas to set off geographical names which explain other
+geographical names.=
+
+ He lived in Birmingham, Alabama, before he came here.
+
+=819. Use commas to set off the year as a part of a date.=
+
+ In April, 1923, he went home.
+
+ The letter was dated February 2, 1910.
+
+=820. Use commas to set off absolute phrases.=
+
+ The soldiers having rested, Hannibal ordered the army to start.
+
+=821. Use commas to set off mild interjections or slightly parenthetical
+expressions.=
+
+ It was, alas, too late.
+
+ Yes, I shall be glad to go.
+
+ No, I am sure that is not correct.
+
+ It was, therefore, his duty to accept.
+
+ I never met him, you know.
+
+=822. Use a comma to set off an informal quotation in direct discourse
+unless the quotation is short and is grammatically incorporated into the
+sentence.=
+
+ He said, “I am going home.”
+
+ He answered “yes” to my question.
+
+=823. Never use a comma between an adjective and the noun it modifies.=
+
+ _Wrong._ A blue, white, and red, flag hung from the window.
+
+ _Right._ A blue, white, and red flag hung from the window.
+
+=824. Never use commas to set off clauses or phrases that limit the
+meaning of the expressions they modify; no punctuation is necessary.=
+
+ _Wrong._ All men, who do this, should be hanged.
+
+ _Right._ All men who do this should be hanged.
+
+ _Wrong._ Any woman, desiring to try for the team, should report
+ immediately.
+
+ _Right._ Any woman desiring to try for the team should report
+ immediately.
+
+=825. Never use commas between adjectives in a series if the position of
+the adjectives cannot be logically interchanged.=
+
+ _Wrong._ He wore an old, black, felt hat.
+
+ _Right._ He wore an old black felt hat.
+
+=826. Never use a comma to indicate a slight pause.=
+
+ _Wrong._ Through the window, jumped the cat.
+
+ _Right._ Through the window jumped the cat.
+
+=827. Never use a comma before _that_, _what_, _how_, _why_, etc., in
+indirect discourse.=
+
+ He said that he would go tomorrow.
+
+ He asked me what I was going to do.
+
+ She inquired how they were to go.
+
+ They asked why their salaries had been decreased.
+
+=828. Never use a comma between main clauses not joined by a conjunction;
+use a period. (See 380.)=
+
+ _Wrong._ Tomorrow is Tuesday, you must come then.
+
+ _Right._ Tomorrow is Tuesday. You must come then.
+
+=829. Use a semicolon (;) between co-ordinate clauses that are not joined
+by a co-ordinating conjunction.=
+
+ _Wrong._ He went to South America, I stayed at home.
+
+ _Right._ He went to South America; I stayed at home.
+
+=830. Use a semicolon between clauses that are joined by conjunctive
+adverbs.=
+
+ She could not come; so there was no meeting.
+
+ I did not see him; nevertheless I knew he was there.
+
+ The men were none too sure of their next move; their doubt,
+ however, only tended to heighten their excitement.
+
+=831. Use a semicolon between co-ordinate clauses that are joined by
+_and_ or _but_ only if the clauses have more than ten words each, or if
+there are commas within the clauses.=
+
+ Slowly the huge grey transport that had been waiting at the
+ dock since midnight got under way; and slowly the throng that
+ had gathered for one last glimpse of relatives and friends made
+ its way up the long street.
+
+ If we can find no other way, you may be sure we shall follow
+ your advice; but you must not expect us to relinquish any more
+ of our profit than we can help, especially at this late date.
+
+=832. Never use a semicolon between a subordinate clause and a main
+clause.=
+
+ _Wrong._ Since they came; we have not had a moment’s peace.
+
+ _Right._ Since they came, we have not had a moment’s peace.
+
+=833. Never use a semicolon after the salutation of a letter.=
+
+ _Wrong._ Dear Sir;
+
+ We are glad that you approve our action.
+
+ _Right._ Dear Sir:
+
+ We are glad that you approve our action.
+
+=834. Use a colon (:) to introduce formally a word, a catalogue, a list,
+questions, statements, or long quotations.=
+
+ There was but one thing to do: retreat.
+
+ I was advised to see these men: C. R. Wright, A. W. Henderson,
+ and B. L. Noojin.
+
+ The following will report in uniform tomorrow:
+
+ Butler
+ Doolittle
+ Thomas
+ Williams
+
+ The question then arose: What should we do with him?
+
+ What troubled us was this: The ammunition was running low.
+
+ This is the first sentence in Poe’s _Fall of the House of
+ Usher_: “During the whole of a dull, dark, and soundless day in
+ the autumn of the year, when the clouds hung oppressively low
+ in the heavens, I had been passing alone, on horseback, through
+ a singularly dreary tract of country; and at length found
+ myself, as the shades of evening drew on, within view of the
+ melancholy House of Usher.”
+
+=835. Use a hyphen (-) in writing fractions, or numbers less than one
+hundred.=
+
+ Three-fifths, twenty-one, thirty-seconds.
+
+ Thirty-seven, ninety-nine.
+
+=836. Use a hyphen in titles composed of two words or more.=
+
+ Lieutenant-colonel, alderman-at-large, editor-in-chief.
+
+=837. Use a hyphen after the first part of a word divided at the end of a
+line.=
+
+=838. Use a hyphen in compound adjectives.=
+
+ Light-blue, 70-horsepower, six-cylinder, seven-passenger,
+ ill-advised.
+
+=839. Use a hyphen after prefixes like _co-_, _re-_, _anti-_, _post-_,
+etc., when prefixed to words beginning with the last letter of the
+prefix; when prefixed to proper nouns or proper adjectives; when the
+compound might become confused with a word of similar spelling.=
+
+ Co-operation, anti-Christian, re-creation.
+
+=840. Use a dash (—) when the thought is abruptly broken off.=
+
+ Just then the telephone rang—I wish I could remember who was
+ calling.
+
+=841. Use dashes rather than parentheses to inclose informal
+parenthetical material.=
+
+ He offered me—imagine it—twenty dollars a week.
+
+=842. Use a dash before a summarizing expression.=
+
+ After the wheat is all in, after the horses are put up, and
+ after the chores have been done—then you may use the car.
+
+=843. Never use a dash where a period should be used.=
+
+ _Wrong._ Come tomorrow—everybody will be here then—
+
+ _Right._ Come tomorrow. Everybody will be here then.
+
+=844. Never use a dash where a comma should be used.=
+
+ _Wrong._ Tom came in yesterday—and Jim was glad to see him.
+
+ _Right._ Tom came in yesterday, and Jim was glad to see him.
+
+=845. Use quotation marks (“ ”) to inclose expressions in direct
+discourse.=
+
+ He said, “Let me try.”
+
+=846. Use quotation marks to inclose material borrowed from some other
+writer.=
+
+ According to John Keats “A thing of beauty is a joy forever.”
+
+=847. If the quoted passage contains more than one paragraph, the
+quotation marks must be placed at the beginning of each paragraph, but
+after only the last.=
+
+=848. Use single quotation marks (‘ ’) to inclose a quotation within a
+quotation.=
+
+ The man said, “John said to me, ‘You hold him; I’m busy.’”
+
+=849. Use ordinary quotation marks to inclose material quoted within a
+passage enclosed by single quotation marks.=
+
+ She said, “Jane replied, ‘Jim’s remark, “Iowa has a hard
+ schedule next year,” does not mean what you think it means.’”
+
+=850. Include periods and commas at the end of quoted material within the
+quotation marks, but treat other marks of punctuation according to the
+context of the passage.=
+
+=851. Underscore names of books, plays, musical compositions, paintings,
+and pieces of sculpture. Do not use quotation marks.=
+
+ George Eliot’s _Silas Marner_ has been read by thousands.
+
+=852. Use an apostrophe (’) to mark the omission of letters in contracted
+words.=
+
+ _Wrong._ Dont, cant, its (for _it is_), Ive, doesnt.
+
+ _Right._ Don’t, can’t, it’s, I’ve, doesn’t.
+
+=853. Use an apostrophe before the _s_ to form the possessive of singular
+nouns.=
+
+ _Wrong._ Fathers house has just been painted.
+
+ _Right._ Father’s house has just been painted.
+
+=854. Use an apostrophe after the _s_ to form the possessive of plural
+nouns.=
+
+ _Wrong._ They sell boys clothing.
+
+ _Wrong._ They sell boy’s clothing.
+
+ _Right._ They sell boys’ clothing.
+
+=855. Never use an apostrophe to form the possessive of personal
+pronouns.=
+
+ _Wrong._ Their’s are black.
+
+ _Right._ Theirs are black.
+
+=856. Use parentheses ( ) to inclose material that is foreign to the main
+thought of a sentence, paragraph, or whole composition.=
+
+ _Right._ They will (I saw the order myself) withdraw the Second
+ battalion tomorrow.
+
+=857. Use parentheses to inclose figures that confirm numerical
+adjectives. Place the figures in parentheses after the numeral word.=
+
+ _Wrong._ He offered to sell me (5) five mules.
+
+ _Right._ He offered to sell me five (5) mules.
+
+=858. Never use parentheses to cancel a word which you want to omit; draw
+a line through it.=
+
+ _Wrong._ Next week the (whether) weather will be warm.
+
+ _Right._ Next week the ̶w̶h̶e̶t̶h̶e̶r weather will be warm.
+
+=859. Use brackets [ ] to inclose explanatory material introduced into a
+quotation.=
+
+ The speaker said, “He [Washington] was above everything else an
+ American gentleman.”
+
+=860. Practice.=
+
+Paragraph and punctuate the following passages.
+
+I
+
+I had been going to St Lukes Hospital in Charleston S C every day for two
+weeks to visit my brother John who had to undergo a serious operation Dr
+R L Spitzenberg one of the best surgeons in the city was in charge of
+the case one day it was I think March 12 1919 I asked the doctor when
+John might be taken home he exclaimed my dear sir how can you expect to
+move a man who is as weak as your brother is naturally I was disappointed
+but John was more then disappointed for he had become very tired of the
+hospital routine he sighed deeply he turned his face to the wall and wept
+sobbingly when he had become somewhat quieted a nurse came in with his
+evening meal she was rather small not particularly pretty and unusually
+brusque I thought in manner the meal consisted of a small well-cooked
+steak hot baked potatoes and a combination salad I sat beside the bed as
+he tried to eat and wondered why they gave him such heavy food if he were
+so weak finally I said nurse are all patients given the same diet not two
+minutes before she had been staring out the window in a vacuous sort of
+way at my question however she turned and with no apparent change in her
+manner remarked how should I know Ive just been taken on.
+
+II
+
+The lecturer said in part let me begin by quoting the hounds of spring
+are on winters traces and the mother of months in meadow and plain
+fills the shadows and windy places with lisp of leaves and ripple of
+rain could anything more precisely convey the restless sensitive mood
+of spring I can think of nothing he Swinburne the author seems to have
+grasped the very essence of spring here and made it live forever in his
+lines let me pause here a moment to suggest that if anyone of you is
+looking for poetry that really sings try Swinburne he will always satisfy
+the ear but poetry is not all sound however it must if it is to appeal
+popularly have rhythm to be sure nevertheless this rhythm must never
+be allowed to become monotonous try reading Popes Rape of the Lock for
+instance aloud what was it Wordsworth said poetry was emotion recollected
+in tranquillity or something like that wasn’t it indeed nothing could
+be more easily demonstrable Bret Harte for example in Gabriel Conroy
+describes a snow storm to perfection one finds himself floundering
+through the drifts as truly as if he were actually in the midst of
+the storm yet Harte wrote the passage long after he had undergone the
+experience set forth and far from the scene itself in fact he wrote of a
+storm in the West in midwinter while sitting calmly at his desk in New
+York in midsummer.
+
+
+
+
+CHAPTER XIII
+
+MECHANICS
+
+
+In putting your ideas upon paper you must follow certain customs which
+good taste and convenience have established as correct at the present
+time. Since manners change from generation to generation, however,
+and since writing machines and printing methods are constantly being
+improved, some of these customs necessarily vary. The ensuing rules,
+therefore, have been composed in accordance with the best present usage
+and are passed on to you as describing those customs which are least
+subject to change.
+
+
+Manuscript
+
+=900. Write upon only one side of the paper.=
+
+=901. Place the title upon the first line, or about two inches from the
+top of the sheet.=
+
+=902. Leave one line blank between the title and the body of the
+composition.=
+
+=903. Write legibly and without flourishes, using black ink.=
+
+=904. Number the pages in the upper right-hand corner.=
+
+=905. Leave the space of the letter _m_ after each mark of punctuation
+within the sentence, and the space of three _m’s_ after marks of end
+punctuation.=
+
+=906. Never crowd a word in order to get it all upon one line. Divide the
+word and mark the division with a hyphen.=
+
+=907. Place the hyphen that marks the division of a word at the end of a
+line after the first part of the word. Do NOT place a hyphen before the
+second part of the word. Divide a word only at the end of a syllable.=
+
+=908. Maintain a left-hand margin of at least an inch, and endeavor to
+keep the right-hand margin even.=
+
+=909. Indent each paragraph half an inch.=
+
+=910. Never write below the last line upon a ruled sheet. In typewritten
+manuscript leave at least half an inch at the bottom of the page.=
+
+
+Underscoring
+
+=911. Underscore a word once for italics, twice for small capital
+letters, and three times for large capital letters.=
+
+=912. Never underscore a word for emphasis.=
+
+
+Footnotes
+
+=913. Use superior figures for footnotes, placing the figure after the
+expression referred to.=
+
+=914. Place footnotes at the bottom of the page preceded by the superior
+figure corresponding to that used in the text.=
+
+
+Abbreviations
+
+=915. Use no abbreviations in formal composition except _Mr._, _Mrs._, or
+_Dr._=
+
+
+Capitals
+
+=916. Begin all proper nouns and proper adjectives with a capital letter.=
+
+ Russia, Bible, Pike’s Peak, English, Christian, Napoleonic.
+
+=917. Begin the first word of every sentence with a capital letter.=
+
+=918. Begin every line of verse with a capital letter.=
+
+=919. Begin every direct quotation with a capital letter.=
+
+=920. Begin each important word in the name of a social, a political, or
+a religious organization with a capital letter.=
+
+ Sigma Delta Chi, Democratic party, Unitarian church.
+
+=921. Begin every word that refers to the Deity with a capital letter.=
+
+=922. Capitalize the pronoun _I_ and the interjection _O_.=
+
+=923. Begin the important words in the names of books, of plays, of
+musical compositions, of paintings and of pieces of sculpture with
+capital letters.=
+
+=924. Begin with capital letters personal titles when they are written
+with personal names.=
+
+ Colonel Morrison, Professor Hunt, Secretary McAdoo.
+
+=925. Begin the names of months, days of the week, and holidays with
+capital letters.=
+
+
+Figures
+
+=926. Write out in full only those numbers that can be expressed in two
+words.=
+
+ Ninety-nine, fifty thousand, one million.
+
+=927. Write out in full sums of money in even dollars which can be
+expressed in two words; otherwise use the dollar sign and figures.=
+
+=928. Use the dollar sign and figures for sums of money in dollars and
+cents.=
+
+=929. Write out in full sums of money less than one dollar.=
+
+=930. Write out in full numbers used as names of streets or districts.=
+
+ Fifty-fifth street.
+
+=931. Never begin a sentence with a number expressed in figures.=
+
+=932. Write out in full sums of money used as adjectives.=
+
+ She bought six-dollar gloves.
+
+
+Letters
+
+=933. Write the full address of the writer and the date of writing in
+every letter, preferably at the head.=
+
+=934. Use one of the following forms for the salutation of a business
+letter:=
+
+ Dear Sir:
+ Gentlemen:
+ Ladies:
+ Sir:
+ Madam:
+ My dear Sir:
+ My dear Madam:
+ My dear Mr. Higginbottom:
+ My dear Mrs. Higginbottom:
+
+=935. Use one of the following forms for the salutation of a personal
+letter:=
+
+ My dear Mrs. Wilson,
+ Dear Dr. Albright,
+ Dear Brown,
+ Dear Miss Henry,
+ Dear Peter,
+
+=936. Use one of the following forms for the closing phrase of a business
+letter:=
+
+ Yours very truly,
+ Very truly yours,
+ Yours truly,
+ Yours respectfully,
+ Respectfully yours,
+
+=937. Use one of the following forms for the closing phrase of a personal
+letter:=
+
+ Yours truly,
+ Sincerely yours,
+ Yours sincerely,
+
+=938. Write the envelope address in not more than four lines.=
+
+=939. Omit punctuation after each line of the envelope address.=
+
+=940. Be consistent in the use of the third person in formal notes.=
+
+=941. Sign letters clearly so that the signature can be easily read.=
+
+
+
+*** END OF THE PROJECT GUTENBERG EBOOK 75117 ***
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+<body>
+<div style='text-align:center'>*** START OF THE PROJECT GUTENBERG EBOOK 75117 ***</div>
+
+<p><span class="pagenum"><a id="Page_i"></a>[i]</span></p>
+
+<p class="titlepage larger">WRITING AND REWRITING</p>
+
+<p class="titlepage"><span class="smaller">BY</span><br>
+GEORGE CARVER<br>
+WILLIAM S. MAULSBY<br>
+THOMAS A. KNOTT<br>
+<span class="smaller">THE UNIVERSITY OF IOWA</span></p>
+
+<figure class="figcenter titlepage illowp75" id="hbco" style="max-width: 6.25em;">
+ <img class="w100" src="images/hbco.jpg" alt="">
+</figure>
+
+<p class="titlepage"><span class="smaller">NEW YORK</span><br>
+HARCOURT, BRACE AND COMPANY</p>
+
+<p><span class="pagenum"><a id="Page_ii"></a>[ii]</span></p>
+
+<p class="titlepage smaller">COPYRIGHT, 1923, BY<br>
+HARCOURT, BRACE AND COMPANY, INC.</p>
+
+<p class="titlepage smaller">PRINTED IN THE U.S.A.</p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_iii"></a>[iii]</span></p>
+
+<p class="titlepage"><span class="smcap">To<br>
+the memory of<br>
+J. SCOTT CLARK</span></p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_iv"></a>[iv]</span></p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_v"></a>[v]</span></p>
+
+<h2 class="nobreak" id="CONTENTS">CONTENTS</h2>
+
+</div>
+
+<table>
+ <tr>
+ <td class="tdr smaller">CHAPTER</td>
+ <td></td>
+ <td class="tdpg smaller">PAGE</td>
+ </tr>
+ <tr>
+ <td class="tdr"></td>
+ <td><span class="smcap">Index to Admonitions</span></td>
+ <td class="tdpg"><a href="#INDEX">ix</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">I.</td>
+ <td><span class="smcap">Why Learn to Write</span></td>
+ <td class="tdpg"><a href="#Chapter_I">1</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">II.</td>
+ <td><span class="smcap">How to Write</span></td>
+ <td class="tdpg"><a href="#Chapter_II">7</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">III.</td>
+ <td><span class="smcap">Ideas for Compositions</span></td>
+ <td class="tdpg"><a href="#Chapter_III">12</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">IV.</td>
+ <td><span class="smcap">The Whole Composition</span></td>
+ <td class="tdpg"><a href="#Chapter_IV">17</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">V.</td>
+ <td><span class="smcap">The Paragraph</span></td>
+ <td class="tdpg"><a href="#Chapter_V">31</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">VI.</td>
+ <td><span class="smcap">Grammar</span></td>
+ <td class="tdpg"><a href="#Chapter_VI">42</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">VII.</td>
+ <td><span class="smcap">Sentence Correctness</span></td>
+ <td class="tdpg"><a href="#Chapter_VII">58</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">VIII.</td>
+ <td><span class="smcap">Sentence Clearness</span></td>
+ <td class="tdpg"><a href="#Chapter_VIII"> 88</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">IX.</td>
+ <td><span class="smcap">Sentence Vigor</span></td>
+ <td class="tdpg"><a href="#Chapter_IX">100</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">X.</td>
+ <td><span class="smcap">Words</span></td>
+ <td class="tdpg"><a href="#Chapter_X">114</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">XI.</td>
+ <td><span class="smcap">Spelling</span></td>
+ <td class="tdpg"><a href="#Chapter_XI">132</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">XII.</td>
+ <td><span class="smcap">Punctuation</span></td>
+ <td class="tdpg"><a href="#Chapter_XII">139</a></td>
+ </tr>
+ <tr>
+ <td class="tdr">XIII.</td>
+ <td><span class="smcap">Mechanics</span></td>
+ <td class="tdpg"><a href="#Chapter_XIII">151</a></td>
+ </tr>
+</table>
+
+<p><span class="pagenum"><a id="Page_vi"></a>[vi]</span></p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_vii"></a>[vii]</span></p>
+
+<h2 class="nobreak" id="TO_INSTRUCTORS">TO INSTRUCTORS</h2>
+
+</div>
+
+<p><i>Writing and Rewriting</i> is based on the conviction that
+college freshmen can be taught to see and to correct
+their own errors and faults.</p>
+
+<p>Criticism by means of marginal numbers, referring
+to pieces of advice in a rhetoric or a manual, has long
+been utilized to economize the instructor’s time. It has
+not been generally realized, however, that this method,
+which requires the student to inspect and rewrite a
+faulty sentence in the light of an illustration in his book,
+is successful also in teaching him to rewrite faulty sentences
+before he submits his manuscript to his instructor.</p>
+
+<p>The best device to encourage the student in self-correction
+is the preliminary copy or rough draft. This
+may be written rapidly in pencil on theme paper or on
+scratch paper, with lines far apart to leave room for
+modifications. After this is written the student should
+read it with his eyes open for the appearance of his
+pet blunders, and should do his own rewriting. If the
+rough draft is submitted with the finished copy, the
+instructor can discover whether the student is endeavoring
+to correct his own faults.</p>
+
+<p>The best way to use <i>Writing and Rewriting</i> in class
+is to copy the faulty passages or to clip and paste them
+on cards. In class the student, using only the slip, may
+then be required to write the correct version on the
+blackboard, later reciting and specifying the fault, or
+the principle of style which is violated.</p>
+
+<p><span class="pagenum"><a id="Page_viii"></a>[viii]</span></p>
+
+<p>In colleges where the marginal numbering of errors
+and faults is supplemented by personal conferences, the
+swiftest improvement will be found to follow the practice
+of requiring the student, before the conference, to
+copy his faulty passages on a new sheet of theme paper,
+to copy also the admonition indicated by the marginal
+number, and to rewrite each passage in accordance with
+the admonition. A file of these sheets will reveal
+whether the student is improving or standing still.</p>
+
+<p><i>Writing and Rewriting</i> has several relatively novel
+features. Chapters IV and V make it possible to criticize
+by marginal numbers the most common violations
+of the principles of the whole composition and of the
+paragraph. Although the admonitions criticize faults,
+the book contains few “don’ts.” Instead, the advice
+given is positive, constructive, and concrete. Each number
+refers to only a single fault. Few admonitions fill
+more than two lines of type. It has thus been possible
+to insert a criticism of every fundamental fault found
+in freshman themes. Probably every number ought to
+be used at least once in every hundred themes. The
+division of sentence criticisms into chapters on Correctness,
+Clearness, and Vigor is logical and obvious. The
+numbering of admonitions is not consecutive, but a
+new hundred begins with each chapter as a help in more
+quickly locating the number desired. Additional copies
+of the index to the admonitions will be furnished free on
+request to instructors who wish to paste it on a sheet of
+cardboard to facilitate their work in criticizing themes.
+The list of suggestions for subjects is a compilation of
+the practices of many successful teachers.</p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_ix"></a>[ix]</span></p>
+
+<h2 class="nobreak" id="INDEX">INDEX TO ADMONITIONS</h2>
+
+</div>
+
+<table>
+ <tr>
+ <td colspan="2" class="tdc">The Whole Composition</td>
+ </tr>
+ <tr>
+ <td><a href="#para100">100.</a></td>
+ <td>Opening devices</td>
+ </tr>
+ <tr>
+ <td><a href="#para101">101.</a></td>
+ <td>Point of view</td>
+ </tr>
+ <tr>
+ <td><a href="#para102">102.</a></td>
+ <td>What to include</td>
+ </tr>
+ <tr>
+ <td><a href="#para103">103.</a></td>
+ <td>Distraction</td>
+ </tr>
+ <tr>
+ <td><a href="#para104">104.</a></td>
+ <td>Serious tone</td>
+ </tr>
+ <tr>
+ <td><a href="#para105">105.</a></td>
+ <td>Light tone</td>
+ </tr>
+ <tr>
+ <td><a href="#para106">106.</a></td>
+ <td>Sequence</td>
+ </tr>
+ <tr>
+ <td><a href="#para107">107.</a></td>
+ <td>Chronological order</td>
+ </tr>
+ <tr>
+ <td><a href="#para108">108.</a></td>
+ <td>Position</td>
+ </tr>
+ <tr>
+ <td><a href="#para109">109.</a></td>
+ <td>Abstract to concrete</td>
+ </tr>
+ <tr>
+ <td><a href="#para110">110.</a></td>
+ <td>Summary to detail</td>
+ </tr>
+ <tr>
+ <td><a href="#para111">111.</a></td>
+ <td>Important to less so</td>
+ </tr>
+ <tr>
+ <td><a href="#para112">112.</a></td>
+ <td>Familiar to unfamiliar</td>
+ </tr>
+ <tr>
+ <td><a href="#para113">113.</a></td>
+ <td>Climax</td>
+ </tr>
+ <tr>
+ <td><a href="#para114">114.</a></td>
+ <td>Welding</td>
+ </tr>
+ <tr>
+ <td><a href="#para115">115.</a></td>
+ <td>Connectives</td>
+ </tr>
+ <tr>
+ <td><a href="#para116">116.</a></td>
+ <td>Repetition</td>
+ </tr>
+ <tr>
+ <td><a href="#para117">117.</a></td>
+ <td>Recapitulation</td>
+ </tr>
+ <tr>
+ <td><a href="#para118">118.</a></td>
+ <td>Division</td>
+ </tr>
+ <tr>
+ <td><a href="#para119">119.</a></td>
+ <td>Space emphasis</td>
+ </tr>
+ <tr>
+ <td><a href="#para120">120.</a></td>
+ <td>Place emphasis</td>
+ </tr>
+ <tr>
+ <td><a href="#para121">121.</a></td>
+ <td>Conclusion</td>
+ </tr>
+ <tr>
+ <td><a href="#para122">122.</a></td>
+ <td>Title</td>
+ </tr>
+ <tr>
+ <td><a href="#para123">123.</a></td>
+ <td>Plan</td>
+ </tr>
+ <tr>
+ <td><a href="#para124">124.</a></td>
+ <td>Revision by plan</td>
+ </tr>
+ <tr>
+ <td><a href="#para125">125.</a></td>
+ <td>Practice</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">The Paragraph</td>
+ </tr>
+ <tr>
+ <td><a href="#para200">200.</a></td>
+ <td>Indention</td>
+ </tr>
+ <tr>
+ <td><a href="#para201">201.</a></td>
+ <td>Partly blank line</td>
+ </tr>
+ <tr>
+ <td><a href="#para202">202.</a></td>
+ <td>No indention</td>
+ </tr>
+ <tr>
+ <td><a href="#para203">203.</a></td>
+ <td>Conversation</td>
+ </tr>
+ <tr>
+ <td><a href="#para204">204.</a></td>
+ <td>Combination</td>
+ </tr>
+ <tr>
+ <td><a href="#para205">205.</a></td>
+ <td>Separation</td>
+ </tr>
+ <tr>
+ <td><a href="#para206">206.</a></td>
+ <td>Violent break</td>
+ </tr>
+ <tr>
+ <td><a href="#para207">207.</a></td>
+ <td>Irrelevant ideas</td>
+ </tr>
+ <tr>
+ <td><a href="#para208">208.</a></td>
+ <td>Topic sentence</td>
+ </tr>
+ <tr>
+ <td><a href="#para209">209.</a></td>
+ <td>Arrangement</td>
+ </tr>
+ <tr>
+ <td><a href="#para210">210.</a></td>
+ <td>Connectives</td>
+ </tr>
+ <tr>
+ <td><a href="#para211">211.</a></td>
+ <td>Linking</td>
+ </tr>
+ <tr>
+ <td><a href="#para212">212.</a></td>
+ <td>Shift in number</td>
+ </tr>
+ <tr>
+ <td><a href="#para213">213.</a></td>
+ <td>Shift in person</td>
+ </tr>
+ <tr>
+ <td><a href="#para214">214.</a></td>
+ <td>Shift in tense</td>
+ </tr>
+ <tr>
+ <td><a href="#para215">215.</a></td>
+ <td>Shift in voice</td>
+ </tr>
+ <tr>
+ <td><a href="#para216">216.</a></td>
+ <td>Shift in mood</td>
+ </tr>
+ <tr>
+ <td><a href="#para217">217.</a></td>
+ <td>Place emphasis</td>
+ </tr>
+ <tr>
+ <td><a href="#para218">218.</a></td>
+ <td>Space emphasis</td>
+ </tr>
+ <tr>
+ <td><a href="#para219">219.</a></td>
+ <td>Practice</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Sentence Correctness Case</td>
+ </tr>
+ <tr>
+ <td><a href="#para300">300.</a></td>
+ <td>Subject in nominative</td>
+ </tr>
+ <tr>
+ <td><a href="#para301">301.</a></td>
+ <td><i>Who</i> as subject</td>
+ </tr>
+ <tr>
+ <td><a href="#para302">302.</a></td>
+ <td><i>Who</i> as subject after verb</td>
+ </tr>
+ <tr>
+ <td><a href="#para303">303.</a></td>
+ <td>Predicate nominative</td>
+ </tr>
+ <tr>
+ <td><a href="#para304">304.</a></td>
+ <td>Pronoun in apposition</td>
+ </tr>
+ <tr>
+ <td><a href="#para305">305.</a></td>
+ <td>Pronoun after <i>as</i>, <i>than</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para306">306.</a></td>
+ <td>Possessive with gerund</td>
+ </tr>
+ <tr>
+ <td><a href="#para307">307.</a></td>
+ <td>“Neuter” nouns not in possessive</td>
+ </tr>
+ <tr>
+ <td><a href="#para308">308.</a></td>
+ <td>Objective case</td>
+ </tr>
+ <tr>
+ <td><a href="#para309">309.</a></td>
+ <td>Objective with infinitive</td>
+ </tr>
+ <tr>
+ <td><a href="#para310">310.</a></td>
+ <td>Objective after infinitive</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Agreement</td>
+ </tr>
+ <tr>
+ <td><a href="#para311">311.</a></td>
+ <td><i>This kind</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para312">312.</a></td>
+ <td>Pronoun with antecedent<span class="pagenum"><a id="Page_x"></a>[x]</span></td>
+ </tr>
+ <tr>
+ <td><a href="#para313">313.</a></td>
+ <td>Verb with subject</td>
+ </tr>
+ <tr>
+ <td><a href="#para314">314.</a></td>
+ <td>Verb with <i>each</i>, <i>none</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para315">315.</a></td>
+ <td>Compound subject</td>
+ </tr>
+ <tr>
+ <td><a href="#para316">316.</a></td>
+ <td>Nouns with <i>or</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para317">317.</a></td>
+ <td>Collective nouns</td>
+ </tr>
+ <tr>
+ <td><a href="#para318">318.</a></td>
+ <td>Incorrect attraction</td>
+ </tr>
+ <tr>
+ <td><a href="#para319">319.</a></td>
+ <td><i>There is</i>, <i>there are</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para320">320.</a></td>
+ <td><i>Besides</i>, <i>with</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para321">321.</a></td>
+ <td>Nearer of two nouns</td>
+ </tr>
+ <tr>
+ <td><a href="#para322">322.</a></td>
+ <td><i>Who</i>, <i>which</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para323">323.</a></td>
+ <td>Not with predicated noun</td>
+ </tr>
+ <tr>
+ <td><a href="#para324">324.</a></td>
+ <td><i>Don’t</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para325">325.</a></td>
+ <td>Past and past participle</td>
+ </tr>
+ <tr>
+ <td><a href="#para326">326.</a></td>
+ <td>Correct principal parts</td>
+ </tr>
+ <tr>
+ <td><a href="#para327">327.</a></td>
+ <td><i>Lie-lay</i>, <i>sit-set</i>, <i>rise-raise</i></td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Shall and Will</td>
+ </tr>
+ <tr>
+ <td><a href="#para328">328.</a></td>
+ <td><i>Shall</i> and <i>will</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para329">329.</a></td>
+ <td><i>Should</i> and <i>would</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para330">330.</a></td>
+ <td>Questions</td>
+ </tr>
+ <tr>
+ <td><a href="#para331">331.</a></td>
+ <td>Determination</td>
+ </tr>
+ <tr>
+ <td><a href="#para332">332.</a></td>
+ <td>Parallel tenses</td>
+ </tr>
+ <tr>
+ <td><a href="#para333">333.</a></td>
+ <td>Universal present</td>
+ </tr>
+ <tr>
+ <td><a href="#para334">334.</a></td>
+ <td>Subordinate clause</td>
+ </tr>
+ <tr>
+ <td><a href="#para335">335.</a></td>
+ <td>Infinitive</td>
+ </tr>
+ <tr>
+ <td><a href="#para336">336.</a></td>
+ <td>Adverb of time</td>
+ </tr>
+ <tr>
+ <td><a href="#para337">337.</a></td>
+ <td>Contrary to fact subjunctive</td>
+ </tr>
+ <tr>
+ <td><a href="#para338">338.</a></td>
+ <td><i>Have</i>, not <i>of</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para339">339.</a></td>
+ <td><i>Had ought</i></td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Fragments</td>
+ </tr>
+ <tr>
+ <td><a href="#para340">340.</a></td>
+ <td>Fragments</td>
+ </tr>
+ <tr>
+ <td><a href="#para341">341.</a></td>
+ <td>Phrases</td>
+ </tr>
+ <tr>
+ <td><a href="#para342">342.</a></td>
+ <td>Participial phrases</td>
+ </tr>
+ <tr>
+ <td><a href="#para343">343.</a></td>
+ <td>Clauses</td>
+ </tr>
+ <tr>
+ <td><a href="#para344">344.</a></td>
+ <td>Part of compound subject</td>
+ </tr>
+ <tr>
+ <td><a href="#para345">345.</a></td>
+ <td>Part of compound predicate</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Incomplete Constructions</td>
+ </tr>
+ <tr>
+ <td><a href="#para346">346.</a></td>
+ <td>Unfinished construction</td>
+ </tr>
+ <tr>
+ <td><a href="#para347">347.</a></td>
+ <td>Give verb subject</td>
+ </tr>
+ <tr>
+ <td><a href="#para348">348.</a></td>
+ <td>Insert word</td>
+ </tr>
+ <tr>
+ <td><a href="#para349">349.</a></td>
+ <td>Insert material</td>
+ </tr>
+ <tr>
+ <td><a href="#para350">350.</a></td>
+ <td>Elements without construction</td>
+ </tr>
+ <tr>
+ <td><a href="#para351">351.</a></td>
+ <td>Insert <i>that</i> after <i>say</i>, <i>feel</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para352">352.</a></td>
+ <td>Insert <i>that of</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para353">353.</a></td>
+ <td>Insert <i>as</i> after positive adjective</td>
+ </tr>
+ <tr>
+ <td><a href="#para354">354.</a></td>
+ <td>Insert <i>much</i> after <i>very</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para355">355.</a></td>
+ <td>Repeat verb</td>
+ </tr>
+ <tr>
+ <td><a href="#para356">356.</a></td>
+ <td>Repeat auxiliary</td>
+ </tr>
+ <tr>
+ <td><a href="#para357">357.</a></td>
+ <td>Repeat <i>is</i>, <i>was</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para358">358.</a></td>
+ <td>Repeat verb after auxiliaries</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Inaccurate Constructions</td>
+ </tr>
+ <tr>
+ <td><a href="#para359">359.</a></td>
+ <td>Correct conjunction</td>
+ </tr>
+ <tr>
+ <td><a href="#para360">360.</a></td>
+ <td>Insert transitional element</td>
+ </tr>
+ <tr>
+ <td><a href="#para361">361.</a></td>
+ <td>Shifted construction</td>
+ </tr>
+ <tr>
+ <td><a href="#para362">362.</a></td>
+ <td><i>One of the most</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para363">363.</a></td>
+ <td>Exact predication</td>
+ </tr>
+ <tr>
+ <td><a href="#para364">364.</a></td>
+ <td>Idiomatic verb</td>
+ </tr>
+ <tr>
+ <td><a href="#para365">365.</a></td>
+ <td>Idiomatic preposition</td>
+ </tr>
+ <tr>
+ <td><a href="#para366">366.</a></td>
+ <td>Different preposition</td>
+ </tr>
+ <tr>
+ <td><a href="#para367">367.</a></td>
+ <td>Idiom</td>
+ </tr>
+ <tr>
+ <td><a href="#para368">368.</a></td>
+ <td>Awkwardness</td>
+ </tr>
+ <tr>
+ <td><a href="#para369">369.</a></td>
+ <td><i>Is where</i>, <i>is when</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para370">370.</a></td>
+ <td><i>Is because</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para371">371.</a></td>
+ <td><i>The fact that</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para372">372.</a></td>
+ <td><i>Due to</i>, <i>owing to</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para373">373.</a></td>
+ <td><i>Because of</i>, <i>on account of</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para374">374.</a></td>
+ <td>Omit <i>and</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para375">375.</a></td>
+ <td>Omit irrelevancy</td>
+ </tr>
+ <tr>
+ <td><a href="#para376">376.</a></td>
+ <td>Redundant <i>that</i><span class="pagenum"><a id="Page_xi"></a>[xi]</span></td>
+ </tr>
+ <tr>
+ <td><a href="#para377">377.</a></td>
+ <td>Change participial phrase</td>
+ </tr>
+ <tr>
+ <td><a href="#para378">378.</a></td>
+ <td><i>Of</i>-phrase with verbal noun</td>
+ </tr>
+ <tr>
+ <td><a href="#para379">379.</a></td>
+ <td><i>Of</i>-phrase with abstract verbal noun</td>
+ </tr>
+ <tr>
+ <td><a href="#para380">380.</a></td>
+ <td>Separate main clauses</td>
+ </tr>
+ <tr>
+ <td><a href="#para381">381.</a></td>
+ <td>Join elements with <i>and</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para382">382.</a></td>
+ <td>Join clauses with <i>and</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para383">383.</a></td>
+ <td>Modifiers together</td>
+ </tr>
+ <tr>
+ <td><a href="#para384">384.</a></td>
+ <td>Double negative</td>
+ </tr>
+ <tr>
+ <td><a href="#para385">385.</a></td>
+ <td><i>Or</i>, not <i>nor</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para386">386.</a></td>
+ <td><i>Not hardly</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para387">387.</a></td>
+ <td>Adverb, not adjective</td>
+ </tr>
+ <tr>
+ <td><a href="#para388">388.</a></td>
+ <td>Predicated adjectives</td>
+ </tr>
+ <tr>
+ <td><a href="#para389">389.</a></td>
+ <td><i>Who</i>, <i>which</i>, <i>that</i></td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Sentence Clearness</td>
+ </tr>
+ <tr>
+ <td><a href="#para400">400.</a></td>
+ <td>Obvious antecedent</td>
+ </tr>
+ <tr>
+ <td><a href="#para401">401.</a></td>
+ <td>Position of pronoun</td>
+ </tr>
+ <tr>
+ <td><a href="#para402">402.</a></td>
+ <td>Ambiguous antecedent in indirect discourse</td>
+ </tr>
+ <tr>
+ <td><a href="#para403">403.</a></td>
+ <td>Antecedent in parentheses</td>
+ </tr>
+ <tr>
+ <td><a href="#para404">404.</a></td>
+ <td>Repeat distant noun</td>
+ </tr>
+ <tr>
+ <td><a href="#para405">405.</a></td>
+ <td>Unemphatic antecedent</td>
+ </tr>
+ <tr>
+ <td><a href="#para406">406.</a></td>
+ <td>Place of <i>only</i>, etc.</td>
+ </tr>
+ <tr>
+ <td><a href="#para407">407.</a></td>
+ <td>Place of negative</td>
+ </tr>
+ <tr>
+ <td><a href="#para408">408.</a></td>
+ <td>Use of correlatives</td>
+ </tr>
+ <tr>
+ <td><a href="#para409">409.</a></td>
+ <td>Place of correlatives</td>
+ </tr>
+ <tr>
+ <td><a href="#para410">410.</a></td>
+ <td>Place of subordinate clause</td>
+ </tr>
+ <tr>
+ <td><a href="#para411">411.</a></td>
+ <td>Place of relative clause</td>
+ </tr>
+ <tr>
+ <td><a href="#para412">412.</a></td>
+ <td>Confused verbs</td>
+ </tr>
+ <tr>
+ <td><a href="#para413">413.</a></td>
+ <td>Place of modifiers</td>
+ </tr>
+ <tr>
+ <td><a href="#para414">414.</a></td>
+ <td>Co-ordinate modifiers</td>
+ </tr>
+ <tr>
+ <td><a href="#para415">415.</a></td>
+ <td>Participial phrases</td>
+ </tr>
+ <tr>
+ <td><a href="#para416">416.</a></td>
+ <td>Participle with <i>thus</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para417">417.</a></td>
+ <td>Participle with conjunction</td>
+ </tr>
+ <tr>
+ <td><a href="#para418">418.</a></td>
+ <td>Adjective <i>due</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para419">419.</a></td>
+ <td>Gerund prepositional phrase</td>
+ </tr>
+ <tr>
+ <td><a href="#para420">420.</a></td>
+ <td>Repeat subordinating conjunction</td>
+ </tr>
+ <tr>
+ <td><a href="#para421">421.</a></td>
+ <td>Repeat auxiliary verbs</td>
+ </tr>
+ <tr>
+ <td><a href="#para422">422.</a></td>
+ <td>Repeat <i>to</i> with the infinitive</td>
+ </tr>
+ <tr>
+ <td><a href="#para423">423.</a></td>
+ <td>Repeat preposition with object</td>
+ </tr>
+ <tr>
+ <td><a href="#para424">424.</a></td>
+ <td>Repeat article with noun</td>
+ </tr>
+ <tr>
+ <td><a href="#para425">425.</a></td>
+ <td>Repeat possessive with noun</td>
+ </tr>
+ <tr>
+ <td><a href="#para426">426.</a></td>
+ <td>Parallel structure</td>
+ </tr>
+ <tr>
+ <td><a href="#para427">427.</a></td>
+ <td>Summarizing word</td>
+ </tr>
+ <tr>
+ <td><a href="#para428">428.</a></td>
+ <td>Use of <i>and</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para429">429.</a></td>
+ <td>Use of <i>but</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para430">430.</a></td>
+ <td>Comparative degree</td>
+ </tr>
+ <tr>
+ <td><a href="#para431">431.</a></td>
+ <td>Superlative degree</td>
+ </tr>
+ <tr>
+ <td><a href="#para432">432.</a></td>
+ <td>Shift in person</td>
+ </tr>
+ <tr>
+ <td><a href="#para433">433.</a></td>
+ <td>Shift in number</td>
+ </tr>
+ <tr>
+ <td><a href="#para434">434.</a></td>
+ <td>Shift in tense</td>
+ </tr>
+ <tr>
+ <td><a href="#para435">435.</a></td>
+ <td>Shift in mood</td>
+ </tr>
+ <tr>
+ <td><a href="#para436">436.</a></td>
+ <td>Shift in voice</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Sentence Vigor</td>
+ </tr>
+ <tr>
+ <td><a href="#para500">500.</a></td>
+ <td>Isolate</td>
+ </tr>
+ <tr>
+ <td><a href="#para501">501.</a></td>
+ <td>Separate</td>
+ </tr>
+ <tr>
+ <td><a href="#para502">502.</a></td>
+ <td>Condense</td>
+ </tr>
+ <tr>
+ <td><a href="#para503">503.</a></td>
+ <td>Combine</td>
+ </tr>
+ <tr>
+ <td><a href="#para504">504.</a></td>
+ <td>Vary structure</td>
+ </tr>
+ <tr>
+ <td><a href="#para505">505.</a></td>
+ <td>Vary beginning</td>
+ </tr>
+ <tr>
+ <td><a href="#para506">506.</a></td>
+ <td>Vary length</td>
+ </tr>
+ <tr>
+ <td><a href="#para507">507.</a></td>
+ <td>Loose to periodic</td>
+ </tr>
+ <tr>
+ <td><a href="#para508">508.</a></td>
+ <td>Striking ending</td>
+ </tr>
+ <tr>
+ <td><a href="#para509">509.</a></td>
+ <td>Climax</td>
+ </tr>
+ <tr>
+ <td><a href="#para510">510.</a></td>
+ <td>Emphatic position</td>
+ </tr>
+ <tr>
+ <td><a href="#para511">511.</a></td>
+ <td>Group related elements</td>
+ </tr>
+ <tr>
+ <td><a href="#para512">512.</a></td>
+ <td>Main ideas</td>
+ </tr>
+ <tr>
+ <td><a href="#para513">513.</a></td>
+ <td>Subordinate ideas</td>
+ </tr>
+ <tr>
+ <td><a href="#para514">514.</a></td>
+ <td>Simplicity</td>
+ </tr>
+ <tr>
+ <td><a href="#para515">515.</a></td>
+ <td>Far-fetched synonyms</td>
+ </tr>
+ <tr>
+ <td><a href="#para516">516.</a></td>
+ <td>Concreteness<span class="pagenum"><a id="Page_xii"></a>[xii]</span></td>
+ </tr>
+ <tr>
+ <td><a href="#para517">517.</a></td>
+ <td>Parallel structure</td>
+ </tr>
+ <tr>
+ <td><a href="#para518">518.</a></td>
+ <td>Repeat for emphasis</td>
+ </tr>
+ <tr>
+ <td><a href="#para519">519.</a></td>
+ <td>Monotonous repetition</td>
+ </tr>
+ <tr>
+ <td><a href="#para520">520.</a></td>
+ <td>Tautology</td>
+ </tr>
+ <tr>
+ <td><a href="#para521">521.</a></td>
+ <td>Pleonasm</td>
+ </tr>
+ <tr>
+ <td><a href="#para522">522.</a></td>
+ <td>Word in double sense</td>
+ </tr>
+ <tr>
+ <td><a href="#para523">523.</a></td>
+ <td>Consistent metaphors</td>
+ </tr>
+ <tr>
+ <td><a href="#para524">524.</a></td>
+ <td>Incongruous metaphors</td>
+ </tr>
+ <tr>
+ <td><a href="#para525">525.</a></td>
+ <td>Rhythm</td>
+ </tr>
+ <tr>
+ <td><a href="#para526">526.</a></td>
+ <td>Balanced sentence</td>
+ </tr>
+ <tr>
+ <td><a href="#para527">527.</a></td>
+ <td>Vivid predicate</td>
+ </tr>
+ <tr>
+ <td><a href="#para528">528.</a></td>
+ <td>Unemphatic passive voice</td>
+ </tr>
+ <tr>
+ <td><a href="#para529">529.</a></td>
+ <td>Awkward absolute phrase</td>
+ </tr>
+ <tr>
+ <td><a href="#para530">530.</a></td>
+ <td>Successive subordinations</td>
+ </tr>
+ <tr>
+ <td><a href="#para531">531.</a></td>
+ <td>Successive <i>but</i> and <i>for</i> clauses</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Words</td>
+ </tr>
+ <tr>
+ <td><a href="#para600">600.</a></td>
+ <td>See dictionary</td>
+ </tr>
+ <tr>
+ <td><a href="#para601">601.</a></td>
+ <td>Words almost alike</td>
+ </tr>
+ <tr>
+ <td><a href="#para602">602.</a></td>
+ <td>Exactness</td>
+ </tr>
+ <tr>
+ <td><a href="#para603">603.</a></td>
+ <td>New words</td>
+ </tr>
+ <tr>
+ <td><a href="#para604">604.</a></td>
+ <td>Verbs as nouns</td>
+ </tr>
+ <tr>
+ <td><a href="#para605">605.</a></td>
+ <td>Slang</td>
+ </tr>
+ <tr>
+ <td><a href="#para606">606.</a></td>
+ <td>Harmony</td>
+ </tr>
+ <tr>
+ <td><a href="#para607">607.</a></td>
+ <td>Poetical words</td>
+ </tr>
+ <tr>
+ <td><a href="#para608">608.</a></td>
+ <td>Hackneyed expressions</td>
+ </tr>
+ <tr>
+ <td><a href="#para609">609.</a></td>
+ <td>Pretentious expressions</td>
+ </tr>
+ <tr>
+ <td><a href="#para610">610.</a></td>
+ <td>Contractions</td>
+ </tr>
+ <tr>
+ <td><a href="#para611">611.</a></td>
+ <td>Editorial <i>we</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para612">612.</a></td>
+ <td>Simple pronouns</td>
+ </tr>
+ <tr>
+ <td><a href="#para613">613.</a></td>
+ <td>Speaking of husband or wife</td>
+ </tr>
+ <tr>
+ <td><a href="#para614">614.</a></td>
+ <td>Illiterate usage</td>
+ </tr>
+ <tr>
+ <td><a href="#para615">615.</a></td>
+ <td>Reputable words</td>
+ </tr>
+ <tr>
+ <td><a href="#para616">616.</a></td>
+ <td>Present words</td>
+ </tr>
+ <tr>
+ <td><a href="#para617">617.</a></td>
+ <td>National words</td>
+ </tr>
+ <tr>
+ <td><a href="#para618">618.</a></td>
+ <td>Plural abstract nouns</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Spelling</td>
+ </tr>
+ <tr>
+ <td><a href="#para700">700.</a></td>
+ <td>Doubling consonants</td>
+ </tr>
+ <tr>
+ <td><a href="#para701">701.</a></td>
+ <td>Single consonants</td>
+ </tr>
+ <tr>
+ <td><a href="#para702">702.</a></td>
+ <td>Final silent <i>-e</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para703">703.</a></td>
+ <td><i>-ce</i> and <i>-ge</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para704">704.</a></td>
+ <td>Single consonant after double vowel</td>
+ </tr>
+ <tr>
+ <td><a href="#para705">705.</a></td>
+ <td>CEI</td>
+ </tr>
+ <tr>
+ <td><a href="#para706">706.</a></td>
+ <td>EI as <i>ī</i> and as <i>ā</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para707">707.</a></td>
+ <td>IE</td>
+ </tr>
+ <tr>
+ <td><a href="#para708">708.</a></td>
+ <td>Plurals in vowel and <i>-y</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para709">709.</a></td>
+ <td>Verbs in vowel and <i>-y</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para710">710.</a></td>
+ <td>Plurals in consonants and <i>-y</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para711">711.</a></td>
+ <td>Plurals in <i>-ves</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para712">712.</a></td>
+ <td>Foreign plurals</td>
+ </tr>
+ <tr>
+ <td><a href="#para713">713.</a></td>
+ <td><i>Don’t</i>, <i>won’t</i>, <i>can’t</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para714">714.</a></td>
+ <td><i>It’s</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para715">715.</a></td>
+ <td><i>Its</i>, <i>yours</i>, <i>hers</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para716">716.</a></td>
+ <td>Spelling list</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Punctuation</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use period after:</td>
+ </tr>
+ <tr>
+ <td><a href="#para800">800.</a></td>
+ <td>Declarative and imperative sentences</td>
+ </tr>
+ <tr>
+ <td><a href="#para801">801.</a></td>
+ <td>Abbreviations</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">No period after:</td>
+ </tr>
+ <tr>
+ <td><a href="#para802">802.</a></td>
+ <td>Incomplete sentence elements</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use question mark after:</td>
+ </tr>
+ <tr>
+ <td><a href="#para803">803.</a></td>
+ <td>Direct questions</td>
+ </tr>
+ <tr>
+ <td><a href="#para804">804.</a></td>
+ <td>Doubtful expressions</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">No question mark after:</td>
+ </tr>
+ <tr>
+ <td><a href="#para805">805.</a></td>
+ <td>Indirect questions</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use exclamation point after:</td>
+ </tr>
+ <tr>
+ <td><a href="#para806">806.</a></td>
+ <td>Exclamatory expressions</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use commas with:</td>
+ </tr>
+ <tr>
+ <td><a href="#para807">807.</a></td>
+ <td>Co-ordinate clauses with <i>and</i> or <i>but</i><span class="pagenum"><a id="Page_xiii"></a>[xiii]</span></td>
+ </tr>
+ <tr>
+ <td><a href="#para808">808.</a></td>
+ <td>Conjunction <i>for</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para809">809.</a></td>
+ <td>Parallel clauses</td>
+ </tr>
+ <tr>
+ <td><a href="#para810">810.</a></td>
+ <td>Dependent clause preceding</td>
+ </tr>
+ <tr>
+ <td><a href="#para811">811.</a></td>
+ <td>Descriptive clauses</td>
+ </tr>
+ <tr>
+ <td><a href="#para812">812.</a></td>
+ <td>Interchangeable adjectives</td>
+ </tr>
+ <tr>
+ <td><a href="#para813">813.</a></td>
+ <td>Words, phrases, clauses in series</td>
+ </tr>
+ <tr>
+ <td><a href="#para814">814.</a></td>
+ <td><i>And</i> in a series</td>
+ </tr>
+ <tr>
+ <td><a href="#para815">815.</a></td>
+ <td>Confused elements</td>
+ </tr>
+ <tr>
+ <td><a href="#para816">816.</a></td>
+ <td>Names in direct address</td>
+ </tr>
+ <tr>
+ <td><a href="#para817">817.</a></td>
+ <td>Appositives</td>
+ </tr>
+ <tr>
+ <td><a href="#para818">818.</a></td>
+ <td>Geographical names</td>
+ </tr>
+ <tr>
+ <td><a href="#para819">819.</a></td>
+ <td>Dates</td>
+ </tr>
+ <tr>
+ <td><a href="#para820">820.</a></td>
+ <td>Absolute phrases</td>
+ </tr>
+ <tr>
+ <td><a href="#para821">821.</a></td>
+ <td>Interjections and parenthetical expressions</td>
+ </tr>
+ <tr>
+ <td><a href="#para822">822.</a></td>
+ <td>Direct quotations</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Never use a comma:</td>
+ </tr>
+ <tr>
+ <td><a href="#para823">823.</a></td>
+ <td>Between noun and its adjective</td>
+ </tr>
+ <tr>
+ <td><a href="#para824">824.</a></td>
+ <td>Around limiting clauses or phrases</td>
+ </tr>
+ <tr>
+ <td><a href="#para825">825.</a></td>
+ <td>With series of non-interchangeable adjectives</td>
+ </tr>
+ <tr>
+ <td><a href="#para826">826.</a></td>
+ <td>To indicate a pause</td>
+ </tr>
+ <tr>
+ <td><a href="#para827">827.</a></td>
+ <td>Before <i>that</i> in indirect discourse</td>
+ </tr>
+ <tr>
+ <td><a href="#para828">828.</a></td>
+ <td>Between unjoined main clauses</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use a semicolon between:</td>
+ </tr>
+ <tr>
+ <td><a href="#para829">829.</a></td>
+ <td>Unjoined main clauses</td>
+ </tr>
+ <tr>
+ <td><a href="#para830">830.</a></td>
+ <td>Clauses joined by <i>however</i>, etc.</td>
+ </tr>
+ <tr>
+ <td><a href="#para831">831.</a></td>
+ <td>Long or complicated clauses</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Never use a semicolon:</td>
+ </tr>
+ <tr>
+ <td><a href="#para832">832.</a></td>
+ <td>Between clauses not co-ordinate</td>
+ </tr>
+ <tr>
+ <td><a href="#para833">833.</a></td>
+ <td>After salutation in a letter</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use a colon to introduce:</td>
+ </tr>
+ <tr>
+ <td><a href="#para834">834.</a></td>
+ <td>Formal list of words, etc.</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use a hyphen with:</td>
+ </tr>
+ <tr>
+ <td><a href="#para835">835.</a></td>
+ <td>Fractions or numbers less than 100</td>
+ </tr>
+ <tr>
+ <td><a href="#para836">836.</a></td>
+ <td>Titles of two or more words</td>
+ </tr>
+ <tr>
+ <td><a href="#para837">837.</a></td>
+ <td>Divided words</td>
+ </tr>
+ <tr>
+ <td><a href="#para838">838.</a></td>
+ <td>Compound adjectives</td>
+ </tr>
+ <tr>
+ <td><a href="#para839">839.</a></td>
+ <td>Prefixes like <i>co-</i> etc.</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use a dash with:</td>
+ </tr>
+ <tr>
+ <td><a href="#para840">840.</a></td>
+ <td>Broken thought</td>
+ </tr>
+ <tr>
+ <td><a href="#para841">841.</a></td>
+ <td>Informal parenthetical material</td>
+ </tr>
+ <tr>
+ <td><a href="#para842">842.</a></td>
+ <td>Summarizing expressions</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Never use a dash:</td>
+ </tr>
+ <tr>
+ <td><a href="#para843">843.</a></td>
+ <td>Instead of a period</td>
+ </tr>
+ <tr>
+ <td><a href="#para844">844.</a></td>
+ <td>Instead of a comma</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use quotation marks with:</td>
+ </tr>
+ <tr>
+ <td><a href="#para845">845.</a></td>
+ <td>Direct discourse</td>
+ </tr>
+ <tr>
+ <td><a href="#para846">846.</a></td>
+ <td>Borrowed material</td>
+ </tr>
+ <tr>
+ <td><a href="#para847">847.</a></td>
+ <td>Quotation of more than one paragraph</td>
+ </tr>
+ <tr>
+ <td><a href="#para848">848.</a></td>
+ <td>Quotation within quotation</td>
+ </tr>
+ <tr>
+ <td><a href="#para849">849.</a></td>
+ <td>Quotation within second quotation</td>
+ </tr>
+ <tr>
+ <td><a href="#para850">850.</a></td>
+ <td>Quotation ending with comma or period</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Never use quotation marks with:</td>
+ </tr>
+ <tr>
+ <td><a href="#para851">851.</a></td>
+ <td>Names of books, etc.</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use an apostrophe:</td>
+ </tr>
+ <tr>
+ <td><a href="#para852">852.</a></td>
+ <td>In contractions</td>
+ </tr>
+ <tr>
+ <td><a href="#para853">853.</a></td>
+ <td>With singular possessives</td>
+ </tr>
+ <tr>
+ <td><a href="#para854">854.</a></td>
+ <td>With plural possessives<span class="pagenum"><a id="Page_xiv"></a>[xiv]</span></td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Never use an apostrophe:</td>
+ </tr>
+ <tr>
+ <td><a href="#para855">855.</a></td>
+ <td>With possessive pronouns</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use parentheses to inclose:</td>
+ </tr>
+ <tr>
+ <td><a href="#para856">856.</a></td>
+ <td>Material foreign to unit of composition</td>
+ </tr>
+ <tr>
+ <td><a href="#para857">857.</a></td>
+ <td>Confirmatory figures</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Never use parentheses to inclose:</td>
+ </tr>
+ <tr>
+ <td><a href="#para858">858.</a></td>
+ <td>Cancelled words</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdl">Use brackets to inclose:</td>
+ </tr>
+ <tr>
+ <td><a href="#para859">859.</a></td>
+ <td>Explanatory material in quotation</td>
+ </tr>
+ <tr>
+ <td><a href="#para860">860.</a></td>
+ <td>Practice</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Mechanics</td>
+ </tr>
+ <tr>
+ <td><a href="#para900">900.</a></td>
+ <td>One side of paper</td>
+ </tr>
+ <tr>
+ <td><a href="#para901">901.</a></td>
+ <td>Place of title</td>
+ </tr>
+ <tr>
+ <td><a href="#para902">902.</a></td>
+ <td>Blank second line</td>
+ </tr>
+ <tr>
+ <td><a href="#para903">903.</a></td>
+ <td>Write legibly</td>
+ </tr>
+ <tr>
+ <td><a href="#para904">904.</a></td>
+ <td>Number pages</td>
+ </tr>
+ <tr>
+ <td><a href="#para905">905.</a></td>
+ <td>Spacing</td>
+ </tr>
+ <tr>
+ <td><a href="#para906">906.</a></td>
+ <td>Divided words</td>
+ </tr>
+ <tr>
+ <td><a href="#para907">907.</a></td>
+ <td>Place of hyphen</td>
+ </tr>
+ <tr>
+ <td><a href="#para908">908.</a></td>
+ <td>Margins</td>
+ </tr>
+ <tr>
+ <td><a href="#para909">909.</a></td>
+ <td>Indention</td>
+ </tr>
+ <tr>
+ <td><a href="#para910">910.</a></td>
+ <td>Below last line</td>
+ </tr>
+ <tr>
+ <td><a href="#para911">911.</a></td>
+ <td>Underscoring</td>
+ </tr>
+ <tr>
+ <td><a href="#para912">912.</a></td>
+ <td>Underscoring for emphasis</td>
+ </tr>
+ <tr>
+ <td><a href="#para913">913.</a></td>
+ <td>To indicate footnote</td>
+ </tr>
+ <tr>
+ <td><a href="#para914">914.</a></td>
+ <td>Place of footnote</td>
+ </tr>
+ <tr>
+ <td><a href="#para915">915.</a></td>
+ <td>No abbreviation</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Capitalization</td>
+ </tr>
+ <tr>
+ <td><a href="#para916">916.</a></td>
+ <td>Proper nouns and pronouns</td>
+ </tr>
+ <tr>
+ <td><a href="#para917">917.</a></td>
+ <td>First word in sentence</td>
+ </tr>
+ <tr>
+ <td><a href="#para918">918.</a></td>
+ <td>First word in line of verse</td>
+ </tr>
+ <tr>
+ <td><a href="#para919">919.</a></td>
+ <td>Direct quotation</td>
+ </tr>
+ <tr>
+ <td><a href="#para920">920.</a></td>
+ <td>Names of social bodies, etc.</td>
+ </tr>
+ <tr>
+ <td><a href="#para921">921.</a></td>
+ <td>Reference to Deity</td>
+ </tr>
+ <tr>
+ <td><a href="#para922">922.</a></td>
+ <td><i>I</i> and <i>O</i></td>
+ </tr>
+ <tr>
+ <td><a href="#para923">923.</a></td>
+ <td>Titles of books, etc.</td>
+ </tr>
+ <tr>
+ <td><a href="#para924">924.</a></td>
+ <td>Titles with names</td>
+ </tr>
+ <tr>
+ <td><a href="#para925">925.</a></td>
+ <td>Names of months, etc.</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Figures</td>
+ </tr>
+ <tr>
+ <td><a href="#para926">926.</a></td>
+ <td>Word double numbers</td>
+ </tr>
+ <tr>
+ <td><a href="#para927">927.</a></td>
+ <td>Word sums in double numbers</td>
+ </tr>
+ <tr>
+ <td><a href="#para928">928.</a></td>
+ <td>Number sums in dollars and cents</td>
+ </tr>
+ <tr>
+ <td><a href="#para929">929.</a></td>
+ <td>Word sums less than one dollar</td>
+ </tr>
+ <tr>
+ <td><a href="#para930">930.</a></td>
+ <td>Word numbers as names</td>
+ </tr>
+ <tr>
+ <td><a href="#para931">931.</a></td>
+ <td>Beginning with figures</td>
+ </tr>
+ <tr>
+ <td><a href="#para932">932.</a></td>
+ <td>Sums as adjectives</td>
+ </tr>
+ <tr>
+ <td colspan="2" class="tdc">Letters</td>
+ </tr>
+ <tr>
+ <td><a href="#para933">933.</a></td>
+ <td>Letter heading</td>
+ </tr>
+ <tr>
+ <td><a href="#para934">934.</a></td>
+ <td>Business letter salutation</td>
+ </tr>
+ <tr>
+ <td><a href="#para935">935.</a></td>
+ <td>Personal letter salutation</td>
+ </tr>
+ <tr>
+ <td><a href="#para936">936.</a></td>
+ <td>Close of business letter</td>
+ </tr>
+ <tr>
+ <td><a href="#para937">937.</a></td>
+ <td>Close of personal letter</td>
+ </tr>
+ <tr>
+ <td><a href="#para938">938.</a></td>
+ <td>Envelope address</td>
+ </tr>
+ <tr>
+ <td><a href="#para939">939.</a></td>
+ <td>Punctuation of address</td>
+ </tr>
+ <tr>
+ <td><a href="#para940">940.</a></td>
+ <td>Formal note</td>
+ </tr>
+ <tr>
+ <td><a href="#para941">941.</a></td>
+ <td>Signature</td>
+ </tr>
+</table>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_1"></a>[1]</span></p>
+
+<h1>WRITING AND REWRITING</h1>
+
+<h2 class="nobreak" id="Chapter_I"><span class="smcap">Chapter I</span><br>
+<span class="smaller">WHY LEARN TO WRITE</span></h2>
+
+</div>
+
+<p>The four main reasons for learning to write are:</p>
+
+<p>1. Writing is one of the best ways to make other
+persons think or feel as you do.</p>
+
+<p>2. Every educated person is judged frequently and
+severely by the correctness and skill displayed in his
+writing.</p>
+
+<p>3. The more you learn about writing the more you
+will enjoy reading.</p>
+
+<p>4. Good writing gives pleasure, not only to the reader
+but also to the writer.</p>
+
+<p class="tb">1. The ability to write clearly and convincingly will
+be of great help to you after you leave college. Whatever
+your field of activity, your ultimate success will
+depend in some degree on your ability to make other
+persons think or feel as you do. Writing is one of the
+best ways to attain this end.</p>
+
+<p>Many professional men and women find that success
+depends not only on their knowledge, but even more on
+the skill and clearness with which they can present
+their knowledge. Lawyers write briefs and arguments.
+Judges write opinions. Clergymen write sermons.
+Teachers, doctors, and engineers get their new ideas<span class="pagenum"><a id="Page_2"></a>[2]</span>
+before members of their professions by writing papers
+for publications of various kinds. The results of their
+experiments and researches are almost invariably presented
+to their colleagues in writing.</p>
+
+<p>To attain eminence in one of the learned professions
+it is necessary for a man’s colleagues to think highly
+of his professional knowledge and attainments. It is
+not always possible for the leaders in your profession
+to know you personally, but if you can write they soon
+know what manner of man you are. The scholarly articles
+that a young professional man gets printed correspond
+to the home runs that are knocked by a bush
+league baseball player, but there is this difference. The
+sand lot baseball player may have made his impressive
+looking records against sand lot pitching and may fail
+dismally when he faces better opposition, but if a young
+professional man has the mental ability and the skill
+to produce contributions to knowledge in his field it
+makes no difference where he lives or under what conditions
+he has done his work. As he moves up to his
+big league he finds conditions more and more favorable
+for his continued growth and development.</p>
+
+<p>College graduates everywhere are being expected more
+and more to assume positions of leadership in all matters
+that pertain to community betterment. Sometimes they
+are candidates for office; more often they are directors
+of the chamber of commerce of their city, or of
+some similar civic enterprise. Written statements,
+annual reports, appeals for public support for a worthy
+cause, letters to newspapers, circulars, and bulletins are
+almost the only way a public spirited citizen can get his
+ideas before the other members of the community. If
+he can write clearly and convincingly he gets things<span class="pagenum"><a id="Page_3"></a>[3]</span>
+done that would not be done if he expressed himself
+haltingly and incoherently when he took pen in hand.</p>
+
+<p>Up-to-date farmers and business men use printed and
+typewritten matter to get new business, to hold and increase
+old business, to adjust complaints, and to collect
+money. Every salesman has to write reports to his firm.
+Formal bids for all kinds of business are submitted in
+writing. Most busy executives prefer to receive the
+ideas of their subordinates in writing, and the subordinate
+who submits the largest number of good ideas in
+this way is the one who is likely to be promoted most
+rapidly. Many executives have to depend on letters
+and bulletins in directing large numbers of subordinates
+or in directing subordinates who cannot frequently be
+brought together. If you want to be paid for what you
+know rather than for what you do, learn to write.</p>
+
+<p>Other things being anywhere nearly equal the man
+who can write gets ahead fastest in the business, political,
+or professional world. The man with a new idea—whether
+it is a new type of automobile engine or a plan
+for insuring hogs—can make a success of it far more
+quickly if he can write clearly and convincingly. The
+next time you see a copy of <i>Who’s Who in America</i>
+note the list of publications that follows the name of the
+successful man. The ability to write has dollar and
+cents value whether or not you ever wish to sell any of
+your manuscripts. You must be able to write to get
+to the top.</p>
+
+<p class="tb">2. Why do you suppose that almost every help
+wanted advertisement that offers a salary of more than
+$1200 or $1500 a year contains the phrase, “Apply by
+letter only”? The answer is that from one hundred
+letters it is easy to select the half dozen or so that come<span class="pagenum"><a id="Page_4"></a>[4]</span>
+from persons qualified for a position rather than for a
+job. Applicants who write poor letters are never considered
+for good positions.</p>
+
+<p>The activities of the social world continually call for
+letters—letters of invitation, of acceptance or declination,
+letters to a hostess thanking her for her hospitality,
+letters of congratulation and of condolence. Any new
+person to whom you write will judge what sort of man
+or woman you are from your first letter. Uneducated
+persons may have well furnished houses in the exclusive
+residential districts of the city, and they may wear
+thousand-dollar fur coats, but their written words betray
+the fact that they are not accustomed to associating
+with educated persons.</p>
+
+<p>Students who can write get better grades in college
+courses than do students who cannot express themselves
+with pen, pencil, or typewriter. Written reports, term
+papers, and examinations all call for ability to write.
+It is essential not only to have the information that
+should be included in such compositions but also to be
+able to express your knowledge so that the instructor
+involved will know that you know.</p>
+
+<p class="tb">3. The better you write the more you will enjoy
+reading. You can actually know personally only a few
+persons, and they will for the most part be your neighbors
+and business associates. A love for good reading
+is the best friend you can have. Reading will make you
+intimate with all the great men and women who are
+now alive or who have ever lived. These great ones of
+earth—the clever, the entertaining, the thoughtful, the
+lovable, the brilliant, the courageous—have set down
+in books a permanent record of what they observed,
+thought, and dreamed. To get the fullest flavor and<span class="pagenum"><a id="Page_5"></a>[5]</span>
+greatest benefit from the words they have put on paper
+you need to be something of a writer yourself. The
+writer best appreciates the good writing of others, just
+as the amateur musician gets more pleasure from a
+symphony concert than does the average person in the
+audience. The football player sees fine points in a football
+game that are lost on the spectator who never tried
+to box a tackle or elude an end. The girl who makes
+her own clothes can see distinctions in gowns that all
+look alike to her brother. It takes the craftsman in
+any field of endeavor to appreciate the work of a master.</p>
+
+<p class="tb">4. Your mother has, at the bottom of a trunk or
+bureau drawer, a bundle of letters that your father
+wrote to her when they were young. Every little while
+she reads them all again. She also keeps the letters he
+writes her now when he is away from home. Your
+letters to your mother will not be destroyed either. The
+better you write, the more pleasure you will give to the
+persons you love. Letters of commendation, congratulation,
+or condolence when done well are treasured for
+years, and are a never failing source of pleasure to those
+who receive them. It is worth something to give pleasure
+of this sort.</p>
+
+<p class="tb">But the greatest pleasure of all in writing is the
+pleasure that comes to you yourself. To get real enjoyment
+from writing you should write on a subject you
+know thoroughly or on one that interests you—preferably
+both. Write without reserve; call things by their
+right names. Use care in selecting the exact word to
+express your meaning. Write clearly, concisely, and
+vividly. Be definite and particular rather than indefinite
+and general. Use incidents freely to illustrate your
+points. Be forceful and picturesque. Write so that<span class="pagenum"><a id="Page_6"></a>[6]</span>
+anyone who knows you could pick your written creation
+out of a thousand written by others on the same subject.</p>
+
+<p>Write something you are proud of and you will get
+more pleasure from it than from almost anything else
+you ever did. Even though you may not yet have
+realized it, writing is a great deal more fun than going
+to the theater, dancing, or watching a football game.
+The greatest thrill in life comes from seeing one whom
+you love create something. The next greatest comes
+from creating something yourself. Create something
+in writing that truly represents you and you too will
+experience this joy.</p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_7"></a>[7]</span></p>
+
+<h2 class="nobreak" id="Chapter_II"><span class="smcap">Chapter II</span><br>
+<span class="smaller">HOW TO WRITE</span></h2>
+
+</div>
+
+<p>The successive steps in writing are:</p>
+
+<p>1. Have a subject that appeals to you, and write for
+an actual reader.</p>
+
+<p>2. Gather all the material your subject demands.</p>
+
+<p>3. Arrange your material in the most effective order.</p>
+
+<p>4. Write as fast as you can.</p>
+
+<p>5. Revise, recast, rewrite what you have written.</p>
+
+<p class="tb">1. Write on a subject which interests you and one
+that you know something about. Good writing will not
+result merely from trying to satisfy an instructor. You
+can write well only if you have a compelling reason for
+writing; if you desire to convince, inform, or entertain
+a definite reader.</p>
+
+<p>Know the state of mind you want your reader to be
+in when he finishes reading your composition. Write
+for a definite reader such as a college freshman, a high
+school student, an automobile owner, a ten-year-old boy,
+a proprietor of a retail store in a town of from 15,000
+to 20,000 inhabitants. It will often be helpful if, after
+you choose the general class to whom your writing is
+addressed, you select one individual you know and keep
+him constantly in mind while you write. Thus instead
+of writing for a ten-year-old boy write for your brother
+Robert.</p>
+
+<p><span class="pagenum"><a id="Page_8"></a>[8]</span></p>
+
+<p>Choose a subject that can be covered in the number
+of words at your disposal. If you are writing a four-hundred-word
+theme, “The American High School” is
+a poor subject. It would take a series of volumes to
+exhaust the possibilities in that title. Even eliminating
+a large portion of it by taking the topic “High School
+Newspapers,” “High School Debating,” “High School
+Dramatics,” or “High School Athletics,” helps but little.
+Narrowing any one of these subjects so that it applies
+only to your own high school still leaves you with more
+material than can well be put into a short theme. Good
+subjects for such themes are “The First Time I Faced
+an Audience,” “The Best Play I Ever Made,” “How
+I Felt When My Story Appeared in the School Paper,”
+and “The Most Exciting Play I Ever Saw in a Baseball
+Game.”</p>
+
+<p>To take another example, “Cooking” is a subject
+broad enough for a Mrs. Ralston, a Mrs. Lincoln, or a
+Miss Farmer. “Making Desserts” is too comprehensive
+for any but an exhaustive treatise. “Making Ice
+Cream” requires at least a booklet. Good short theme
+subjects would be “How I Make My Favorite Sherbet,”
+“How to Make Chocolate Ice Cream without
+Cream,” or “How to Make Ice Cream Roll with a
+Frozen Whipped Cream Center.”</p>
+
+<p class="tb">2. Reflect, read, ask questions, observe in order to
+gather material which will enable you to carry out your
+design. Gather, as applied to material for writing, implies
+a go-and-get-it attitude. Gathering material requires
+a physical as well as a mental search. Do not
+expect material to come to you; go after it. Talk with
+persons who know. Read what they have written.
+Good writing is most likely to result when the writer<span class="pagenum"><a id="Page_9"></a>[9]</span>
+fuses his own experience and observation with the experience
+and observation of others. Gather all the material
+possible without trying to decide, while you are
+getting it, what is important and what is not. Keep
+your mind, your eyes, and your ears wide open. Get
+details and get plenty of them. Steep, saturate yourself
+in your subject.</p>
+
+<p class="tb">3. After you have gathered the material, discard
+everything that will not help you to produce the effect
+you are trying for. Then if there are any gaps in your
+composition, gather more material to fill them up. Some
+writers get the best results by putting a plan on paper before
+starting to write; others let a plan take more or
+less definite shape in their minds, but do not try to set
+down any hard and fast outline. The reason for not
+making a hard and fast outline is that a curious thing
+often happens to any writer who has written much. He
+finds—on occasion—that his composition seems to
+write itself. The characters he thought he had created
+have minds of their own and refuse to let him treat
+them like puppets. His thoughts seem to be alive and
+to exist apart from him. They insist on expressing
+themselves in their own way. An experienced writer
+does some of his best work when he seems to be merely
+the medium through which ideas are seeking to translate
+themselves from whatever world it is they inhabit
+to this one. If, on the other hand, a writer is continually
+consulting a plan, his ideas and characters never take
+things into their own hands.</p>
+
+<p>Write for someone to read. Put yourself in that
+reader’s place and see if your writing is producing the
+desired effect. Begin your composition with the details
+that will most effectively attract his attention and<span class="pagenum"><a id="Page_10"></a>[10]</span>
+arouse his interest. Continue writing so that you will
+retain his attention and interest. Stop when you have
+said all you have to say.</p>
+
+<p class="tb">4. Write rapidly and at white heat. If pertinent
+ideas keep coming to you forget about your plan. Get
+your inspiration on paper before it cools. If you finally
+find a system—or even a lack of one—that enables
+you to write fast and at the same time to feel that you
+are creating something, do not let anyone talk you into
+trying some other plan. Stick to your own.</p>
+
+<p class="tb">5. Revise at leisure, but ruthlessly, in cold blood,
+and continue to revise, rearrange, and rewrite indefinitely
+until the finished product satisfies you.</p>
+
+<p>Make the final draft absolutely correct. Avoid especially
+the common faults that denote the semi-illiterate
+man or woman. If you make errors that would not be
+made by a twelve-year-old child, your composition will
+get scant consideration from an intelligent reader. While
+revising, question everything, spelling, grammar, choice
+of words, punctuation; question the usefulness of each
+idea, and the arrangement of the parts of the completed
+composition.</p>
+
+<p>Start writing soon enough to give yourself ample
+time for revision. Let the first draft get cold before
+you look at it again. If you wait several days after
+the first draft is finished you can approach your own
+writing as objectively as if it had been done by someone
+else. It will then be much easier to question every letter,
+every word, every phrase, every sentence, every paragraph,
+every idea, besides the whole composition and
+each of its parts.</p>
+
+<p>Make everything in your composition justify itself.
+Whenever you are satisfied to do mediocre work the<span class="pagenum"><a id="Page_11"></a>[11]</span>
+rest of the world is satisfied with the valuation you
+have set on yourself. Be your own severest critic.
+Show your own writing no mercy. Some of the world’s
+most successful writers of advertisements as well as of
+novels have rewritten their best work time and again
+before giving it to the public. What reads smoothly
+takes hours of toil to produce.</p>
+
+<p>Many good instructors insist on receiving two copies
+of every composition from each student; one a rough,
+lead pencil draft, and the other the finished manuscript.</p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_12"></a>[12]</span></p>
+
+<h2 class="nobreak" id="Chapter_III"><span class="smcap">Chapter III</span><br>
+<span class="smaller">IDEAS FOR COMPOSITIONS</span></h2>
+
+</div>
+
+<div class="hanging">
+
+<p>My first play, circus, funeral, visit to a dentist’s, dance,
+county fair, Fourth of July, airplane ride, sleigh ride,
+or meal in a sorority house.</p>
+
+<p>Extracts from the real diary of a real freshman.</p>
+
+<p>My favorite newspaper artist, cartoon, or comic strip.</p>
+
+<p>Earning money while going to college or during the summer.</p>
+
+<p>Write the chapter of your autobiography that will be headed
+“Early Years.”</p>
+
+<p>My hobbies or aversions.</p>
+
+<p>How I won a prize or competed at a county or state fair.</p>
+
+<p>What is the well-dressed young man or woman wearing this
+season?</p>
+
+<p>My favorite magazine.</p>
+
+<p>My favorite recipe.</p>
+
+<p>Write an account of a student mass meeting.</p>
+
+<p>How does any organization to which you belong compare with
+rival organizations?</p>
+
+<p>How does it feel to belong to a fraternity or how does it feel
+not to belong?</p>
+
+<p>Write an article for your high school paper telling why your
+college is the best.</p>
+
+<p>Write a letter home asking for money.</p>
+
+<p>Write a history of your reading.</p>
+
+<p>Describe some locality you know intimately such as your
+neighborhood or your home town.</p>
+
+<p>Where I eat.</p>
+
+<p>When I made my big mistake.</p>
+
+<p>Taking a psychological intelligence test.</p>
+
+<p>The secret of making good fudge.</p>
+
+<p>How I spend my spare time.</p>
+
+<p>Give directions for making something such as a radio receiving
+set, an apron out of an old shirt, or anything that
+you can make that most persons can not.</p>
+
+<p><span class="pagenum"><a id="Page_13"></a>[13]</span></p>
+
+<p>The joys of hunting, camping out, canoeing, going to the
+theater, dancing, sitting around and talking, or anything
+else that you enjoy doing.</p>
+
+<p>How I learned to swim or how I taught someone to swim.</p>
+
+<p>An embarrassing situation.</p>
+
+<p>When the joke was on me.</p>
+
+<p>My nicest compliment.</p>
+
+<p>Freshman registration.</p>
+
+<p>My favorite movie star.</p>
+
+<p>What is the best outdoor sport?</p>
+
+<p>My most hated instructor.</p>
+
+<p>A railroad station at train time.</p>
+
+<p>Men or women I have worked for.</p>
+
+<p>Running a high school paper, athletic team, or annual.</p>
+
+<p>What will you do when you leave college?</p>
+
+<p>An exciting moment.</p>
+
+<p>What is one important thing that ought to be changed in the
+way your college is conducted?</p>
+
+<p>If you were the principal of the high school from which you
+were graduated, what changes would you make?</p>
+
+<p>How does it feel to be red-headed, left-handed, bald, or fat?</p>
+
+<p>Why I am or am not a church member?</p>
+
+<p>Describe how to give a dinner party for eight persons.</p>
+
+<p>Are prices here higher than they are at home?</p>
+
+<p>The most interesting person I know.</p>
+
+<p>The perfect roommate.</p>
+
+<p>The happiest person I know.</p>
+
+<p>My idea of a good time.</p>
+
+<p>Go to church Sunday and write an account of the sermon.</p>
+
+<p>Write an account of the next athletic contest, banquet, or
+public lecture you attend.</p>
+
+<p>Write an account of an interesting recitation.</p>
+
+<p>One of your instructors this week will spend part of the class
+time discussing a problem of college, city, state, nation,
+or world interest. Write an account of what he says.</p>
+
+<p>What do you think of dogs, cats, or rabbits for pets?</p>
+
+<p>A day’s fishing.</p>
+
+<p>Why should anyone study Latin, Greek, mathematics, or any
+subject you like or dislike?</p>
+
+<p>What is the matter with the college paper?</p>
+
+<p><span class="pagenum"><a id="Page_14"></a>[14]</span></p>
+
+<p>What do you think of the country, the city, or the small
+town as a place in which to live?</p>
+
+<p>How should a living room be furnished?</p>
+
+<p>How could you decrease your expenses one-fourth?</p>
+
+<p>Draw a rough floor plan of the sort of house in which you
+would like to live and explain its advantages.</p>
+
+<p>How to distinguish fifteen kinds of trees, birds, or automobiles.</p>
+
+<p>What is your pet extravagance or economy?</p>
+
+<p>Tell how to dress on $100, on $200, and on $500 a year.</p>
+
+<p>An automobile camping trip.</p>
+
+<p>A backyard garden.</p>
+
+<p>A Sunday school picnic.</p>
+
+<p>Who are the half dozen greatest men or women who have
+ever lived?</p>
+
+<p>How should a kitchen be laid out?</p>
+
+<p>What are the tests of a good national fraternity?</p>
+
+<p>How could more students be interested in debating?</p>
+
+<p>Write an account of an interesting college tradition for your
+high school paper.</p>
+
+<p>If you were Santa Claus, what would you give your home city
+for Christmas?</p>
+
+<p>Pick a football team from the heroes of fiction or of history.</p>
+
+<p>Write a good sized advertisement that could be sold to some
+merchant who does not advertise in one of the college
+publications.</p>
+
+<p>What are the ten leading colleges in the country?</p>
+
+<p>What is an educated man?</p>
+
+<p>My alarm clock.</p>
+
+<p>Write a plea to induce young men and women to stay on the
+farm or in the community where they were reared.</p>
+
+<p>Should the higher grade go to the student who does well in
+his daily work or to the student who does well in an
+examination?</p>
+
+<p>A woman’s place is in the home.</p>
+
+<p>How much money will it take to satisfy you five or ten years
+after graduation?</p>
+
+<p>Do college athletes get too much publicity?</p>
+
+<p>If you could arrange it, would you have your brother or sister
+earn some, all, or none of his or her expenses while going
+through college?</p>
+
+<p><span class="pagenum"><a id="Page_15"></a>[15]</span></p>
+
+<p>Every high school graduate should earn his own living for at
+least one year before he is allowed to enter college.</p>
+
+<p>Describe the conditions under which your father and mother
+started housekeeping.</p>
+
+<p>Recommend ten books for a classmate who has never been
+accustomed to read for pleasure.</p>
+
+<p>What do college students read in the newspapers?</p>
+
+<p>Rules of etiquette undergraduates ought to follow.</p>
+
+<p>If you were a vocational adviser, what vocations would you
+advise the ten classmates you know best to follow?</p>
+
+<p>If you could spend the summer in travel, where would you go?</p>
+
+<p>What advice would you give to a boy or a girl who is going
+to enter your college next fall?</p>
+
+<p>Being afraid.</p>
+
+<p>A gloomy holiday.</p>
+
+<p>How to furnish and decorate a north room.</p>
+
+<p>What are the advantages of a small or of a large college?</p>
+
+<p>Buying a new car.</p>
+
+<p>What should be considered in criticizing an amateur dramatic
+performance or a speech?</p>
+
+<p>What is the leading honor an undergraduate can win at your
+college?</p>
+
+<p>How many things will you buy before you buy a car?</p>
+
+<p>If you had an assured income for the rest of your life, how
+would you spend your time?</p>
+
+<p>Should a washing machine be in every home?</p>
+
+<p>What is a gentleman?</p>
+
+<p>What are the tests of a good town?</p>
+
+<p>Describe some eccentric person you know.</p>
+
+<p>Describe the appearance of a friend so well that a stranger
+could pick him out of a crowd.</p>
+
+<p>Write a short story based on a movie.</p>
+
+<p>Write a movie based on a short story.</p>
+
+<p>How do the fraternity chapters at your college compare with
+one another?</p>
+
+<p>Write a letter to your mother to reach her on Mother’s Day.</p>
+
+<p>Write a letter to your father inviting him to attend Homecoming.</p>
+
+<p>My mother’s flower garden.</p>
+
+<p><span class="pagenum"><a id="Page_16"></a>[16]</span></p>
+
+<p>Our bird shelf.</p>
+
+<p>How to keep cool in hot weather.</p>
+
+<p>Pick an “all” team from the football players you have seen
+this fall.</p>
+
+<p>Sounds that keep me awake at night.</p>
+
+<p>Taking care of the baby.</p>
+
+<p>The tribulations of a landlady.</p>
+
+<p>Describe a scale by which students could rate their professors.</p>
+
+<p>What are the advantages of making your own clothes?</p>
+
+<p>Write in play form an account of a family quarrel or an account
+of what happens between the halves of a close
+football or basketball game.</p>
+
+<p>In praise of idleness.</p>
+
+<p>Take three small boys to a soda fountain and have an ice
+cream eating contest.</p>
+
+<p>Children should be seen and not heard.</p>
+
+<p>Tell why your father, mother, brother, or sister ought to be
+chosen mayor, superintendent of schools, cashier of the
+bank, or anything else.</p>
+
+<p>How would it be possible for you to be elected president
+of your class, win a letter in athletics, make Phi Beta
+Kappa, run 100 miles in 48 hours total time, earn $2,000
+within the next year, or something else that now looks
+improbable?</p>
+
+<p>What would happen if you could see a copy of a newspaper
+that would not be printed for another month?</p>
+
+<p>What would you say if called on to speak at a college mass
+meeting?</p>
+
+<p>Tipping ought to be abolished.</p>
+
+<p>What will ten of your most intimate friends be doing ten
+years from now?</p>
+
+</div>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_17"></a>[17]</span></p>
+
+<h2 class="nobreak" id="Chapter_IV"><span class="smcap">Chapter IV</span><br>
+<span class="smaller">THE WHOLE COMPOSITION</span></h2>
+
+</div>
+
+<p>“Whole composition” is the name given to a completed
+piece of writing.</p>
+
+<h3><span class="smcap">Preliminaries</span></h3>
+
+<p>Go out and gather the material.</p>
+
+<p>Write the first draft as fast as you can.</p>
+
+<p>Revise everything you have written until the following
+requirements have been met.</p>
+
+<p class="para" id="para100"><b>100. Indicate within the first few sentences what the
+composition is about.</b></p>
+
+<p>Some of the more common devices used by experienced
+writers in beginning a composition are listed below.
+You can begin almost anything you will be called upon
+to write in one of these ways or in a combination of
+two or more of them. Use a different beginning for each
+composition you write until you have tried a considerable
+number of them. After some practice you can
+quickly select the one beginning that is most appropriate
+both to your material and to your reader.</p>
+
+<ul>
+<li class="isub0">1. Make one or more startling assertions.</li>
+<li class="isub0">2. Ask one or more questions.</li>
+<li class="isub0">3. Say something clever.</li>
+<li class="isub0">4. Make one or more suppositions.</li>
+<li class="isub0">5. Contrast one thing with another.</li>
+<li class="isub0">6. Use direct discourse.<span class="pagenum"><a id="Page_18"></a>[18]</span></li>
+<li class="isub0">7. Use an incident.</li>
+<li class="isub0">8. Sketch in the background.</li>
+<li class="isub0">9. Introduce one of the characters.</li>
+<li>10. Employ a preliminary summary.</li>
+<li>11. Plunge your reader into suspense.</li>
+<li>12. State the conclusion the reader is to reach.</li>
+<li>13. Give personal details about yourself.</li>
+<li>14. Talk about your reader.</li>
+<li>15. State your reflections on the subject.</li>
+<li>16. Explain why you are writing.</li>
+<li>17. Invoke aid in accomplishing your purpose.</li>
+<li>18. Quote a familiar saying.</li>
+<li>19. Parody a familiar saying.</li>
+<li>20. Quote what someone has said or written.</li>
+<li>21. Quote what purports to be what someone has said or written.</li>
+</ul>
+
+<p class="para" id="para101"><b>101. Keep the same point of view throughout.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> If one wishes to enter a canoe safely, he should
+grasp both gunwales and lower himself to the seat.
+You should then push off from the shore.</p>
+
+<p class="hanging"><i>Better.</i> To enter a canoe safely, grasp both gunwales and
+lower yourself to the seat before pushing off from the
+shore.</p>
+
+<p class="hanging"><i>Wrong.</i> As he stood looking down the river he saw a house-boat
+plowing along; while behind him a fleet of coal
+barges sent ripples toward the shore.</p>
+
+<p class="hanging"><i>Better.</i> As he stood looking down the river he saw a house-boat
+plowing along. Turning around he noticed a fleet
+of coal barges sending ripples toward the shore.</p>
+
+<p class="hanging"><i>Wrong.</i> The taxi driver has an excellent opportunity to
+observe the life about him. All kinds and conditions
+of men and women make use of him at all hours of
+the day and night. Some think him merely a part of
+the machine he drives, some consider him no better<span class="pagenum"><a id="Page_19"></a>[19]</span>
+than the dirt under their feet, and some—to be sure
+they are not many—treat him as if he were a living,
+breathing human being like themselves.</p>
+
+<p class="hanging"><i>Better.</i> The taxi driver has an excellent opportunity to
+observe the life about him. All kinds and conditions of
+men and women make use of him at all hours during
+the day and night. He finds that some treat him as
+if he were no better than the dirt under their feet, and
+some—to be sure they are not many—as if he were
+a living, breathing human being like themselves.</p>
+
+</div>
+
+<p class="para" id="para102"><b>102. Include everything that the reader will need for
+a thorough understanding of your subject.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i></p>
+
+<p class="center"><span class="smcap">The Theater in America</span></p>
+
+<p>Between the years 1750 and 1814 many events took
+place which either helped or hindered the establishment
+of a permanent theater in America.</p>
+
+<p>One of the big events that helped establish the
+theater in America was the coming of the Hallam company
+of actors. This company was made up of English
+actors who came from the West Indies. The company
+consisted of twelve adult members and three children.
+Every member of the group had ability as an actor,
+and, consequently, the company was successful. They
+first played at Yorktown, Virginia, in 1752. Then,
+after a season in Philadelphia, they went to New York.
+After a three months’ stay in New York, they returned
+to the West Indies, where Mr. Hallam died. Here a
+Mr. Douglas reorganized the company and with them
+returned to this country.</p>
+
+<p>Douglas, often called the “theater builder,” did much
+for the future theater. He was a man of great strength
+and courage. Besides being a capable manager, he
+was also a good actor. Douglas built the first theater
+in America at Williamsburg, Virginia, and the first
+permanent theater at Philadelphia. He also built theaters
+at Annapolis and at Newport.</p>
+
+<p>The greatest difficulty which the play companies had
+to overcome was the increasing opposition of some of<span class="pagenum"><a id="Page_20"></a>[20]</span>
+the people toward the theater. Throughout the country
+people were fighting against the theater. Especially
+was this true of the people of the North. The Southerners
+were fun-loving and pleasure-seeking, and the
+theater offered them a place of amusement. In many
+towns, however, laws were passed against acting. The
+opposition of the people was not directed so much
+toward the theater itself as toward the gambling and
+immorality which accompanied the theater of that day.
+Folders were distributed among the people explaining
+why the theater was not approved of and gradually
+the gambling and immorality disappeared. After this
+the theater improved and theater-going became better
+thought of throughout the country.</p>
+
+<p class="hanging"><i>Better.</i></p>
+
+<p class="center"><span class="smcap">An Early Influence in the American Theater</span></p>
+
+<p>In the year 1752 the theater in America received a
+great aid through the coming of the Hallam company
+of actors....</p>
+
+<p>The condition of the theater prior to this time left
+much to be desired....</p>
+
+<p>The nature of the company was such that its influence
+was decidedly good....</p>
+
+<p>Naturally the effect of this kind of player was toward
+the betterment of the theater....</p>
+
+</div>
+
+<p class="para" id="para103"><b>103. Omit anything that will distract the reader’s
+attention.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i></p>
+
+<p class="center"><span class="smcap">Scoring in Basketball</span></p>
+
+<p>A score in basketball is made every time a player
+throws the ball into one of the baskets placed at each
+end of the court. In the West Branch High School
+the gymnasium is well equipped with everything the
+students need for their athletic contests....</p>
+
+<p><span class="pagenum"><a id="Page_21"></a>[21]</span></p>
+
+<p class="hanging"><i>Better.</i> A score is made in basketball every time a player
+succeeds in throwing the ball into the basket guarded
+by his opponents. If this goal, as it is called, is made
+from the field, it counts two points. Sometimes, however,
+one team is given a free throw at the basket as
+the result of a foul’s being made. If the ball is caged
+under this circumstance, the foul goal, as it is called,
+counts one point.</p>
+
+</div>
+
+<p class="para" id="para104"><b>104. Writing that is serious in tone or purpose should
+include nothing that will destroy its seriousness.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Gypsies are a peculiar, wandering race of people
+that appeared in eastern Europe in the fourteenth century
+and that has now spread out into Asia, America,
+and parts of Africa. These people are easily distinguished
+from those among whom they rove by appearance,
+by language, and by behavior. In appearance
+they are slight, though very strong; in color, somewhat
+tawny. In language they are thought to resemble some
+long-lost Hindu tribe. In behavior they are <i>sneaky</i>,
+and a number of them are not above <i>chicken stealing</i>.</p>
+
+<p class="hanging"><i>Better.</i><!-- you say better, I say still thoroughly racist -->
+Gypsies are a peculiar, wandering race of people....
+In behavior they are <i>untrustworthy</i>, and a number of
+them are not above <i>petty thievery</i>.</p>
+
+</div>
+
+<p class="para" id="para105"><b>105. Writing that is light in tone or purpose should
+include nothing that will destroy its lightness.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Many different types are in evidence around Fitzgerald’s
+boathouse in the spring. The type most frequently
+discovered, perhaps, is the lover. He comes,
+accompanied by his inamorata, in quest of a canoe, in
+which presently the two are drifting idly upon the
+ample bosom of Turtle creek. It is strange that lovers
+should sojourn here, for Turtle creek is anything rather
+than a background for romance.</p>
+
+<p><span class="pagenum"><a id="Page_22"></a>[22]</span></p>
+
+<p class="hanging"><i>Better.</i> Many different types are in evidence around Fitzgerald’s
+boathouse in spring....
+Muddy water, sand dredges, a railway
+construction gang at work near at hand, the whole
+background is unheeded by the lovers—romance needs
+no setting.</p>
+
+</div>
+
+<p class="para" id="para106"><b>106. Arrange your ideas in some orderly sequence.</b></p>
+
+<p>Following are various kinds of sequence.</p>
+
+<p class="para" id="para107"><b>107. Arrange ideas in chronological order.</b></p>
+
+<div class="blockquote">
+
+<p>All day long we were happy as a wedding party....
+Early in the morning.... When noon came....
+At night....</p>
+
+</div>
+
+<p class="para" id="para108"><b>108. Arrange the divisions of the composition according
+to the relative position of the objects treated.</b></p>
+
+<div class="blockquote">
+
+<p>As we entered the garden.... On the right....
+On the left.... Directly before us....
+Upon going into the house....</p>
+
+</div>
+
+<p class="para" id="para109"><b>109. Work from the abstract to the concrete.</b></p>
+
+<div class="blockquote">
+
+<p>Freedom may be defined as the state of being free,
+but to how many of us is this actually illuminating?
+Let us take, for example, a man who has just been
+released from prison, where he has been closely guarded
+for more than ten years. What would be his idea of
+freedom?</p>
+
+</div>
+
+<p class="para" id="para110"><b>110. Work from summary to detail.</b></p>
+
+<div class="blockquote">
+
+<p>When once the mania for news gathering claims its
+victim, everything he sees becomes potential news.</p>
+
+<p>He looks for it on his way down town in the morning....</p>
+
+<p>The restaurant at which he lunches is combed unconsciously
+for items....</p>
+
+<p>In the lobby of hotels and theaters....</p>
+
+<p><span class="pagenum"><a id="Page_23"></a>[23]</span></p>
+
+<p>Even his relatives and close friends become his prey....</p>
+
+</div>
+
+<p class="para" id="para111"><b>111. Work from what is of most importance to what
+is less so.</b></p>
+
+<div class="blockquote">
+
+<p>Mohammed VI, the Turkish sultan, fled from Constantinople
+on a British warship, bound for Malta, today.
+The sultan declared he was not abdicating, but
+was merely removing himself from immediate danger.
+He was accompanied by....</p>
+
+</div>
+
+<p class="para" id="para112"><b>112. Work from the familiar to the unfamiliar.</b></p>
+
+<div class="blockquote">
+
+<p>Everybody has noticed the way a cat’s claws are incased
+in tiny sheaths, but how many of us know why
+they should be? In the first place, the cat is descended
+from a wild animal whose way of obtaining food was
+to kill its prey and then tear it to pieces. Naturally
+when this animal struck into the dead body with its
+claws, the claws, being hook-like, would tend to remain
+fast. But nature found a way of overcoming the difficulty
+by incasing the claws in sheaths so that while
+the paw of the animal is still inside the carcass, the
+claw can be withdrawn into the sheath and the paw
+removed without hindrance. Perfection in nature extends
+even to such trifles as this.</p>
+
+</div>
+
+<p class="para" id="para113"><b>113. Work up to a climax.</b></p>
+
+<div class="blockquote">
+
+<p>Now, as always before, it is the custom to give way to
+great manifestations of joy when the football team wins
+over a university that is much older and much better
+established. Just as soon as the report comes in that
+Drake is gaining, feeling begins to run high; when it is
+said that Drake is ahead, we begin to hold our breath;
+but when the report spreads that Drake has won, excitement
+breaks out like a vast tidal wave and sweeps
+everything before it.</p>
+
+</div>
+
+<p class="para" id="para114"><b>114. Weld paragraph to paragraph so that they will
+obviously be parts of the whole instead of separate
+units.</b></p>
+
+<p><span class="pagenum"><a id="Page_24"></a>[24]</span></p>
+
+<p>Following are various methods of accomplishing this
+welding:</p>
+
+<p class="para" id="para115"><b>115. Weld paragraph to paragraph by word connectives.</b></p>
+
+<div class="blockquote">
+
+<p>On a summer evening the shores of Lake Tiberias are
+thronged with strange and interesting people.</p>
+
+<p>Here are caravans from across the Arabian desert....</p>
+
+<p>Above them a Bedouin drives his flocks....</p>
+
+<p>Not far away a rich Arabian farmer....</p>
+
+<p>Around him, around everyone, in fact, little Arabian
+boys....</p>
+
+<p>Then, as the last rays of the sun disappear behind the
+Mountain of Beatitudes, ...</p>
+
+</div>
+
+<p class="para" id="para116"><b>116. Weld paragraph to paragraph by repetition.</b></p>
+
+<div class="blockquote">
+
+<p>... Thus it is that I came to believe in
+ghosts.</p>
+
+<p>But ghosts are not all that I came to believe in that
+summer....</p>
+
+</div>
+
+<p class="para" id="para117"><b>117. Weld paragraph to paragraph by recapitulation.</b></p>
+
+<div class="blockquote">
+
+<p>... Guns, horses, motors, men, all thundered
+along the road, then, like dogs of war let loose
+at Armageddon.</p>
+
+<p>The hunt was up; the scent was on the air—Germany
+was unchained....</p>
+
+</div>
+
+<p class="para" id="para118"><b>118. Weld paragraph to paragraph by announcing the
+divisions.</b></p>
+
+<div class="blockquote">
+
+<p>The most attractive flower to me among all those that
+grow in my garden is the sweet pea, chiefly, I think,
+because of the delicacy of its color, form, and fragrance.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_25"></a>[25]</span></p>
+
+<p class="para" id="para119"><b>119. Give each idea the space it deserves.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> As the sun climbed higher, the spell of the dawn
+was broken, and the camp came to life. Soon the surface
+of the lake was dotted with bobbing heads. Upon the
+crests of the low hills farmers were seen beginning to
+plow. Milk carts rattled along the roads toward the
+creamery. All was in harmony to foretell a perfect day.</p>
+
+<p class="hanging"><i>Better.</i> As the sun climbed higher, the spell of the dawn
+was broken, and the camp began to come to life. Soon
+the surface of the lake was dotted with bobbing heads
+as the campers splashed about taking their dip before
+breakfast. There was much laughter and merry shouting;
+everybody was ready to have as much fun as he
+could. Across the lake the farmers were commencing
+to plow. And from the road behind came the rattle of
+milk carts on their way to the creamery. It was
+morning; the world was awake.</p>
+
+</div>
+
+<p class="para" id="para120"><b>120. Give each idea the position it deserves.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Here and there the long, shiny body of a fish shot
+out of the water and fell back with a faint splash. The
+lake changed from the deep blue reflected from the
+clear sky to all the brilliant colors of the sunset. The
+sun began to set long before it should have, according
+to the campers’ ideas. Canoes crept out without a
+sound from the shore, and the campers enjoyed to the
+fullest their favorite time of the day. Gulls called
+back and forth and settled for the night on jutting sand
+bars.</p>
+
+<p class="hanging"><i>Better.</i> The sun began to set long before it should have,
+according to the campers’ ideas. The lake changed in
+color from the deep blue that had been reflected from
+the clear sky to all the brilliance of the sunset. Here
+and there the long, shiny body of a fish shot out of
+the water and fell back with a gentle splash. Gulls
+called back and forth to one another and began to settle
+for the night on jutting sand bars. Now canoes crept
+from the shore without a sound, and the campers enjoyed
+to the full this their favorite hour of the day.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_26"></a>[26]</span></p>
+
+<p class="para" id="para121"><b>121. End with whatever will give an impression of a
+well-rounded whole.</b></p>
+
+<div class="blockquote">
+
+<p>... With all these hints of prospective fun, how
+easy it is to bang the books back upon the table and
+let the world go hang—on Friday night.</p>
+
+</div>
+
+<p class="para" id="para122"><b>122. Choose a title that will indicate in a word or a
+phrase what the composition is about. Be sure not
+to refer to the title in the body of the composition as
+if it were an integral part of the composition.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i></p>
+
+<p class="center"><span class="smcap">Friday Night</span></p>
+
+<p>This is the night of all the week to which I looked forward
+with the most pleasure.</p>
+
+<p class="hanging"><i>Better.</i></p>
+
+<p class="center"><span class="smcap">The Best Night in the Week</span></p>
+
+<p>There is one night in the week that is, to me, more
+pleasant than any other. You know which one it is
+as well as I do, for it is your best friend, too.</p>
+
+</div>
+
+<p class="para" id="para123"><b>123. Plan long compositions as you gather the material.</b></p>
+
+<p>Use cards or slips of paper of uniform size for making notes
+while reading. During the early stages of your reading, the
+various topics which you will discuss will begin to make their
+appearance. Make only one note on each card. After writing
+the note, write one or two words in the upper left-hand corner
+to indicate the topic treated in that note. As you accumulate
+notes, keep them sorted according to the topics.</p>
+
+<p>When all the available sources of material have been utilized
+and all the notes taken, arrange the various stacks—one
+stack for each topic—by first spreading them out upon a
+table so that you can see readily all the topics at once. Then
+move the stacks about, thus trying out various arrangements
+until you have made one which seems logical and complete.
+You will then have a plan for your composition.</p>
+
+<p class="para" id="para124"><b>124. Revise for arrangement and development by making
+a plan of the composition after it is finished.</b></p>
+
+<p><span class="pagenum"><a id="Page_27"></a>[27]</span></p>
+
+<p>By outlining the composition you have written, you will be
+able to see just how certain ideas bear upon the subject and
+are related to one another. Again, the outline will show you
+whether or not the ideas follow any orderly sequence. But
+best of all, perhaps, it will enable you to judge whether the
+composition omits anything that is vital for complete understanding,
+or contains something that distracts the reader’s
+attention.</p>
+
+<p>Following is a method for making a plan of the composition:</p>
+
+<div class="blockquote">
+
+<p class="center"><span class="smcap">Strokes Most Commonly Used in Tennis</span></p>
+
+<p>Idea to be developed: In order to be a good tennis
+player one must master certain strokes.</p>
+
+<ul>
+<li>I. The service stroke</li>
+<li class="isub1">A. Position of body</li>
+<li class="isub2">1. Poised so that weight be added to stroke</li>
+<li class="isub3">a. Leans away from toss</li>
+<li class="isub3">b. Follows racket in striking</li>
+<li class="isub1">B. Tossing ball</li>
+<li class="isub2">1. Ball at arm’s length from shoulder</li>
+<li class="isub2">2. Held somewhat before body</li>
+<li class="isub2">3. Thrown lightly three or four feet in air</li>
+<li class="isub1">C. Striking ball</li>
+<li class="isub2">1. Racket raised to strike as ball descends</li>
+<li class="isub2">2. Force necessary</li>
+<li class="isub2">3. Accuracy necessary</li>
+<li class="isub3">a. Ball must strike court within bounds</li>
+<li class="isub4">I´. Dimensions of receiver’s court.</li>
+</ul>
+
+<p>Etc.</p>
+
+</div>
+
+<p class="para" id="para125"><b>125. Exercise.</b></p>
+
+<p>Following is a composition that is very poorly put
+together.</p>
+
+<p>1. Make an outline of the whole, using only the topic
+sentence in each paragraph.</p>
+
+<p>2. Strike out any topic which does not help to express<span class="pagenum"><a id="Page_28"></a>[28]</span>
+the central idea. Reword any topic which can be
+made to serve its purpose better. Add any other topics
+which will aid in developing more fully the central idea.
+Combine topics that explain almost the same thing.</p>
+
+<p>3. Make changes in the arrangement of topics so
+that each topic will stand in its proper relationship to
+every other.</p>
+
+<p>4. Make an outline of every paragraph, using every
+sentence.</p>
+
+<p>5. Shift sentences into positions where they will
+serve better to develop the topic. Strike out any that
+do not directly apply. Reword any that can be improved
+by rewording. Insert additional sentences where
+they are needed.</p>
+
+<p>6. Shift sentences from one paragraph to another if
+they can thus be made to serve their purpose better.</p>
+
+<p>7. Copy the material in the regulation form for a
+composition, taking care that there is proper transition
+from sentence to sentence, and from paragraph to
+paragraph.</p>
+
+<p>8. Apply these admonitions to one of your own compositions
+and rewrite accordingly.</p>
+
+<div class="blockquote">
+
+<p class="center"><span class="smcap">Why Take Boxing?</span></p>
+
+<p>Boxing is a very interesting sport. When the child of kindergarten
+age first attends school he has his first experience with
+fighting. This happens at every meeting of boys and continues
+into the teens. Nearly every real American boy
+wants to learn how to protect himself, and a course in boxing
+is the best way to learn defense. In boxing, the individual
+learns where the best blows are planted and also how to ward
+off these blows. If a boy knows these punches he will not
+be imposed upon by his companions. Even in later life men
+often become quarrelsome and come to blows, but the man<span class="pagenum"><a id="Page_29"></a>[29]</span>
+who has learned the fundamentals of boxing always comes out
+in the lead. If every man knew how to box, robberies would
+be less frequent because the victims would be less timid and
+would give battle to the bandits instead of allowing themselves
+to be held up by highwaymen. Thus, defense is an important
+element in boxing.</p>
+
+<p>Moreover, boxing, besides aiding in defense, is a healthful
+sport. The body is developed greatly after one goes out for
+boxing as is shown by the increase or decrease in weight, as
+the case may be. The weight decreases if one has been in
+the habit of taking no exercise as he begins training, but the
+weight soon increases again as the body makes the proper readjustments.
+Persons who are fleshy soon lose their superfluous
+fat. With the adjustment of weight the muscles are
+developed. The arms and shoulders with their continuous
+exercise in delivering punches and warding off blows are highly
+developed. The muscles of the body are developed to a great
+extent by the continuous twisting and bending of the body.
+The legs become firmer and carry the body with ease after
+practice in boxing because of the rapid forward, backward,
+and side movements necessary.</p>
+
+<p>Again, the body is developed in quickness by the practice
+of boxing. The boxer’s mind is made more alert by the
+habitual practice. The muscles of the body also increase in
+quickness. They respond instantly to the will of the mind
+and thereby increase the ability to advance and retreat rapidly,
+to deliver and ward off punches. When the boxer has developed
+this quickness of sensory and muscular organs, he can
+grasp the intent of his opponent’s actions more quickly and
+govern himself accordingly.</p>
+
+<p>Boxing is a very well-known sport. It is widely popular
+both in Europe and in America. It originated several centuries
+ago. The main reason for the popularity of boxing is that
+it is a very interesting sport. The spectator is held by the
+rapid action of the boxers. In the early days of boxing the
+men were slow and relied chiefly upon strength, but the modern
+boxer has developed speed and uses short, quick blows. If
+the boxer of the past should fight the boxer of the present, the
+affair would be very one-sided, because the latter would soon
+tire out his opponent by his quickness.</p>
+
+<p><span class="pagenum"><a id="Page_30"></a>[30]</span></p>
+
+<p>Besides being interesting because of the violent action that
+is a natural part of the sport, it is also interesting from the
+point of view of the money-maker. Thousands of dollars are
+spent every year in developing winners. This was shown
+in our latest match, the Dempsey-Carpentier fight, in which
+many thousands of dollars were involved. An international
+spirit also prevails when boxers from two countries meet. This
+was indicated in the same match when all the Americans yelled
+for Jack and all the foreigners for Georges.</p>
+
+<p>Boxing has grown in popularity through the ages because
+of its aid to health and because of its interesting features.</p>
+
+</div>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_31"></a>[31]</span></p>
+
+<h2 class="nobreak" id="Chapter_V"><span class="smcap">Chapter V</span><br>
+<span class="smaller">THE PARAGRAPH</span></h2>
+
+</div>
+
+<p>A paragraph is an indented division of the whole composition.
+Beginning with an indention, and usually
+ending with a partly blank last line, it constitutes a
+visible block of material on the page. The successive
+blocks relieve the strain on the reader and enable
+him to mark each step in the advance from division to
+division of the thought. In length the paragraph ordinarily
+ranges from 150 to 300 words.</p>
+
+<p class="para" id="para200"><b>200. Indent the first word of each paragraph at least
+half an inch. In typing, indent five spaces. Every
+paragraph begins on a new line.</b></p>
+
+<p class="para" id="para201"><b>201. The last sentence in the paragraph sometimes
+ends before the right-hand margin of the page is
+reached. In this case the last line of the paragraph
+may be left partly blank. All other lines must be
+filled clear to the margin.</b></p>
+
+<p class="para" id="para202"><b>202. Do not indent every sentence as if it were a new
+paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> At that time they reorganized a girls’ basketball
+team which had been dropped two years before, and
+they made me jumping center.</p>
+
+<p>Although our high school was not a large one, we
+played some very good games, and managed to make
+a good record for the four years.</p>
+
+<p><span class="pagenum"><a id="Page_32"></a>[32]</span></p>
+
+<p>In my last year we had a new superintendent who was
+interested in athletics, and we then had teams in basketball,
+football, baseball, and track.</p>
+
+<p class="hanging"><i>Right.</i> At that time they reorganized a girls’ basketball
+team which had been dropped two years before, and
+they made me jumping center. Although our high
+school was not a large one, we played some very good
+games, and managed to make a good record for the
+four years. In my last year we had a new superintendent
+who was interested in athletics, and we then had
+teams in basketball, football, baseball, and track.</p>
+
+</div>
+
+<p class="para" id="para203"><b>203. In representing conversation, begin a new paragraph
+with every change of speaker.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> “Shall we go swimming after school tonight?”
+I asked. “No, I have to work,” John replied. “When
+can we go, then?” “Tomorrow night after school, or
+any time Saturday. I don’t have to work next Saturday
+at all.” “All right; let’s go tomorrow.”</p>
+
+<p class="hanging"><i>Right.</i> “Shall we go swimming after school tonight?”
+I asked.</p>
+
+<p>“No, I have to work,” John replied.</p>
+
+<p>“When can we go, then?”</p>
+
+<p>“Tomorrow night after school, or any time Saturday.
+I don’t have to work next Saturday at all.”</p>
+
+<p>“All right; let’s go tomorrow.”</p>
+
+</div>
+
+<p class="para" id="para204"><b>204. Form one paragraph out of two short paragraphs
+which actually constitute one division of the whole
+composition.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He always has a smile and a kind word for everyone.
+He tries to lift everyone with whom he comes in
+contact to a higher plane of living.</p>
+
+<p>Much sorrow has come into his life, but it seems to
+have made him only kinder and more gentle.</p>
+
+<p class="hanging"><i>Better.</i> He always has a smile and a kind word for everyone.
+He tries to lift everyone with whom he comes
+in contact to a higher plane of living. Much sorrow<span class="pagenum"><a id="Page_33"></a>[33]</span>
+has come into his life, but it seems to have made him
+only kinder and more gentle.</p>
+
+</div>
+
+<p class="para" id="para205"><b>205. Break up a paragraph that is too long into two
+or more paragraphs. The subject matter of each of
+the new paragraphs thus formed should constitute a
+natural subdivision of what was originally one paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Tedious.</i> Just like all children, Charlotte was not perfect,
+either in school or out. While she was in the second
+grade, she was sent home for making paper boats during
+study time, a fascinating pastime which the teacher
+did not approve of; and while she was in the fourth
+grade, she and a friend were sent to the superintendent
+for a lecture because out of curiosity they looked
+through the window of the school room one evening
+after closing time to watch a naughty schoolmate get
+his paddling. The grammar school days arrived at last,
+and with them came the habit of giggling and playing,
+at the expense of lessons and the trying of the teacher’s
+patience and temper. During the first year in high
+school she calmed down and worked hard to establish
+a reputation. She was always very enthusiastic over
+athletics and yelled herself hoarse at basketball or football
+games. A great deal of her time was spent in reading
+books of various types and in out-of-doors sports.
+While she was a junior and also during the last year
+of her high school career, she helped her father with
+the book work in his office, thus getting a little experience
+along that line and also earning for herself
+some expense money. Commencement finally came, and
+she was graduated in a class of thirty-three with all
+the thrills and excitement which usually accompany
+that occasion.</p>
+
+<p class="hanging"><i>Better.</i> Just like all children, Charlotte was not perfect,
+either in school or out. While she was in the second
+grade, for instance, she was once sent home for making
+paper boats, a fascinating pastime for her, but one,<span class="pagenum"><a id="Page_34"></a>[34]</span>
+however, of which the teacher did not approve, especially
+during study hours. Again, when she was in the
+fourth grade, one evening after school had closed for
+the day she and a friend peeped through the school
+room window out of curiosity to see a naughty schoolmate
+get his paddling. The result was a lecture from
+the superintendent the next day.</p>
+
+<p>Grammar school days arrived at last, and with them
+came the habit of giggling and playing, at the expense of
+lessons and of trying the teacher’s patience and temper.
+During her first year in high school, however, she calmed
+down and worked hard to establish a reputation. She
+was very enthusiastic over athletics and frequently yelled
+herself hoarse at basketball or football games. Much
+of her time at this period of her life was spent in
+reading books of various types and in out-of-door
+sports.</p>
+
+<p>Nevertheless, while she was a junior and also during
+her senior year, she found time to help her father with
+the book work in his office, and so acquired a little
+business experience and also earned some expense
+money. And finally, when commencement came, she
+was graduated along with thirty-three others amid all
+the thrills and excitement that usually accompany this
+memorable occasion.</p>
+
+</div>
+
+<p class="para" id="para206"><b>206. Avoid a violent break in thought within the
+paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> At the age of five I entered the public school. The
+second day in school began the happiest days of my
+life with a good whipping. This whipping brought into
+my life the best friend I ever had. After eight years
+of the closest friendship he passed out of my life. It
+was then that the realization of what a mother could
+be swept over me. Until this time my mother had been
+a person to go to when in trouble. She now appeared
+to me in the new light of a pal.</p>
+
+<p class="hanging"><i>Better.</i> At the age of five I entered the public school. A
+good whipping, which I received my second day in<span class="pagenum"><a id="Page_35"></a>[35]</span>
+school, not only ushered in the happiest days of my life,
+but also brought me one of the best friends I have ever
+had, Mr. Clark, the superintendent. During my eight
+years in that school he remained my closest friend, and
+it was not until I had finished there and Mr. Clark had
+passed out of my life that I began to realize what a
+real friend my mother could be.</p>
+
+<p>Until this time my mother had been only a person
+to whom I could go when I was in trouble; now she
+appeared more like a pal.</p>
+
+</div>
+
+<p class="para" id="para207"><b>207. Discard any material that does not belong in the
+paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> When evening comes and his day’s work is completed,
+he hurries home to his family. He is not extravagant
+in his home, but has it neatly furnished.
+If the weather is favorable, he takes them all for a
+drive in the country, or they go visiting, or do something
+else which he arranges for the pleasure of those
+he loves.</p>
+
+<p class="hanging"><i>Better.</i> When evening comes and his day’s work is completed,
+he hurries home to his family. If the weather
+is favorable, he takes them all for a drive in the country,
+or they go visiting, or do something else which he
+arranges for the pleasure of those he loves.</p>
+
+</div>
+
+<p class="para" id="para208"><b>208. The substance of a good paragraph can usually
+be summed up in a single sentence. It is often advantageous
+to put such a sentence, called a topic sentence,
+at or near the beginning of the paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Example.</i> <i>Of all the places for summer dreams the best is
+a California beach.</i> There the blended sights and
+sounds form a quiet setting for fanciful thoughts. The
+old Pacific rolls in its oily swells with only a rippling
+murmur; the droning roar of the surf a half mile
+down the shoreline rises from the tug of waves on tons
+of pebbles; the white hull of a launch is dipping, dipping<span class="pagenum"><a id="Page_36"></a>[36]</span>
+far out upon the water, its regular exhausts sounding
+faint and thin. These sights and sounds are dreamy
+and far off; under the mood of them the quiet mind
+builds sweet, lazy air castles, to be forgotten and renewed.</p>
+
+</div>
+
+<p class="para" id="para209"><b>209. Arrange ideas in some definite order within the
+paragraph. (<a href="#para106">See 106-113.</a>)</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Example.</i> A fence has been the evil genius of my life. It
+was not a remarkable fence, either; just a neat picket
+fence painted white. It surrounded a beautiful, well-kept
+lawn and guarded an old, pretty house which overflowed
+with books and toys. But the toys would
+sometimes become tiresome, and I would look wistfully
+through the fence at the children playing across the
+street. I would have liked to join them or to have
+them come over—but there stood the fence. I learned
+to read and gradually built up a play world of my own
+until one day I realized that I liked the fence. I no
+longer cared to play with the other children, and when
+I went to school I found that I could not play with
+them. The fence had followed me. The years outside
+the fence have changed me somewhat, but still whenever
+I am in a group of young people I have a feeling
+that I am not one of them. I want to stand back and
+watch them play. Some people call my backwardness
+shyness or timidity, others call it pouting and attribute
+it to a disagreeable disposition, but I know what it is:
+it is a neat picket fence painted white.</p>
+
+</div>
+
+<p class="para" id="para210"><b>210. Link sentence to sentence within the paragraph
+by using words and phrases of reference, such as <i>he</i>,
+<i>this</i>, <i>then</i>, <i>however</i>, <i>of course</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Example.</i> There is a delicacy about sweet peas that makes
+them more attractive to me than any other flower in
+my garden. Notice the way the blossom is joined to the
+stem. <i>It</i> is poised there with such nice balance that<span class="pagenum"><a id="Page_37"></a>[37]</span>
+at the least puff of air the flower sways on its long green
+stalk with the rhythm of the wind. <i>And</i>, <i>too</i>, their
+delicacy of color is beyond that of most flowers. Really,
+the only thing I can think of to compare with them
+is the clouds at sunrise. If you have noticed, the colors
+<i>then</i> are fresh and vivid from the light behind the
+clouds, though a faint mist makes them more elusive
+than the colors of broad day. In the sweet peas the
+<i>same</i> airy, translucent color is repeated—the wan
+white, the sober purple blending into lavender, the rose
+in infinite variety. And there are other things, <i>besides</i>—the
+dewy freshness that clings to them all day, the
+coolness of them, the faint perfume—which make me
+think them different from the rest of the flowers in my
+garden and which set them apart from all the others
+in delicacy.</p>
+
+</div>
+
+<p class="para" id="para211"><b>211. Link sentence to sentence within the paragraph
+by causing each to grow out of the one preceding.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Example.</i> A university is an institution of higher learning.
+For purposes of ministering the better to the various
+demands made upon it, it is made up of a number of
+colleges, as the college of medicine, the college of law,
+that of engineering, of liberal arts, of commerce, for
+instance, each college being in charge of an officer called
+the dean. The colleges, in turn, are composed of various
+departments, such as the department of Romance
+languages, of art, and of home economics; these are
+under the charge of officers called department heads
+or professors. And finally, each department presents
+many courses of instruction, like French, rhetoric,
+European history, and architectural drawing, each
+course being taught directly by an officer called an
+instructor or professor. Hence, although from the
+variety of its interests and the complexity of its
+activities it would seem that a university is an awkward,
+ungainly organism, nevertheless, if one examines
+it closely, one finds that it is a highly organized and
+smoothly running machine.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_38"></a>[38]</span></p>
+
+<p class="para" id="para212"><b>212. Avoid an inconsistent change in number within
+the paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Here we find what amusements occupy his or her
+time. This is where their chief characteristics can be
+pointed out. Then a word here, an oddly written
+phrase there, or a lack of words gives us a clue to the
+nature of the student.</p>
+
+<p class="hanging"><i>Better.</i> Here we find what amusements occupy his time.
+This is where his chief characteristics can be pointed
+out. Then a word here, an oddly written phrase
+there, or a lack of words gives us a clue to the nature
+of the student.</p>
+
+</div>
+
+<p class="para" id="para213"><b>213. Avoid an inconsistent change in person within
+the paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> One learns to like some students, of whom there
+are too few upon the campus. Others I dislike, and
+of these there are too many.</p>
+
+<p class="hanging"><i>Better.</i> One learns to like some students, of whom there
+are too few upon the campus. Others one dislikes, and
+of these there are too many.</p>
+
+</div>
+
+<p class="para" id="para214"><b>214. Avoid an inconsistent change in tense within the
+paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> My flower garden in June is a most interesting
+and beautiful sight. On a bright sunny morning one
+would stop in amazement; the flowers were so happy
+when the sun reached their faces, still wet with dew,
+that they fairly sparkled.</p>
+
+<p class="hanging"><i>Better.</i> My flower garden in June is a most interesting
+and beautiful sight. On a bright sunny morning one
+stops in amazement; the flowers are so happy when
+the sun reaches their faces, still wet with dew, that they
+fairly sparkle.</p>
+
+</div>
+
+<p class="para" id="para215"><b>215. Avoid an inconsistent change in voice within the
+paragraph.</b></p>
+
+<p><span class="pagenum"><a id="Page_39"></a>[39]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> His directions were brief and to the point. Every
+question I asked was answered by just the information
+I desired—no more, no less. When dictating he used
+only the simplest words. All inquiries in letters were
+answered plainly.</p>
+
+<p class="hanging"><i>Better.</i> His directions were brief and to the point. He
+answered my questions with just the information I
+desired—no more, no less. When dictating he used
+only the simplest words and always answered plainly all
+inquiries in letters.</p>
+
+</div>
+
+<p class="para" id="para216"><b>216. Avoid an inconsistent change in mood within the
+paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> If you were to visit the library on Saturday afternoon,
+you would find it nearly deserted. The tables
+would be empty and the reading room very quiet.
+The students are upon the river or are enjoying themselves
+upon the campus. Someone, however, who has
+a paper to get in may be busy at the reference shelves.</p>
+
+<p class="hanging"><i>Better.</i> If you were to visit the library on Saturday afternoon,
+you would find it nearly deserted. The tables
+would be empty and the reading room very quiet.
+The students would be upon the river or enjoying themselves
+about the campus. Someone, however, who had
+a paper to get in might be busy at the reference shelves.</p>
+
+</div>
+
+<p class="para" id="para217"><b>217. Put the most significant idea near the beginning
+or the end of the paragraph.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Example.</i> Far as he could see through the gathering dark
+there was quiet, the reaction after tremendous exertion.
+Shapes of men surrounded him. Here lay one flat
+upon his back, his features sketched in sharp focus by
+the fading light. Three yards to one side sat two
+bodies leaning back to back, heads upon breasts, helmets
+over eyes. Beyond them huddled an indistinguishable
+mass. On the other side, so close he could have touched
+them, an arm and a leg strung along in a line—no<span class="pagenum"><a id="Page_40"></a>[40]</span>
+torso within a rod of them. The world lay desolate
+and silent except for the yellowing moon and the far
+off, intermittent firing.</p>
+
+<p class="hanging"><i>Example.</i> My one worry and regret, however, was the
+fact that my father was the president of the school
+board. Part of my teachers gave me good grades because
+they were afraid they would lose their positions
+if they did otherwise, and the rest of them tried to
+flunk me because they thought they were not being
+paid highly enough. Among them all I managed to
+make about a B average, and the problem which
+now remains for the university to solve is, did I receive
+more or less than I deserved while in high school.</p>
+
+</div>
+
+<p class="para" id="para218"><b>218. Give most space to the most significant idea.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Example.</i> Since man’s progress through the ages is a
+passage from the undeveloped to the highly developed,
+one wonders what the buildings of a thousand years
+from now will be like. From that day in the remote
+past, when the first cliff dweller conceived the idea of
+enlarging his home by carving out another terrace in the
+rock above it, to this day when we have a skyscraper
+750 feet high, man’s building has approached nearer and
+nearer to the clouds. As the little two-story terrace
+grew, the cliff dwellers wondered and doubted. Likewise,
+when a four-story building was a fact accomplished
+by our great-grandfathers, to live in a ten-story building
+would have been considered extremely hazardous. And
+now since we have the forty-story Singer building, will
+man continue to aspire to the clouds or will he remain
+satisfied with his achievement?</p>
+
+</div>
+
+<p class="para" id="para219"><b>219. Practice.</b></p>
+
+<p>Here is a paragraph that is very poorly put together.
+On the basis of what you have just studied, answer the
+following questions and rewrite the paragraph accordingly.</p>
+
+<p><span class="pagenum"><a id="Page_41"></a>[41]</span></p>
+
+<p>1. What about the indention?</p>
+
+<p>2. What about the right-hand margin?</p>
+
+<p>3. Should the speech of the mother be given a whole
+paragraph?</p>
+
+<p>4. Is it possible to form more than one good paragraph
+of this thought? Why, or why not?</p>
+
+<p>5. Does a break occur in the thought? Where?</p>
+
+<p>6. Should anything be discarded? What?</p>
+
+<p>7. Can you find a topic sentence, or must you
+compose one?</p>
+
+<p>8. What about the arrangement of ideas?</p>
+
+<p>9. Can you improve the links between sentences?
+How?</p>
+
+<p>10. Can you give more prominence to significant
+ideas? How?</p>
+
+<div class="blockquote">
+
+<p class="noindent">Perhaps it was from her father that she got her
+restlessness. Accidentally she put her finger on the
+label of what looked to be the top of an ordinary hat,
+and the flat shape she held immediately took the form
+of a hat. Her only ideas regarding him came
+through an incident that happened when she was
+about fourteen.</p>
+
+<p class="noindent">She had never seen him, and her mother never mentioned
+his name. Her father lived in her mind as an
+ideal. She rushed, filled with questions, to her
+mother, for as long as she could remember there
+had never been a man in the house, and she had
+never seen such a hat except in pictures. Her
+mother was anything but romantic. She and her
+mother had been giving their house its fall cleaning,
+and she had found, wrapped up in an old silk
+comforter, what she took to be a hat—it was
+shaped like one except that it had no crown. “Your
+father’s,” had been the mother’s laconic answer, her
+lips drawing into a hard, straight line that forbade
+further questioning.</p>
+
+</div>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_42"></a>[42]</span></p>
+
+<h2 class="nobreak" id="Chapter_VI"><span class="smcap">Chapter VI</span><br>
+<span class="smaller">GRAMMAR</span></h2>
+
+</div>
+
+<p>In this short discussion of grammar the attempt is
+not made to discuss exhaustively all the features of
+English grammar. The purpose is only to survey and
+to identify all the elements of an ordinary sentence. The
+definitions are few, and are descriptions rather than
+formal definitions. The parts of speech are treated as
+they become important in the structure of the sentence.
+Such a treatment of essentials as this is necessary
+partly as a review, but especially because a teacher
+and a student cannot discuss many of the commonest
+sentence faults unless they have a mutually intelligible
+terminology. A student must be able to recognize such
+grammatical elements as a subject or an object, a participle
+or an infinitive, a phrase or a clause, in order
+to produce correct and effective sentences. There is a
+minimum amount of grammatical knowledge without
+which a writer cannot rewrite his compositions so as to
+avoid the commonest errors and imperfections.</p>
+
+<h3>What Grammar Is</h3>
+
+<p>Grammar is the study of the structure of sentences,
+and of the forms and functions of words and word-groups
+within sentences. In simple terms, grammar is
+the examination of the machinery of language.</p>
+
+<h3>Sentences</h3>
+
+<p>Sentences make assertions (declarative sentences), or
+ask questions (interrogative sentences), or give commands<span class="pagenum"><a id="Page_43"></a>[43]</span>
+(imperative sentences), or express emotion (exclamatory
+sentences). Written sentences begin with a
+capital letter and end with a period, a question mark, or
+an exclamation point.</p>
+
+<p>The most common kind of written sentence is that
+which makes an assertion. This kind, called declarative,
+may well be taken, therefore, as the most available
+basis for the discussion of the machinery of the sentence.
+The word sentence in this chapter will accordingly mean
+a declarative sentence.</p>
+
+<h3>The Parts of a Sentence—Subject and Predicate</h3>
+
+<p>A sentence has at least two parts—a subject and a
+predicate.</p>
+
+<p>The <i>subject</i> is that part which designates what the
+assertion is about.</p>
+
+<p>The <i>predicate</i> is that part which makes the assertion.</p>
+
+<p>Many students earn their way through college.</p>
+
+<p>It is obvious that <i>Many students</i> designates what
+the assertion is about, and is therefore the subject.
+<i>Earn their way through college</i> makes the assertion
+about <i>Many students</i>, and is, therefore, the predicate.</p>
+
+<p>Although the sentence may contain other elements,
+although the subject or the predicate or both may be
+long and complicated, and although the elements making
+up the subject and the predicate may be variously
+arranged, nevertheless every normal declarative sentence
+contains these two parts, and can be divided into these
+two parts.</p>
+
+<h3>Subjects</h3>
+
+<p>The fundamental word or element in the subject is
+a noun, a pronoun, a gerund, an infinitive, or a clause.</p>
+
+<p><span class="pagenum"><a id="Page_44"></a>[44]</span></p>
+
+<p>A <i>noun</i> is simply a name word. It may signify a
+person or an animate being (Frank, boy, dog), an object
+(tree, box), a color (red), an action (walking, step,
+discussion), a quality (goodness), an abstract idea
+(truth, space), a general idea (speed, thing), to name
+only a few kinds of nouns. But it is always the name
+of an individual or of a class of persons or things.</p>
+
+<p>A <i>pronoun</i> is a substitute or symbol word which
+signifies a noun which is either expressed near the pronoun
+or implied by the circumstances (he, it, who, anyone,
+I, you).</p>
+
+<p>A <i>gerund</i> is a noun made by adding the suffix -ing to
+a verb (walking, hoping, sitting, being).</p>
+
+<p>An <i>infinitive</i> is a form of a verb, usually preceded
+by the word <i>to</i>, often used to name the action signified
+by the verb (to think, to have gone).</p>
+
+<p>A <i>clause</i> is a sentence element consisting of a subject
+(in the nominative case) and a predicate (with the verb
+in a finite form—that is, not an infinitive or a
+participle).</p>
+
+<table>
+ <tr>
+ <td>1. <i>Noun</i>:</td>
+ <td>Time flies.</td>
+ </tr>
+ <tr>
+ <td>2. <i>Pronoun</i>:</td>
+ <td>He arrived late. Everybody was late. I can do it.</td>
+ </tr>
+ <tr>
+ <td>3. <i>Gerund</i>:</td>
+ <td>Standing on the corner made him cold.</td>
+ </tr>
+ <tr>
+ <td>4. <i>Infinitive</i>:</td>
+ <td>To tell the truth was easy.</td>
+ </tr>
+ <tr>
+ <td>5. <i>Clause</i>:</td>
+ <td>That he hath wronged me doth appear in this. Where he stood makes no difference.</td>
+ </tr>
+</table>
+
+<h3>Predicates</h3>
+
+<p>The fundamental word in the predicate is the verb.</p>
+
+<p>A <i>verb</i> is a word—or a word-group—the function
+of which is to assert something about the subject.</p>
+
+<div class="blockquote">
+
+<p>The tide rises.</p>
+
+<p>The sun shone.</p>
+
+<p>I bought a book.</p>
+
+<p>The box is small.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_45"></a>[45]</span></p>
+
+<p>The verb may consist of one word—as in the examples
+given—or it may consist of a group of words,
+called a verb-group, containing sometimes as many as
+five words. This verb group consists of one, two, three,
+or four auxiliary verbs, followed by a form of the verb
+expressing the meaning or sense. The form of the sense-verb
+is an infinitive, a present participle, or a past
+participle.</p>
+
+<div class="blockquote">
+
+<p>The moon will rise.</p>
+
+<p>The moon is rising.</p>
+
+<p>The moon has risen.</p>
+
+<p>He may light the lamp.</p>
+
+<p>He is going to light the lamp.</p>
+
+<p>The lamp at last was lighted.</p>
+
+<p>The lamp has been lighted.</p>
+
+<p>The lamp may have been lighted.</p>
+
+<p>He may have been going to light the lamp.</p>
+
+</div>
+
+<h3>Structural Parts of the Predicate—Objects</h3>
+
+<p><i>Intransitive verbs</i> are those which, like <i>rise</i>, make
+assertions the action of which does not involve any person
+or thing other than the subject.</p>
+
+<p><i>Transitive verbs</i> are those which, like <i>light</i>, make
+assertions which involve some person or thing other
+than the subject in the action of the verb. In the
+sentence <i>He lighted the lamp</i>, <i>lamp</i> is such an <i>object</i>.</p>
+
+<p>The same verb may sometimes assert one, and sometimes
+the other kind of action.</p>
+
+<div class="blockquote">
+
+<p>The door opened.</p>
+
+<p>He opened the door.</p>
+
+</div>
+
+<p>Some transitive verbs make an assertion which involves
+two nouns, both signifying the same thing or person.</p>
+
+<p><span class="pagenum"><a id="Page_46"></a>[46]</span></p>
+
+<div class="blockquote">
+
+<p>The club elected Frank president.</p>
+
+</div>
+
+<p>Some transitive verbs make an assertion which involves
+two different objects or persons.</p>
+
+<div class="blockquote">
+
+<p>I gave Frank an apple.</p>
+
+<p>She bought Frank an apple.</p>
+
+<p>I told him a story.</p>
+
+</div>
+
+<p>Here <i>apple</i> or <i>story</i> is the object directly affected by
+the action of the verb, and is, therefore, called the
+<i>direct object</i>. <i>Frank</i> or <i>him</i> designates the person for
+whose benefit the action of the verb affects the direct
+object, and is called the <i>indirect object</i>.</p>
+
+<h3>Copulas and Complements</h3>
+
+<p>Still another kind of verb, called a <i>copula</i>, though it
+does not take a direct object, makes only part of the
+assertion. The rest is made by means of another word
+(or element) which characterizes the subject but which
+is an essential part of the assertion. In fact, the
+<i>complement</i>, as the element completing the verb is
+called, is the most significant part of the predicate;
+the verb is merely a bit of machinery by means of
+which the complement is turned into an assertion.</p>
+
+<div class="blockquote">
+
+<p>The sky is red.</p>
+
+<p>The dark shape was a house.</p>
+
+<p>The car looks cheap.</p>
+
+<p>He is in the house.</p>
+
+<p>Home is where the heart is.</p>
+
+</div>
+
+<p>In these sentences, <i>red</i>, <i>a house</i>, <i>cheap</i>, <i>in the house</i>,
+and <i>where the heart is</i>, are parts of the predicate,
+though they characterize the subject. Such elements
+are called <i>complements</i> because they complete the assertion
+of the verb; if adjectives, they are called <i>adjective<span class="pagenum"><a id="Page_47"></a>[47]</span>
+complements</i>, or better, <i>predicated adjectives</i>; if nouns,
+they are called <i>noun complements</i>, or <i>predicated nouns</i>;
+if clauses or phrases, they are called <i>complements</i>, or
+<i>predicated phrases</i> or <i>clauses</i>. The verbs by means of
+which these complements are predicated are called
+<i>copulas</i>.</p>
+
+<h3>Modifiers</h3>
+
+<p>Almost every word in the sentence is capable of having
+its meaning described, restricted, emphasized, or
+toned down in some way—that is, any meaning in the
+sentence may be characterized or modified.</p>
+
+<div class="blockquote">
+
+<p>Heavy automobiles run smoothly.</p>
+
+</div>
+
+<p><i>Heavy</i> both describes and restricts <i>automobiles</i>.</p>
+
+<p>Words which characterize nouns in this way are called
+<i>adjectives</i>.</p>
+
+<p><i>Smoothly</i> describes and restricts run.</p>
+
+<p>Words which characterize verbs are called <i>adverbs</i>.</p>
+
+<div class="blockquote">
+
+<p>Very heavy automobiles run much more smoothly.</p>
+
+</div>
+
+<p><i>Very</i> emphasizes <i>heavy</i>. A word which thus characterizes
+an adjective is called an <i>adverb</i>.</p>
+
+<p><i>More</i> characterizes <i>smoothly</i>. <i>Much</i> characterizes
+<i>more</i>. A word which characterizes an adverb is called
+an <i>adverb</i>.</p>
+
+<h3>Prepositional Phrases</h3>
+
+<p>Nouns, pronouns, verbs, adjectives, and adverbs are
+also frequently described or limited in the same way by
+an element or group of words called a <i>prepositional
+phrase</i>. This usually consists of a noun, pronoun, or
+gerund whose exact relationship to the modified word
+is shown by means of a <i>preposition</i>. The preposition is<span class="pagenum"><a id="Page_48"></a>[48]</span>
+placed before the modifying noun or pronoun and its
+adjective modifiers.</p>
+
+<ul>
+<li>At home</li>
+<li>In the house</li>
+<li>With large tires</li>
+<li>Over rough roads</li>
+</ul>
+
+<div class="blockquote">
+
+<p>Heavy automobiles with large tires run smoothly over rough
+roads.</p>
+
+</div>
+
+<p><i>With large tires</i> is a prepositional phrase, consisting
+of the preposition <i>with</i> and its object <i>tires</i>; the phrase
+modifies or characterizes <i>automobiles</i>.</p>
+
+<p><i>Over rough roads</i> is a prepositional phrase which
+characterizes <i>run</i>.</p>
+
+<p>A prepositional phrase characterizing a noun is called
+an <i>adjective prepositional phrase</i>. One characterizing
+a verb is called an <i>adverbial prepositional phrase</i>.</p>
+
+<h3>Subordinate Clauses</h3>
+
+<p>A <i>clause</i> is any part of a sentence consisting of a
+subject in the nominative case and a predicate containing
+a verb in a finite form (not a participle or an
+infinitive). Some clauses are used as nouns; others are
+used to characterize or modify nouns, pronouns, verbs,
+adjectives, or adverbs. Clauses used as nouns are called
+<i>noun clauses</i>. Those used as adjectives are called
+<i>adjective</i> or <i>relative clauses</i>. Those used to modify
+verbs, adjectives, or adverbs are called <i>adverb clauses</i>.</p>
+
+<h3>Noun Clauses</h3>
+
+<p><i>Noun clauses</i> may be used in practically any construction
+in which a noun is used.</p>
+
+<table>
+ <tr>
+ <td><i>Subject</i>:</td>
+ <td>That he is a good workman is clear enough.<span class="pagenum"><a id="Page_49"></a>[49]</span></td>
+ </tr>
+ <tr>
+ <td><i>Appositive</i>:</td>
+ <td>The fact that the paper is new disproves his claim.</td>
+ </tr>
+ <tr>
+ <td><i>Predicated noun</i>:</td>
+ <td>The weather will be what fate determines.</td>
+ </tr>
+ <tr>
+ <td><i>Object of verb</i>:</td>
+ <td>I saw that he had finished.</td>
+ </tr>
+ <tr>
+ <td class="nw"><i>Object of preposition</i>:</td>
+ <td>The book is satisfactory except that it omits one essential feature.</td>
+ </tr>
+</table>
+
+<h3>Adjective Clauses</h3>
+
+<p><i>Adjective clauses</i> are those which modify a noun or
+a pronoun.</p>
+
+<div class="blockquote">
+
+<p>Heavy automobiles which carry large loads run smoothly.</p>
+
+</div>
+
+<h3>Adverb Clauses</h3>
+
+<p><i>Adverb clauses</i> usually modify a verb. They characterize
+the verb in several different ways.</p>
+
+<table>
+ <tr>
+ <td><i>Time</i>:</td>
+ <td>He hurt his wrist when he fell.</td>
+ </tr>
+ <tr>
+ <td><i>Place</i>:</td>
+ <td>I put the glass where I could reach it.</td>
+ </tr>
+ <tr>
+ <td><i>Cause</i>:</td>
+ <td>We stopped the car because it was raining.</td>
+ </tr>
+ <tr>
+ <td><i>Concession</i>:</td>
+ <td>Although it was still dark I awoke.</td>
+ </tr>
+ <tr>
+ <td><i>Condition</i>:</td>
+ <td>If you read widely you will not be ignorant.</td>
+ </tr>
+ <tr>
+ <td><i>Purpose</i>:</td>
+ <td>He broke the stone that he might find a fossil.</td>
+ </tr>
+ <tr>
+ <td><i>Result</i>:</td>
+ <td>He struck the vase so that it fell over.</td>
+ </tr>
+ <tr>
+ <td><i>Manner</i>:</td>
+ <td>They work as they please.</td>
+ </tr>
+</table>
+
+<p>Adverb clauses of degree, and sometimes those of
+manner and of result modify an adverb or an adjective.</p>
+
+<div class="blockquote">
+
+<p>The cherries tasted sweeter than they looked.</p>
+
+<p>He sawed the plank as carefully as he could.</p>
+
+<p>We traveled so slowly that I despaired of reaching our
+destination.</p>
+
+</div>
+
+<h3>Participles</h3>
+
+<p>The <i>participle</i> is any form of the verb used as an
+adjective. There are several forms: <i>rising</i>, <i>risen</i>, <i>having<span class="pagenum"><a id="Page_50"></a>[50]</span>
+risen; raising, raised, having raised, being raised, having
+been raised.</i></p>
+
+<div class="blockquote">
+
+<p>The rising sun awakened me.</p>
+
+<p>The fallen tree lay across the ravine.</p>
+
+<p>The wind, howling a gale, swept the sea.</p>
+
+<p>Twisting out of my hands, he escaped in the darkness.</p>
+
+<p>The tree, twisted and broken, rotted away.</p>
+
+</div>
+
+<h3>Infinitives</h3>
+
+<p>The <i>infinitive</i> is usually preceded by its sign, <i>to</i>,
+but after some verbs (<i>do</i>, <i>shall</i>, <i>will</i>, <i>may</i>, <i>can</i>, <i>dare</i>,
+<i>help</i>, <i>need</i>, <i>see</i>, <i>hear</i>, <i>feel</i>, <i>let</i>, <i>make</i>, <i>bid</i>) and after the
+expressions <i>had better</i>, <i>had rather</i>, it is usually the pure
+or root infinitive without <i>to</i>.</p>
+
+<p>There are six forms of the infinitive:</p>
+
+<table>
+ <tr>
+ <th></th>
+ <th><i>Simple</i></th>
+ <th><i>Progressive</i></th>
+ <th><i>Passive</i></th>
+ </tr>
+ <tr>
+ <td><i>Pres.</i></td>
+ <td>to take</td>
+ <td>to be taking</td>
+ <td>to be taken</td>
+ </tr>
+ <tr>
+ <td><i>Perf.</i></td>
+ <td>to have taken</td>
+ <td>to have been taking</td>
+ <td>to have been taken</td>
+ </tr>
+</table>
+
+<p>The infinitive has various uses:</p>
+
+<table>
+ <tr>
+ <td><i>Subject</i>:</td>
+ <td>To command is his ambition.</td>
+ </tr>
+ <tr>
+ <td><i>Predicated noun</i>:</td>
+ <td>To know is to act.</td>
+ </tr>
+ <tr>
+ <td><i>Object of verb</i>:</td>
+ <td>I prefer to travel slowly.</td>
+ </tr>
+ <tr>
+ <td><i>After nouns</i>:</td>
+ <td>We have work to do.</td>
+ </tr>
+ <tr>
+ <td><i>After verbs</i>:</td>
+ <td>He failed to pass his examinations.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>He seemed to be in trouble.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>Children had better be silent.</td>
+ </tr>
+ <tr>
+ <td><i>After verbs</i> (with noun or pronoun subject):</td>
+ <td>Our neighbors helped us move.</td>
+ </tr>
+ <tr>
+ <td><i>After adjectives</i>:</td>
+ <td>They are glad to hear the news.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>He is so foolish as to believe the tale.</td>
+ </tr>
+</table>
+
+<h3>Conjunctions</h3>
+
+<p>It is often necessary or desirable to join together two
+or more similar words, elements, or clauses in a sentence.<span class="pagenum"><a id="Page_51"></a>[51]</span>
+Two nouns constituting the subject, for example, may
+have the same assertion made about them.</p>
+
+<div class="blockquote">
+
+<p>Time and tide wait for no man.</p>
+
+</div>
+
+<p><i>And</i>, which joins <i>time</i> and <i>tide</i>, is a <i>conjunction</i>.</p>
+
+<p>Two adjectives, two verbs, two adverbs, two prepositional
+phrases, or two clauses may be joined together
+with a conjunction.</p>
+
+<div class="blockquote">
+
+<p>The flag is colored red and blue.</p>
+
+<p>Time came and went.</p>
+
+<p>Men and women laughed and cried.</p>
+
+<p>The rains descended, and the floods came.</p>
+
+<p>The automobile is fast, but the airplane is faster.</p>
+
+</div>
+
+<p>Words like <i>and</i> and <i>but</i> are conjunctions.</p>
+
+<p>Conjunctions which connect words, phrases, or clauses
+of equal grammatical value are called <i>co-ordinating
+conjunctions</i>.</p>
+
+<p>The most frequent are <i>and</i>, <i>but</i>, <i>or</i>, <i>nor</i>, <i>for</i>.</p>
+
+<p><i>Subordinating conjunctions</i> are used to join a subordinate
+clause—noun, adjective, or adverb—to another
+clause or to some word in another clause. At the
+same time they show the exact significance and bearing
+of the subordinate clause.</p>
+
+<div class="blockquote">
+
+<p>We heard that the train was wrecked.</p>
+
+<p>He came because I called him.</p>
+
+<p>He remained though he wanted to go.</p>
+
+<p>If it rains I shall stay at home.</p>
+
+</div>
+
+<p>Subordinating conjunctions are also sometimes used
+to join participles or adjectives to the rest of the sentence.
+In such cases, the participle or the adjective
+modifies a noun.</p>
+
+<div class="blockquote">
+
+<p>Though moving slowly, the train was gaining.</p>
+
+<p>Though faithful to his master, the dog was shot.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_52"></a>[52]</span></p>
+
+<h3>Structure of Sentences</h3>
+
+<p>According to certain features of their structure, sentences
+are classified as <i>simple</i>, <i>compound</i>, or <i>complex</i>.</p>
+
+<p>A <i>simple sentence</i> is one consisting of a single clause
+or assertion.</p>
+
+<div class="blockquote">
+
+<p>Time flies.</p>
+
+<p>Time came and went.</p>
+
+<p>Time and tide wait for no man.</p>
+
+<p>Men and women laughed and cried.</p>
+
+</div>
+
+<p>The subject of a simple sentence may consist of one
+noun or pronoun with its modifiers, or of two or more
+nouns with their modifiers. In the latter case, the subject
+is called a <i>compound subject</i>. Similarly, the predicate
+may contain one verb or two or more verbs. Occasionally
+a sentence will have a compound subject and
+a compound predicate, as in the last example given.</p>
+
+<h3>Compound Sentences</h3>
+
+<p>A <i>compound sentence</i> is one which consists of two or
+more assertions of equal grammatical value—that is,
+neither assertion is grammatically subordinate to the
+other or to any part of the other.</p>
+
+<div class="blockquote">
+
+<p>The rain descended, and the floods came.</p>
+
+<p>The automobile is fast, but the airplane is faster.</p>
+
+</div>
+
+<h3>Complex Sentences</h3>
+
+<p>A <i>complex sentence</i> is one which contains not only a
+main assertion (or more than one), but also one or more
+subordinate assertions—that is, it contains one or more
+assertions which are grammatically incorporated as a
+noun or an adjective or an adverb into the main clause
+or into another subordinate clause.</p>
+
+<div class="blockquote">
+
+<p>I saw that he had finished.</p>
+
+<p>Heavy automobiles which carry large loads run smoothly.</p>
+
+<p><span class="pagenum"><a id="Page_53"></a>[53]</span></p>
+
+<p>The weather will be what fate determines.</p>
+
+<p>He broke the stone that he might find a fossil.</p>
+
+</div>
+
+<h3>Absolute Elements</h3>
+
+<p>Most of the elements of a sentence have a clear grammatical
+relation to one another. But there are pieces
+of structure which have no evident relationship to anything
+else.</p>
+
+<table>
+ <tr>
+ <td><i>Noun absolute</i>:</td>
+ <td>He lay down, his heart heavy with sorrow.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>Hat in hand, he came down stairs.</td>
+ </tr>
+</table>
+
+<p>The <i>participle absolute</i> is more frequent.</p>
+
+<table>
+ <tr>
+ <td><i>Participle absolute</i>:</td>
+ <td>This said, he sat down.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>One of them having fallen, the rest ran away.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>The teacher absenting himself, there was no school.</td>
+ </tr>
+</table>
+
+<h3>Parenthetical Elements</h3>
+
+<p><i>Parenthetical elements</i>, like <i>so to speak</i>, <i>it is hoped</i>,
+<i>it is reported</i>, <i>they remark</i>, which have no grammatical
+connection with the rest of the assertion, occur frequently.
+Sometimes they are inclosed within dashes,
+sometimes within parentheses, sometimes within commas.</p>
+
+<div class="blockquote">
+
+<p>This action, it is expected, will produce results.</p>
+
+</div>
+
+<h3>Flexibility of the Sentence Elements</h3>
+
+<p>Although the sentence has a normal order—subject,
+verb, object; or subject, verb, complement—it is rich
+and varied in the possibilities it possesses of variety and
+rearrangement, especially in the position of adjective,
+participial, and adverbial elements, and in the case of
+adverb clauses.</p>
+
+<p><span class="pagenum"><a id="Page_54"></a>[54]</span></p>
+
+<table>
+ <tr>
+ <td><i>Adjective</i>:</td>
+ <td>The gloomy and portentous mountains towered above him.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>Gloomy and portentous, the mountains towered above him.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>The mountains, gloomy and portentous, towered above him.</td>
+ </tr>
+ <tr>
+ <td><i>Adverb</i>:</td>
+ <td>The building may have been entered immediately.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>The building may have been immediately entered.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>The building may have immediately been entered.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>Immediately the building was entered.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>The building was immediately entered.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>The building was entered immediately.</td>
+ </tr>
+ <tr>
+ <td><i>Adverb Clauses</i>:</td>
+ <td>As soon as he had knocked, he opened the door.</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>He opened the door as soon as he had knocked.</td>
+ </tr>
+</table>
+
+<h3>Inflections</h3>
+
+<p>Nouns, pronouns, verbs, and two adjectives show
+changes in function and meaning by means of changes
+in form, by endings, or, sometimes in the case of verbs,
+by prefixing auxiliary verbs.</p>
+
+<h3>Noun Declension</h3>
+
+<p>Nouns are declined to show case and number.</p>
+
+<table>
+ <tr>
+ <th></th>
+ <th><i>Singular</i></th>
+ <th><i>Plural</i></th>
+ </tr>
+ <tr>
+ <td><i>Common</i></td>
+ <td>boy</td>
+ <td>boys</td>
+ </tr>
+ <tr>
+ <td><i>Possessive</i></td>
+ <td>boy’s</td>
+ <td>boys’</td>
+ </tr>
+ <tr>
+ <td><i>Common</i></td>
+ <td>man</td>
+ <td>men</td>
+ </tr>
+ <tr>
+ <td><i>Possessive</i></td>
+ <td>man’s</td>
+ <td>men’s</td>
+ </tr>
+ <tr>
+ <td><i>Common</i></td>
+ <td>child</td>
+ <td>children</td>
+ </tr>
+ <tr>
+ <td><i>Possessive</i></td>
+ <td>child’s</td>
+ <td>children’s</td>
+ </tr>
+</table>
+
+<p><span class="pagenum"><a id="Page_55"></a>[55]</span></p>
+
+<h3>Pronoun Declension</h3>
+
+<p>Pronouns are declined to show case and number.</p>
+
+<table>
+ <tr>
+ <th></th>
+ <th colspan="3"><i>Singular</i></th>
+ <th><i>Plural</i></th>
+ </tr>
+ <tr>
+ <td><i>Nominative</i></td>
+ <td>I</td>
+ <td></td>
+ <td></td>
+ <td>we</td>
+ </tr>
+ <tr>
+ <td><i>Possessive</i></td>
+ <td>my</td>
+ <td></td>
+ <td></td>
+ <td>our</td>
+ </tr>
+ <tr>
+ <td><i>Objective</i></td>
+ <td>me</td>
+ <td></td>
+ <td></td>
+ <td>us</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>thou</td>
+ <td></td>
+ <td></td>
+ <td>you</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>thy</td>
+ <td></td>
+ <td></td>
+ <td>your</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>thee</td>
+ <td></td>
+ <td></td>
+ <td>you</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>he</td>
+ <td>she</td>
+ <td>it</td>
+ <td>they</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>his</td>
+ <td>her</td>
+ <td>its</td>
+ <td>their</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>him</td>
+ <td>her</td>
+ <td>it</td>
+ <td>them</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>who</td>
+ <td></td>
+ <td></td>
+ <td></td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>whose</td>
+ <td></td>
+ <td></td>
+ <td></td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>whom</td>
+ <td></td>
+ <td></td>
+ <td></td>
+ </tr>
+</table>
+
+<h3>Adjective Declension</h3>
+
+<p>Two adjectives show differences in number.</p>
+
+<table>
+ <tr>
+ <th><i>Singular</i></th>
+ <th><i>Plural</i></th>
+ </tr>
+ <tr>
+ <td>this</td>
+ <td>these</td>
+ </tr>
+ <tr>
+ <td>that</td>
+ <td>those</td>
+ </tr>
+</table>
+
+<h3>Verb Conjugation</h3>
+
+<p>Verbs are conjugated to show person, number, tense,
+mood, and voice. Most of these changes are shown by
+the use of auxiliary verbs, which are placed before the
+infinitive or the past or present participle of the sense-verb.
+The combinations are called verb-groups.</p>
+
+<table>
+ <tr>
+ <th colspan="2">Indicative Mood</th>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Present</span> (Simple or habitual)</th>
+ </tr>
+ <tr>
+ <th><i>Active</i></th>
+ <th><i>Passive</i></th>
+ </tr>
+ <tr>
+ <td>I take</td>
+ <td>I am taken<span class="pagenum"><a id="Page_56"></a>[56]</span></td>
+ </tr>
+ <tr>
+ <td>You take</td>
+ <td>You are taken</td>
+ </tr>
+ <tr>
+ <td>He takes</td>
+ <td>He is taken</td>
+ </tr>
+ <tr>
+ <td>We take</td>
+ <td>We are taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Present</span> (Progressive or definite)</th>
+ </tr>
+ <tr>
+ <td>I am taking</td>
+ <td>I am being taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Past</span> (Simple)</th>
+ </tr>
+ <tr>
+ <td>I took</td>
+ <td>I was taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Past</span> (Progressive or definite)</th>
+ </tr>
+ <tr>
+ <td>I was taking</td>
+ <td>I was being taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Future</span> (Formal)</th>
+ </tr>
+ <tr>
+ <td>I shall take</td>
+ <td>I shall be taken</td>
+ </tr>
+ <tr>
+ <td>You will take</td>
+ <td>You will be taken</td>
+ </tr>
+ <tr>
+ <td>He will take</td>
+ <td>He will be taken</td>
+ </tr>
+ <tr>
+ <td>We shall take</td>
+ <td>We shall be taken</td>
+ </tr>
+ <tr>
+ <td>You will take</td>
+ <td>You will be taken</td>
+ </tr>
+ <tr>
+ <td>They will take</td>
+ <td>They will be taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Future</span> (Colloquial)</th>
+ </tr>
+ <tr>
+ <td>I am going to take</td>
+ <td>I am going to be taken</td>
+ </tr>
+ <tr>
+ <td>You are going to take</td>
+ <td>You are going to be taken</td>
+ </tr>
+ <tr>
+ <td>He is going to take</td>
+ <td>He is going to be taken</td>
+ </tr>
+ <tr>
+ <td>We are going to take</td>
+ <td>We are going to be taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Present Perfect</span> (Simple)</th>
+ </tr>
+ <tr>
+ <td>I have taken</td>
+ <td>I have been taken</td>
+ </tr>
+ <tr>
+ <td>He has taken</td>
+ <td>He has been taken</td>
+ </tr>
+ <tr>
+ <td>We have taken</td>
+ <td>We have been taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Present Perfect</span> (Progressive or definite)</th>
+ </tr>
+ <tr>
+ <td>I have been taking</td>
+ <td>(Wanting)</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Past Perfect</span> (Simple)</th>
+ </tr>
+ <tr>
+ <td>I had taken</td>
+ <td>I had been taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Past Perfect</span> (Progressive or definite)</th>
+ </tr>
+ <tr>
+ <td>I had been taking</td>
+ <td>(Wanting)<span class="pagenum"><a id="Page_57"></a>[57]</span></td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Future Perfect</span></th>
+ </tr>
+ <tr>
+ <td>I shall have taken</td>
+ <td>I shall have been taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Colloquial Passive with <i>Get</i></span></th>
+ </tr>
+ <tr>
+ <td><span class="smcap">Present</span></td>
+ <td>It is getting broken</td>
+ </tr>
+ <tr>
+ <td><span class="smcap">Past</span></td>
+ <td>It got broken</td>
+ </tr>
+ <tr>
+ <td><span class="smcap">Future</span></td>
+ <td>It will get broken</td>
+ </tr>
+ <tr>
+ <th colspan="2">Subjunctive Mood</th>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Present</span></th>
+ </tr>
+ <tr>
+ <th><i>Active</i></th>
+ <th><i>Passive</i></th>
+ </tr>
+ <tr>
+ <td>I may take</td>
+ <td>I may be taken</td>
+ </tr>
+ <tr>
+ <td>I can take</td>
+ <td>I can be taken</td>
+ </tr>
+ <tr>
+ <td>I must take</td>
+ <td>I must be taken</td>
+ </tr>
+ <tr>
+ <th colspan="2"><span class="smcap">Past</span></th>
+ </tr>
+ <tr>
+ <td>I might take</td>
+ <td>I might be taken</td>
+ </tr>
+ <tr>
+ <td>I should take</td>
+ <td>I should be taken</td>
+ </tr>
+ <tr>
+ <td>He would take</td>
+ <td>He would be taken</td>
+ </tr>
+ <tr>
+ <td>I could take</td>
+ <td>I could be taken</td>
+ </tr>
+</table>
+
+<h3>Conjugation of <i>Be</i></h3>
+
+<p><i>Be</i> is an extremely irregular composite verb. It is
+made up of three verbs, <i>is</i> (<i>am</i>, <i>are</i>, <i>art</i>), <i>be</i>, and <i>was</i> (<i>were</i>).</p>
+
+<table>
+ <tr>
+ <th colspan="2">Indicative</th>
+ </tr>
+ <tr>
+ <th><i>Present</i></th>
+ <th><i>Past</i></th>
+ </tr>
+ <tr>
+ <td>I am</td>
+ <td>I was</td>
+ </tr>
+ <tr>
+ <td>You are</td>
+ <td>You were</td>
+ </tr>
+ <tr>
+ <td>He is</td>
+ <td>He was</td>
+ </tr>
+ <tr>
+ <td>We are</td>
+ <td>We were</td>
+ </tr>
+ <tr>
+ <td>You are</td>
+ <td>You were</td>
+ </tr>
+ <tr>
+ <td>They are</td>
+ <td>They were</td>
+ </tr>
+ <tr>
+ <th colspan="2">Subjunctive</th>
+ </tr>
+ <tr>
+ <th><i>Present</i></th>
+ <th><i>Past</i></th>
+ </tr>
+ <tr>
+ <td>I be</td>
+ <td>I were</td>
+ </tr>
+ <tr>
+ <td>You be</td>
+ <td>You were</td>
+ </tr>
+ <tr>
+ <td>He be</td>
+ <td>He were</td>
+ </tr>
+ <tr>
+ <td>We be</td>
+ <td>We were</td>
+ </tr>
+ <tr>
+ <td>You be</td>
+ <td>You were</td>
+ </tr>
+ <tr>
+ <td>They be</td>
+ <td>They were</td>
+ </tr>
+</table>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_58"></a>[58]</span></p>
+
+<h2 class="nobreak" id="Chapter_VII"><span class="smcap">Chapter VII</span><br>
+<span class="smaller">SENTENCE CORRECTNESS</span></h2>
+
+</div>
+
+<p>The language spoken and written by educated persons
+and by trained writers in all parts of the English-speaking
+world has certain forms and usages to which everyone
+must conform if he wishes to be recognized as a
+well-educated man or woman. Conformity to the word-forms
+and to the sentence structure of this widespread
+language is called correctness.</p>
+
+<p class="para" id="para300"><b>300. Use the nominative case for the subject of every
+finite verb. <i>I</i>, <i>thou</i>, <i>he</i>, <i>she</i>, <i>we</i>, <i>they</i>, <i>who</i>, are nominatives.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Him and I graduated last year.</p>
+
+<p class="hanging"><i>Right.</i> He and I graduated last year.</p>
+
+<p class="hanging"><i>Revise.</i> Us and her went by ourselves.</p>
+
+</div>
+
+<p class="para" id="para301"><b>301. Use the nominative form <i>who</i> for the subject, even
+if a parenthetical <i>he says</i>, <i>he thinks</i>, etc., intervenes
+between subject and verb.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> She was the teacher whom we thought had seen us.</p>
+
+<p class="hanging"><i>Right.</i> She was the teacher who we thought had seen us.</p>
+
+<p class="hanging"><i>Revise.</i> He whom everybody thought would win the prize
+came out second.</p>
+
+</div>
+
+<p class="para" id="para302"><b>302. Use the nominative forms <i>who</i>, <i>whoever</i> for the
+subject of a subordinate clause, even if a verb or a
+preposition immediately precedes <i>who</i>, <i>whoever</i>.</b></p>
+
+<p><span class="pagenum"><a id="Page_59"></a>[59]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I shall believe whomever has the best argument.</p>
+
+<p class="hanging"><i>Right.</i> I shall believe whoever has the best argument.</p>
+
+<p class="hanging"><i>Wrong.</i> A reward was offered to whomever returned the
+lost book.</p>
+
+<p class="hanging"><i>Right.</i> A reward was offered to whoever returned the
+lost book.</p>
+
+<p class="hanging"><i>Revise.</i> The decision as to whom should be punished no
+longer rests with me.</p>
+
+</div>
+
+<p class="para" id="para303"><b>303. Use the nominative case for a predicated pronoun
+after <i>is</i>, <i>are</i>, <i>was</i>, <i>were</i>, etc.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> It was me.</p>
+
+<p class="hanging"><i>Right.</i> It was I.</p>
+
+<p class="hanging"><i>Wrong.</i> The best friends I have are her and him.</p>
+
+<p class="hanging"><i>Right.</i> The best friends I have are she and he.</p>
+
+<p class="hanging"><i>Revise.</i> It is not whom you think it is.</p>
+
+</div>
+
+<p class="para" id="para304"><b>304. Put a pronoun used as an appositive into the same
+case as the noun with which it is in apposition.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Let’s you and I go.</p>
+
+<p class="hanging"><i>Right.</i> Let’s you and me go.</p>
+
+<p class="hanging"><i>Wrong.</i> The principal called in several pupils, Jack and
+Mary and I.</p>
+
+<p class="hanging"><i>Right.</i> The principal called in several pupils, Jack and
+Mary and me.</p>
+
+<p class="hanging"><i>Revise.</i> For whom did you ask—they and she?</p>
+
+</div>
+
+<p class="para" id="para305"><b>305. After the conjunctions <i>as</i> and <i>than</i>, put the pronoun
+into the same case as that of the noun or pronoun
+with which the comparison is made. (Exception:
+The form <i>whom</i> is usually used after <i>than</i>.)</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He swims better than me.</p>
+
+<p class="hanging"><i>Right.</i> He swims better than I.</p>
+
+<p class="hanging"><i>Wrong.</i> She is as rich as him.</p>
+
+<p class="hanging"><i>Right.</i> She is as rich as he.</p>
+
+<p><span class="pagenum"><a id="Page_60"></a>[60]</span></p>
+
+<p class="hanging"><i>Wrong.</i> It improved him more than I.</p>
+
+<p class="hanging"><i>Right.</i> It improved him more than me.</p>
+
+<p class="hanging"><i>Right.</i> He is a student than whom there is none better.</p>
+
+<p class="hanging"><i>Revise.</i> I like him better than she.</p>
+
+</div>
+
+<p class="para" id="para306"><b>306. Use the possessive case of a noun or pronoun with
+a gerund.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I am tired of you going away like this.</p>
+
+<p class="hanging"><i>Right.</i> I am tired of your going away like this.</p>
+
+<p class="hanging"><i>Wrong.</i> Had you not heard of him being ill?</p>
+
+<p class="hanging"><i>Right.</i> Had you not heard of his being ill?</p>
+
+<p class="hanging"><i>Revise.</i> I will not consider Henry leaving.</p>
+
+<p class="hanging"><i>Revise.</i> Too much attention was paid to Ethel being rewarded.</p>
+
+</div>
+
+<p class="para" id="para307"><b>307. Put only nouns indicating persons or animate beings
+into the possessive case.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Biography is history’s most interesting part.</p>
+
+<p class="hanging"><i>Right.</i> Biography is the most interesting part of history.</p>
+
+<p class="hanging"><i>Revise.</i> His striking appearance held the class’s attention.</p>
+
+</div>
+
+<p class="para" id="para308"><b>308. Use the objective case of a pronoun which is the
+object of a verb or of a preposition.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> My father decided that the farm was the best place
+for my brother and I.</p>
+
+<p class="hanging"><i>Right.</i> My father decided that the farm was the best place
+for my brother and me.</p>
+
+<p class="hanging"><i>Revise.</i> Most of we girls are studying household art.</p>
+
+</div>
+
+<p class="para" id="para309"><b>309. Use the objective case of a pronoun which is the
+subject of an infinitive after a verb of <i>saying</i>, <i>thinking</i>,
+<i>permitting</i>, etc.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Our parents let my sister and I drive the horse.</p>
+
+<p class="hanging"><i>Right.</i> Our parents let my sister and me drive the horse.</p>
+
+<p class="hanging"><i>Revise.</i> Who do you want to be captain?</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_61"></a>[61]</span></p>
+
+<p class="para" id="para310"><b>310. Use the objective case of a pronoun which is
+predicated after <i>to be</i>, <i>to have been</i>, used with a verb
+of <i>saying</i>, <i>thinking</i>, etc.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He thought it to be we.</p>
+
+<p class="hanging"><i>Right.</i> He thought it to be us.</p>
+
+<p class="hanging"><i>Wrong.</i> They believed her to have been I.</p>
+
+<p class="hanging"><i>Right.</i> They believed her to have been me.</p>
+
+<p class="hanging"><i>Revise.</i> We wished it to be they.</p>
+
+</div>
+
+<p class="para" id="para311"><b>311. Use <i>this kind of</i>, <i>that kind of</i>, <i>this sort of</i>, even if
+followed by a plural noun.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> You cannot use those sort of films.</p>
+
+<p class="hanging"><i>Right.</i> You cannot use that sort of films.</p>
+
+<p class="hanging"><i>Revise.</i> Did you ever see these kind of instruments?</p>
+
+</div>
+
+<p class="para" id="para312"><b>312. Refer a singular pronoun to a singular antecedent.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He carefully crated and boxed the seed to stand
+weathering, and shipped them to India.</p>
+
+<p class="hanging"><i>Right.</i> He carefully crated and boxed the seed to stand
+weathering, and shipped it to India.</p>
+
+<p class="hanging"><i>Wrong.</i> Everyone did justice to their appetite.</p>
+
+<p class="hanging"><i>Right.</i> Everyone did justice to his appetite.</p>
+
+<p class="hanging"><i>Revise.</i> One can tell when they come to these villages because
+of the smell of the cod.</p>
+
+</div>
+
+<p class="para" id="para313"><b>313. Make the verb agree with its subject.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The first five years of my life was spent here.</p>
+
+<p class="hanging"><i>Right.</i> The first five years of my life were spent here.</p>
+
+<p class="hanging"><i>Revise.</i> Magazines, especially the <i>American</i>, is what I enjoy
+reading.</p>
+
+</div>
+
+<p class="para" id="para314"><b>314. Make the verb agree with its subject. <i>Each</i>, <i>each
+one</i>, <i>every</i>, <i>everyone</i>, <i>everybody</i>, <i>anyone</i>, <i>anybody</i>,
+<i>either</i>, <i>neither</i>, <i>none</i>, <i>no one</i>, <i>nobody</i>, are singular.</b></p>
+
+<p><span class="pagenum"><a id="Page_62"></a>[62]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Neither of these treat the subject thoroughly.</p>
+
+<p class="hanging"><i>Right.</i> Neither of these treats the subject thoroughly.</p>
+
+<p class="hanging"><i>Wrong.</i> Oh, how I wanted a bicycle. Everyone either got
+one or were going to get one.</p>
+
+<p class="hanging"><i>Right.</i> Oh, how I wanted a bicycle. Everyone either got
+one or was going to get one.</p>
+
+<p class="hanging"><i>Revise.</i> For that reason almost everybody there get sleepy.</p>
+
+</div>
+
+<p class="para" id="para315"><b>315. Make the verb agree with its subject. Two or
+more singular nouns joined by <i>and</i> form a plural subject.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Across the street is the engineering building and
+the university heating plant.</p>
+
+<p class="hanging"><i>Right.</i> Across the street are the engineering building and
+the university heating plant.</p>
+
+<p class="hanging"><i>Revise.</i> Both the plot and the style was very good.</p>
+
+</div>
+
+<p class="para" id="para316"><b>316. Make the verb agree with its subject. Singular
+nouns or pronouns joined by <i>or</i> or <i>nor</i> form a singular
+subject.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Clarabell or Sue are going.</p>
+
+<p class="hanging"><i>Right.</i> Clarabell or Sue is going.</p>
+
+<p class="hanging"><i>Wrong.</i> Neither Henry nor Herbert were well treated.</p>
+
+<p class="hanging"><i>Right.</i> Neither Henry nor Herbert was well treated.</p>
+
+<p class="hanging"><i>Revise.</i> Either the captain or the sergeant have made a
+mistake.</p>
+
+</div>
+
+<p class="para" id="para317"><b>317. Make the verb agree with its subject. A collective
+noun requires a singular verb if the group is regarded
+as a unit, a plural verb if it is regarded as
+a collection of individuals.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> She drills us on a lesson until she is sure the class
+are familiar with everything in each assignment.</p>
+
+<p class="hanging"><i>Right.</i> She drills us on a lesson until she is sure the class
+is familiar with everything in each assignment.</p>
+
+<p><span class="pagenum"><a id="Page_63"></a>[63]</span></p>
+
+<p class="hanging"><i>Wrong.</i> Sometimes when some member of the class makes
+a mistake in his speech, the rest of the class laugh and
+talk about it.</p>
+
+<p class="hanging"><i>Right.</i> Sometimes when some member of the class makes a
+mistake in his speech, the rest of the class laughs and
+talks about it.</p>
+
+<p class="hanging"><i>Revise.</i> Another committee, known as the advisory committee,
+is composed of one member from each district,
+and are chosen by the board of the district bank represented.</p>
+
+</div>
+
+<p class="para" id="para318"><b>318. Make the verb agree with its subject. An intervening
+noun must not attract the verb into a different
+form.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The number of bearings in a car vary.</p>
+
+<p class="hanging"><i>Right.</i> The number of bearings in a car varies.</p>
+
+<p class="hanging"><i>Wrong.</i> The grounds upon which the building stands consists
+of half a city block.</p>
+
+<p class="hanging"><i>Right.</i> The grounds upon which the building stands consist
+of half a city block.</p>
+
+<p class="hanging"><i>Revise.</i> A copy of the orders are also sent to the checker.</p>
+
+</div>
+
+<p class="para" id="para319"><b>319. Make the verb agree with its subject. <i>There is</i>
+and <i>there are</i> must agree with the subject which follows.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> There is always a few minutes now and then for
+reading newspapers.</p>
+
+<p class="hanging"><i>Right.</i> There are always a few minutes now and then for
+reading newspapers.</p>
+
+<p class="hanging"><i>Revise.</i> As I think of my subject there seems to be many
+phases open for investigation.</p>
+
+</div>
+
+<p class="para" id="para320"><b>320. Make the verb agree with its subject. Phrases introduced
+by <i>besides</i>, <i>with</i>, <i>together with</i>, <i>accompanied
+by</i>, <i>including</i>, <i>as well as</i>, do not affect the number of
+the verb.</b></p>
+
+<p><span class="pagenum"><a id="Page_64"></a>[64]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The major, as well as all the lieutenants, were
+soon out in the open.</p>
+
+<p class="hanging"><i>Right.</i> The major, as well as all the lieutenants, was soon
+out in the open.</p>
+
+<p class="hanging"><i>Wrong.</i> Mary, together with Florence, Mabel, and Pearl,
+are going to be there.</p>
+
+<p class="hanging"><i>Right.</i> Mary, together with Florence, Mabel, and Pearl, is
+going to be there.</p>
+
+<p class="hanging"><i>Revise.</i> The whole army, including the Fifth and Seventh
+corps, have received orders to entrain.</p>
+
+</div>
+
+<p class="para" id="para321"><b>321. Make the verb agree with its subject. If both
+singular and plural substantives joined by <i>or</i> or <i>nor</i>
+make up the subject, the number of the verb depends
+upon that of the nearest substantive.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Neither the directors nor the president are in
+sympathy with the proposal.</p>
+
+<p class="hanging"><i>Right.</i> Neither the directors nor the president is in sympathy
+with the proposal.</p>
+
+<p class="hanging"><i>Revise.</i> The rodmill or the furnaces goes on double turn
+today.</p>
+
+</div>
+
+<p class="para" id="para322"><b>322. Make the verb agree with its subject. Verbs used
+with <i>who</i>, <i>which</i>, <i>that</i>, must agree in person and number
+with the antecedent of the pronoun.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Each man and woman who were present came
+away disgruntled.</p>
+
+<p class="hanging"><i>Right.</i> Each man and woman who was present came away
+disgruntled.</p>
+
+<p class="hanging"><i>Revise.</i> These horses that stands here are not for sale.</p>
+
+</div>
+
+<p class="para" id="para323"><b>323. Make the verb agree with its subject—not with
+a predicated noun or nouns.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The type of literature I enjoy are books of travel.</p>
+
+<p class="hanging"><i>Right.</i> The type of literature I enjoy is books of travel.</p>
+
+<p><span class="pagenum"><a id="Page_65"></a>[65]</span></p>
+
+<p class="hanging"><i>Revise.</i> Another group of novels I have read are <i>Main
+Street</i>, <i>The Bright Shawl</i>, and <i>If Winter Comes</i>.</p>
+
+</div>
+
+<p class="para" id="para324"><b>324. Make the verb agree with its subject. The form
+<i>don’t</i> is correct in the first and second persons singular
+and in all persons plural. The form <i>doesn’t</i> is
+the only correct form in the third person singular.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He don’t seem to know us.</p>
+
+<p class="hanging"><i>Right.</i> He doesn’t seem to know us.</p>
+
+<p class="hanging"><i>Revise.</i> The majority don’t think.</p>
+
+</div>
+
+<p class="para" id="para325"><b>325. Distinguish between the past tense and the past
+participle of irregular verbs.</b></p>
+
+<table>
+ <tr>
+ <th><i>Present</i></th>
+ <th><i>Past</i></th>
+ <th><i>Past Participle</i></th>
+ </tr>
+ <tr>
+ <td>He begins</td>
+ <td>he began</td>
+ <td>he has begun</td>
+ </tr>
+ <tr>
+ <td>He blows</td>
+ <td>he blew</td>
+ <td>he has blown</td>
+ </tr>
+ <tr>
+ <td>It breaks</td>
+ <td>it broke</td>
+ <td>it has broken</td>
+ </tr>
+ <tr>
+ <td>He comes</td>
+ <td>he came</td>
+ <td>he has come</td>
+ </tr>
+ <tr>
+ <td>He does</td>
+ <td>he did</td>
+ <td>he has done</td>
+ </tr>
+ <tr>
+ <td>He draws</td>
+ <td>he drew</td>
+ <td>he has drawn</td>
+ </tr>
+ <tr>
+ <td>He drinks</td>
+ <td>he drank</td>
+ <td>he has drunk</td>
+ </tr>
+ <tr>
+ <td>He drives</td>
+ <td>he drove</td>
+ <td>he has driven</td>
+ </tr>
+ <tr>
+ <td>He eats</td>
+ <td>he ate</td>
+ <td>he has eaten</td>
+ </tr>
+ <tr>
+ <td>He falls</td>
+ <td>he fell</td>
+ <td>he has fallen</td>
+ </tr>
+ <tr>
+ <td>He flies</td>
+ <td>he flew</td>
+ <td>he has flown</td>
+ </tr>
+ <tr>
+ <td>It freezes</td>
+ <td>it froze</td>
+ <td>it has frozen</td>
+ </tr>
+ <tr>
+ <td>It grows</td>
+ <td>it grew</td>
+ <td>it has grown</td>
+ </tr>
+ <tr>
+ <td>He goes</td>
+ <td>he went</td>
+ <td>he has gone</td>
+ </tr>
+ <tr>
+ <td>He knows</td>
+ <td>he knew</td>
+ <td>he has known</td>
+ </tr>
+ <tr>
+ <td>He rides</td>
+ <td>he rode</td>
+ <td>he has ridden</td>
+ </tr>
+ <tr>
+ <td>It rings</td>
+ <td>it rang</td>
+ <td>it has rung</td>
+ </tr>
+ <tr>
+ <td>It rises</td>
+ <td>it rose</td>
+ <td>it has risen</td>
+ </tr>
+ <tr>
+ <td>He runs</td>
+ <td>he ran</td>
+ <td>he has run</td>
+ </tr>
+ <tr>
+ <td>He sees</td>
+ <td>he saw</td>
+ <td>he has seen</td>
+ </tr>
+ <tr>
+ <td>It shakes</td>
+ <td>it shook</td>
+ <td>it has shaken</td>
+ </tr>
+ <tr>
+ <td>It shrinks</td>
+ <td>it shrank</td>
+ <td>it has shrunk</td>
+ </tr>
+ <tr>
+ <td>He sings</td>
+ <td>he sang</td>
+ <td>he has sung<span class="pagenum"><a id="Page_66"></a>[66]</span></td>
+ </tr>
+ <tr>
+ <td>He speaks</td>
+ <td>he spoke</td>
+ <td>he has spoken</td>
+ </tr>
+ <tr>
+ <td>He steals</td>
+ <td>he stole</td>
+ <td>he has stolen</td>
+ </tr>
+ <tr>
+ <td>He swims</td>
+ <td>he swam</td>
+ <td>he has swum</td>
+ </tr>
+ <tr>
+ <td>He takes</td>
+ <td>he took</td>
+ <td>he has taken</td>
+ </tr>
+ <tr>
+ <td>It tears</td>
+ <td>it tore</td>
+ <td>it has torn</td>
+ </tr>
+ <tr>
+ <td>He throws</td>
+ <td>he threw</td>
+ <td>he has thrown</td>
+ </tr>
+</table>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Revise.</i></p>
+
+<p>I wonder what he has did?</p>
+
+<p>Have you saw him?</p>
+
+<p>He has ran the car into the ditch.</p>
+
+</div>
+
+<p class="para" id="para326"><b>326. Use the correct past tense or past participle of
+the following verbs—not the illiterate form.</b></p>
+
+<table>
+ <tr>
+ <th><i>Present</i></th>
+ <th><i>Past</i></th>
+ <th><i>Past Participle</i></th>
+ </tr>
+ <tr>
+ <td>It bursts</td>
+ <td>it burst</td>
+ <td>it has burst</td>
+ </tr>
+ <tr>
+ <td>He catches</td>
+ <td>he caught</td>
+ <td>he has caught</td>
+ </tr>
+ <tr>
+ <td>He dives</td>
+ <td>he dived</td>
+ <td>he has dived</td>
+ </tr>
+ <tr>
+ <td>He drags</td>
+ <td>he dragged</td>
+ <td>he has dragged</td>
+ </tr>
+ <tr>
+ <td>He draws</td>
+ <td>he drew</td>
+ <td>he has drawn</td>
+ </tr>
+ <tr>
+ <td>He drowns</td>
+ <td>he drowned</td>
+ <td>he has drowned</td>
+ </tr>
+ <tr>
+ <td>He eats</td>
+ <td>he ate</td>
+ <td>he has eaten</td>
+ </tr>
+ <tr>
+ <td>He grows</td>
+ <td>he grew</td>
+ <td>he has grown</td>
+ </tr>
+ <tr>
+ <td>He holds</td>
+ <td>he held</td>
+ <td>he has held</td>
+ </tr>
+ <tr>
+ <td>He knows</td>
+ <td>he knew</td>
+ <td>he has known</td>
+ </tr>
+ <tr>
+ <td>He leads</td>
+ <td>he led</td>
+ <td>he has led</td>
+ </tr>
+ <tr>
+ <td>He proves</td>
+ <td>he proved</td>
+ <td>he has proved</td>
+ </tr>
+ <tr>
+ <td>He shows</td>
+ <td>he showed</td>
+ <td>he has shown</td>
+ </tr>
+ <tr>
+ <td>He swears</td>
+ <td>he swore</td>
+ <td>he has sworn</td>
+ </tr>
+ <tr>
+ <td>He throws</td>
+ <td>he threw</td>
+ <td>he has thrown</td>
+ </tr>
+ <tr>
+ <td>He ought</td>
+ <td>he ought</td>
+ <td>(<i>Had ought</i> is not in good usage)</td>
+ </tr>
+</table>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Revise.</i></p>
+
+<p>What has she ate.</p>
+
+<p>I drug it three yards.</p>
+
+<p>I drawed him out.</p>
+
+<p>He drownded last week.</p>
+
+</div>
+
+<p class="para" id="para327"><b>327. Distinguish between <i>lie</i> and <i>lay</i>, <i>sit</i> and <i>set</i>, <i>rise</i>
+and <i>raise</i>.</b></p>
+
+<p><span class="pagenum"><a id="Page_67"></a>[67]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He laid in the hammock all morning.</p>
+
+<p class="hanging"><i>Right.</i> He lay in the hammock all morning.</p>
+
+<p class="hanging"><i>Wrong.</i> All right, set there, then.</p>
+
+<p class="hanging"><i>Right.</i> All right, sit there, then.</p>
+
+<p class="hanging"><i>Wrong.</i> We all raised up and shouted.</p>
+
+<p class="hanging"><i>Right.</i> We all rose up and shouted.</p>
+
+<p class="hanging"><i>Revise.</i> I laid on the couch while the rest of them set
+around waiting for me to raise up and tell them to go
+home.</p>
+
+</div>
+
+<p class="para" id="para328"><b>328. Use <i>shall</i> in the first person, <i>will</i> in the second
+and third, to express simple futurity.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I feel that I have had more military training than
+I will get here in the university.</p>
+
+<p class="hanging"><i>Right.</i> I feel that I have had more military training than
+I shall get here in the university.</p>
+
+<p class="hanging"><i>Wrong.</i> You shall fail unless you get to work.</p>
+
+<p class="hanging"><i>Right.</i> You will fail unless you get to work.</p>
+
+<p class="hanging"><i>Revise.</i> He shall never be found if we do not hurry.</p>
+
+</div>
+
+<p class="para" id="para329"><b>329. Use <i>should</i> in the first person, <i>would</i> in the second
+and third, to express relative futurity.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I would like to give it to you.</p>
+
+<p class="hanging"><i>Right.</i> I should like to give it to you.</p>
+
+<p class="hanging"><i>Wrong.</i> He should be glad to help you, I’m sure.</p>
+
+<p class="hanging"><i>Right.</i> He would be glad to help you, I’m sure.</p>
+
+<p class="hanging"><i>Revise.</i> You shouldn’t do that, should you?</p>
+
+</div>
+
+<p class="para" id="para330"><b>330. In questions, use <i>shall</i> in the first person. In the
+second and third persons, use that auxiliary which
+will be correctly used in the answer.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Will I help you?</p>
+
+<p class="hanging"><i>Right.</i> Shall I help you?</p>
+
+<p class="hanging"><i>Wrong.</i> Will you be at home tonight?</p>
+
+<p class="hanging"><i>Right.</i> Shall you be at home tonight?</p>
+
+<p class="hanging"><i>Revise.</i> Shall she be asked?</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_68"></a>[68]</span></p>
+
+<p class="para" id="para331"><b>331. To express determination on the part of the
+speaker, use <i>will</i> in the first person, <i>shall</i> in the second
+and third persons.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He will tell you; I am determined.</p>
+
+<p class="hanging"><i>Right.</i> He shall tell you; I am determined.</p>
+
+<p class="hanging"><i>Wrong.</i> You will go; I have decided.</p>
+
+<p class="hanging"><i>Right.</i> You shall go; I have decided.</p>
+
+<p class="hanging"><i>Revise.</i> I shall do it; nobody can prevent me.</p>
+
+</div>
+
+<p class="para" id="para332"><b>332. Make the tenses of parallel verbs conform to one
+another.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I would go down to the library every Saturday
+and there I got a book about radio.</p>
+
+<p class="hanging"><i>Right.</i> I would go down to the library every Saturday and
+there I would get a book about radio.</p>
+
+<p class="hanging"><i>Revise.</i> I traveled all over the state until I had seen everything
+or until I became tired.</p>
+
+</div>
+
+<p class="para" id="para333"><b>333. Use the present tense for assertions that are universally
+true.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Mars was the most nearly red of all the planets.</p>
+
+<p class="hanging"><i>Right.</i> Mars is the most nearly red of all the planets.</p>
+
+<p class="hanging"><i>Revise.</i> The earth was eight thousand miles in diameter.</p>
+
+</div>
+
+<p class="para" id="para334"><b>334. Make the tense of a verb in a subordinate clause
+relative to that of the verb in the main clause.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I also read new, popular novels that I would find
+in the public library.</p>
+
+<p class="hanging"><i>Right.</i> I also read new, popular novels that I found in the
+public library.</p>
+
+<p class="hanging"><i>Revise.</i> I probably would never have read such low, vulgar
+stuff if it were not for the war.</p>
+
+</div>
+
+<p class="para" id="para335"><b>335. Use the present tense of the infinitive unless its
+action is earlier than that of the main verb.</b></p>
+
+<p><span class="pagenum"><a id="Page_69"></a>[69]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> It was wrong for you to have gone.</p>
+
+<p class="hanging"><i>Right.</i> It was wrong for you to go.</p>
+
+<p class="hanging"><i>Wrong.</i> I ought to answer before that had happened.</p>
+
+<p class="hanging"><i>Right.</i> I ought to have answered before that had happened.</p>
+
+<p class="hanging"><i>Revise.</i> I intended to have told you.</p>
+
+</div>
+
+<p class="para" id="para336"><b>336. Use an adverb of time to show that the subordinate
+clause differs in time from the main clause.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The reason for the fertility of Iowa farm land is
+that an ice sheet spread over almost the entire area of
+the state.</p>
+
+<p class="hanging"><i>Right.</i> The reason for the fertility of Iowa farm land is
+that an ice sheet once spread over almost the entire
+area of the state.</p>
+
+<p class="hanging"><i>Revise.</i> One little corner of Iowa contains many steep hills
+because the ice did not reach it.</p>
+
+</div>
+
+<p class="para" id="para337"><b>337. Use the subjunctive mood in contrary to fact conditions.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> If I was you, I should not do that.</p>
+
+<p class="hanging"><i>Right.</i> If I were you, I should not do that.</p>
+
+<p class="hanging"><i>Revise.</i> If he was not ill, he might win today.</p>
+
+</div>
+
+<p class="para" id="para338"><b>338. Use <i>have</i>, the correct auxiliary, not <i>of</i>, carelessly
+written for the unaccented <i>have</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> You should of seen him run.</p>
+
+<p class="hanging"><i>Right.</i> You should have seen him run.</p>
+
+<p class="hanging"><i>Revise.</i> If it had not rained today, we might of gone away.</p>
+
+</div>
+
+<p class="para" id="para339"><b>339. <i>Had ought</i> and <i>hadn’t ought</i> are not standard
+English; <i>ought</i> has no past participle and no past
+perfect tense.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> You hadn’t ought to have come so soon.</p>
+
+<p class="hanging"><i>Right.</i> You ought not to have come so soon.</p>
+
+<p class="hanging"><i>Revise.</i> I had ought to have told you but I didn’t have
+the courage.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_70"></a>[70]</span></p>
+
+<p class="para" id="para340"><b>340. Make a complete sentence out of a fragment
+carelessly punctuated as if it were a sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I took time to make friends and eventually enjoyed
+myself in the same way as any other little girl.
+My favorite sport being skating.</p>
+
+<p class="hanging"><i>Right.</i> I took time to make friends and eventually enjoyed
+myself in the same way as any other little girl. My
+favorite sport was skating.</p>
+
+<p class="hanging"><i>Revise.</i> At seven o’clock every morning I hear the faint
+tinkling of a bell which soon becomes an insistent ring,
+and another day has begun. Then a dash down the
+cold stairs followed by a hurried wash, then down to
+breakfast.</p>
+
+</div>
+
+<p class="para" id="para341"><b>341. Attach a phrase, carelessly punctuated as if it
+were a sentence, to the sentence to which it belongs.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> This was placed in a chemical solution, called developer,
+for fifteen or twenty minutes. Sometimes even
+longer.</p>
+
+<p class="hanging"><i>Right.</i> This was placed in a chemical solution, called developer,
+for fifteen or twenty minutes, and sometimes
+even longer.</p>
+
+<p class="hanging"><i>Revise.</i> My office hours were unlimited during the summer
+months. Usually from seven in the morning until
+after six o’clock at night on week days.</p>
+
+</div>
+
+<p class="para" id="para342"><b>342. Attach a participial phrase, carelessly punctuated
+as if it were a sentence, to the sentence to which it
+belongs.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We arrived on the peak before sunrise. This being
+the best time to arrive.</p>
+
+<p class="hanging"><i>Right.</i> We arrived on the peak before sunrise, this being
+the best time.</p>
+
+<p class="hanging"><i>Revise.</i> Asher won the mile in 4:32. Thus breaking the
+record.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_71"></a>[71]</span></p>
+
+<p class="para" id="para343"><b>343. Attach a subordinate clause, carelessly punctuated
+as if it were a sentence, to the sentence to which
+it belongs.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Soon after it is plowed. It should be harrowed
+several times in order to crush out all the lumps of
+dirt.</p>
+
+<p class="hanging"><i>Right.</i> Soon after it is plowed it should be harrowed several
+times in order to crush out all the lumps of dirt.</p>
+
+<p class="hanging"><i>Revise.</i> When the grain is dry enough to be threshed.
+The owner issues invitations for a threshing bee.</p>
+
+</div>
+
+<p class="para" id="para344"><b>344. Attach part of a compound subject, carelessly
+punctuated as if it were a sentence, to the sentence
+to which it belongs.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> John, wearing a straw hat. Then his brother,
+garbed in a dress suit, entered the hall.</p>
+
+<p class="hanging"><i>Right.</i> John, wearing a straw hat, followed by his brother,
+garbed in a dress suit, entered the hall.</p>
+
+<p class="hanging"><i>Revise.</i> The memorial stadium and the chemistry building.
+The new administration building and the women’s
+gymnasium have all been built since 1910.</p>
+
+</div>
+
+<p class="para" id="para345"><b>345. Attach part of a compound predicate, carelessly
+punctuated as if it were a sentence, to the sentence
+to which it belongs.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The beacon flared. And lighted up the darkness
+for miles.</p>
+
+<p class="hanging"><i>Right.</i> The beacon flared and lighted up the darkness for
+miles.</p>
+
+<p class="hanging"><i>Revise.</i> Who has ever heard of Dolliver? Much less has
+ever been there.</p>
+
+</div>
+
+<p class="para" id="para346"><b>346. Complete a construction begun but left unfinished.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> They rediscount notes which arise out of and the
+proceeds of which are employed for agricultural, industrial,
+and commercial purposes.</p>
+
+<p><span class="pagenum"><a id="Page_72"></a>[72]</span></p>
+
+<p class="hanging"><i>Right.</i> They rediscount notes which arise out of agricultural,
+industrial, and commercial transactions and employ
+the proceeds in similar transactions.</p>
+
+<p class="hanging"><i>Revise.</i> Anybody who could design an engine like that,
+the largest automobile manufacturers in the country
+would compete for his services.</p>
+
+</div>
+
+<p class="para" id="para347"><b>347. Give every finite verb a subject.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> It has been about fifteen months since I left high
+school, and have not done any studying since.</p>
+
+<p class="hanging"><i>Right.</i> It has been about fifteen months since I left high
+school, and I have not done any studying since.</p>
+
+<p class="hanging"><i>Revise.</i> The town has not yet built a very large high school
+building, because there are not enough citizens to defray
+the expense and have not yet been able to obtain
+the co-operation of the farmers.</p>
+
+</div>
+
+<p class="para" id="para348"><b>348. Insert a word or words which have been carelessly
+omitted.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Their complexion is a reddish color.</p>
+
+<p class="hanging"><i>Right.</i> Their complexion is of a reddish color.</p>
+
+<p class="hanging"><i>Wrong.</i> Hundreds of small creeks were constructed by the
+association, for the benefit of an individual.</p>
+
+<p class="hanging"><i>Right.</i> Hundreds of small creeks were constructed by the
+association, each for the benefit of an individual.</p>
+
+<p class="hanging"><i>Revise.</i> I consider him my favorite poet not because of his
+style but of the feeling in his verse.</p>
+
+</div>
+
+<p class="para" id="para349"><b>349. Insert material necessary to make evident what
+is implied.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Mr. T.’s method of teaching is stimulating, but his
+lack of the English language makes him an undesirable
+instructor.</p>
+
+<p class="hanging"><i>Right.</i> Mr. T.’s method of teaching is stimulating, but his
+lack of knowledge of the English language makes him
+an undesirable instructor.</p>
+
+<p class="hanging"><i>Revise.</i> Douglas Fairbanks is truer to life than the book.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_73"></a>[73]</span></p>
+
+<p class="para" id="para350"><b>350. Give every sentence element some grammatical
+construction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> In my American literature class the instructor
+thought that it was essential for us to study, at least
+once a week, that had to do with current happenings.</p>
+
+<p class="hanging"><i>Right.</i> In my American literature class the instructor
+thought that it was essential for us to study, at least
+once a week, something that had to do with current
+happenings.</p>
+
+<p class="hanging"><i>Revise.</i> You should select the ears that have medium-sized
+kernels and filled out well at each end.</p>
+
+</div>
+
+<p class="para" id="para351"><b>351. Use <i>that</i> to introduce noun clauses after verbs of
+<i>saying</i>, <i>thinking</i>, or <i>feeling</i>, unless the construction
+is obvious.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I have decided the topic for my long theme will
+be <i>Prehistoric Man</i>.</p>
+
+<p class="hanging"><i>Right.</i> I have decided that the topic for my long theme
+will be <i>Prehistoric Man</i>.</p>
+
+<p class="hanging"><i>Revise.</i> Father felt a secondhand car was beneath our
+dignity.</p>
+
+</div>
+
+<p class="para" id="para352"><b>352. Make the comparison accurate by inserting a
+demonstrative pronoun: <i>that of</i>, <i>those of</i>, <i>these
+which</i>, etc.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Our condition is far better than the students of
+the East.</p>
+
+<p class="hanging"><i>Right.</i> Our condition is far better than that of the students
+of the East.</p>
+
+<p class="hanging"><i>Revise.</i> The history of the Book of Mormon is very much
+like the Bible.</p>
+
+</div>
+
+<p class="para" id="para353"><b>353. Insert <i>as</i> after the positive of an adjective or an
+adverb when it is followed by a conjunction and the
+comparative with <i>than</i>.</b></p>
+
+<p><span class="pagenum"><a id="Page_74"></a>[74]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I am at least as tall or a little taller than anyone
+in the first squad.</p>
+
+<p class="hanging"><i>Right.</i> I am at least as tall as, or a little taller than, anyone
+in the first squad.</p>
+
+<p class="hanging"><i>Revise.</i> I enjoy biography as well if not better than fiction.</p>
+
+</div>
+
+<p class="para" id="para354"><b>354. Insert <i>much</i> or <i>greatly</i> between <i>very</i> and a past
+participle.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I was very disappointed.</p>
+
+<p class="hanging"><i>Right.</i> I was very much disappointed.</p>
+
+<p class="hanging"><i>Revise.</i> His table manners showed that they had been very
+neglected up to the time we took him in hand.</p>
+
+</div>
+
+<p class="para" id="para355"><b>355. Repeat the verb in a different person or number
+if necessary to make it agree with the second of two
+alternative subjects.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Either he or I goes.</p>
+
+<p class="hanging"><i>Right.</i> Either he goes or I go.</p>
+
+<p class="hanging"><i>Revise.</i> If he or I win the pole vault, Petersham will finish
+among the first three in the meet.</p>
+
+</div>
+
+<p class="para" id="para356"><b>356. Repeat the auxiliary verb if necessary to make
+it agree with a second subject in a different person or
+number.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Whether you or Jim is elected makes no difference
+to me.</p>
+
+<p class="hanging"><i>Right.</i> Whether you are elected or Jim is, makes no difference
+to me.</p>
+
+<p class="hanging"><i>Revise.</i> If you or any other student is caught cheating it
+means just one thing—expulsion of the guilty person.</p>
+
+</div>
+
+<p class="para" id="para357"><b>357. Repeat <i>is</i>, <i>are</i>, <i>was</i>, <i>were</i>, etc., if the verb is used
+both as a copula and as an auxiliary.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Their government was rude and founded solely
+upon custom.</p>
+
+<p><span class="pagenum"><a id="Page_75"></a>[75]</span></p>
+
+<p class="hanging"><i>Right.</i> Their government was rude and was founded solely
+upon custom.</p>
+
+<p class="hanging"><i>Revise.</i> Our house is small and built to live in.</p>
+
+</div>
+
+<p class="para" id="para358"><b>358. Use the correct form of the verb after each of two
+auxiliaries which require two different forms.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I have always and always shall like cowboy stories.</p>
+
+<p class="hanging"><i>Right.</i> I have always liked and always shall like cowboy
+stories.</p>
+
+<p class="hanging"><i>Revise.</i> I hope I may in the future, as I have always in
+the past, play fair, whatever may be the provocation
+to do otherwise.</p>
+
+</div>
+
+<p class="para" id="para359"><b>359. Use the correct conjunction, <i>though</i> or <i>but</i> rather
+than <i>while</i>; <i>as soon as</i> rather than <i>immediately</i>; <i>if</i>
+rather than <i>so</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Immediately I received the telegram I went home.</p>
+
+<p class="hanging"><i>Right.</i> As soon as I received the telegram I went home.</p>
+
+<p class="hanging"><i>Wrong.</i> It was in the latter part of my high school days
+when I did most of my reading.</p>
+
+<p class="hanging"><i>Right.</i> It was in the latter part of my high school days
+that I did most of my reading.</p>
+
+<p class="hanging"><i>Revise.</i> I had not gone to school long until it burned down.</p>
+
+</div>
+
+<p class="para" id="para360"><b>360. Use a transitional word, phrase, or clause to carry
+the reader from one unrelated idea to another.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I wanted to be popular; how could I start?</p>
+
+<p class="hanging"><i>Right.</i> I wanted to be popular, but the question was, how
+could I start.</p>
+
+<p class="hanging"><i>Revise.</i> Officers will be elected, and a good attendance is
+desired.</p>
+
+</div>
+
+<p class="para" id="para361"><b>361. Avoid shifting from one construction to another.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Consider the football season just ended, Merrill
+did more for the success of the team than any other
+captain Ohio ever had.</p>
+
+<p><span class="pagenum"><a id="Page_76"></a>[76]</span></p>
+
+<p class="hanging"><i>Right.</i> In the football season just ended Merrill did more
+for the success of the team than any other captain
+Ohio ever had.</p>
+
+<p class="hanging"><i>Revise.</i> I enjoyed the freshman year with its essays and
+themes, since it proved to be a subject which I did not
+find difficult.</p>
+
+</div>
+
+<p class="para" id="para362"><b>362. In the formula <i>one of the most ... if not the
+most ...</i> put the noun in the first element of the
+formula.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> It was one of the slowest if not the slowest game
+ever played on the Oval.</p>
+
+<p class="hanging"><i>Right.</i> It was one of the slowest games, if not the slowest,
+ever played on the Oval.</p>
+
+<p class="hanging"><i>Revise.</i> As a statesman he deserves to rank as one of the
+most, if not the most, contemptible figures in our history.</p>
+
+</div>
+
+<p class="para" id="para363"><b>363. Phrase the subject so that it exactly fits the predication
+required by the verb.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Mr. Swinnerton’s novel, <i>Nocturne</i>, takes place in
+one night.</p>
+
+<p class="hanging"><i>Right.</i> The action in Mr. Swinnerton’s novel, <i>Nocturne</i>,
+takes place in one night.</p>
+
+<p class="hanging"><i>Revise.</i> The character of Mr. Pickwick is a funny creature.</p>
+
+</div>
+
+<p class="para" id="para364"><b>364. Use the precise verb which is idiomatically required
+to predicate the subject.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Only one hour of relaxation existed for the noon
+meal.</p>
+
+<p class="hanging"><i>Right.</i> Only one hour of relaxation was allowed for the
+noon meal.</p>
+
+<p class="hanging"><i>Revise.</i> The freshman lecture last week consisted of four
+speakers.</p>
+
+</div>
+
+<p class="para" id="para365"><b>365. Use the idiomatic preposition required after the
+noun.</b></p>
+
+<p><span class="pagenum"><a id="Page_77"></a>[77]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I went to the library in search for material.</p>
+
+<p class="hanging"><i>Right.</i> I went to the library in search of material.</p>
+
+<p class="hanging"><i>Revise.</i> His personality is one of the greatest factors for
+his success.</p>
+
+</div>
+
+<p class="para" id="para366"><b>366. Use different prepositions after nouns, adjectives,
+or verbs which idiomatically require different prepositions.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Am I included or excluded from this list?</p>
+
+<p class="hanging"><i>Right.</i> Am I included in or excluded from this list?</p>
+
+<p class="hanging"><i>Revise.</i> American literature is dependent or at least derived
+from English literature.</p>
+
+</div>
+
+<p class="para" id="para367"><b>367. Use a more idiomatic construction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I have often had the desire of some day taking
+a vacation into the Rocky Mountains of the West.</p>
+
+<p class="hanging"><i>Right.</i> I have often wanted some time to spend a vacation
+among the Rocky Mountains in the West.</p>
+
+<p class="hanging"><i>Revise.</i> Carrie Stevens from Wilton passed three days
+visiting the parental home last week.</p>
+
+<p class="hanging"><i>Revise.</i> I spoke with him for something more than ten
+minutes.</p>
+
+</div>
+
+<p class="para" id="para368"><b>368. Use a less awkward construction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Dr. Otto’s automobile was badly damaged in the
+collision, but Mrs. Otto, driving, was unhurt, fortunately.</p>
+
+<p class="hanging"><i>Right.</i> Dr. Otto’s automobile was badly damaged in the
+collision, but Mrs. Otto, who was driving, was fortunately
+unhurt.</p>
+
+<p class="hanging"><i>Revise.</i> During my senior year I had some experience in
+dramatics by taking part in the class play.</p>
+
+</div>
+
+<p class="para" id="para369"><b>369. Use a predicated noun rather than a predicated
+clause beginning with <i>when</i> or <i>where</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> A B.A. is where you are graduated in a liberal
+arts course.</p>
+
+<p><span class="pagenum"><a id="Page_78"></a>[78]</span></p>
+
+<p class="hanging"><i>Right.</i> A B.A. is a degree given to graduates of a liberal
+arts course.</p>
+
+<p class="hanging"><i>Revise.</i> Golf is where you try to get the ball into the hole
+in the fewest possible number of strokes.</p>
+
+</div>
+
+<p class="para" id="para370"><b>370. Use <i>that</i> to introduce a predicated clause of
+reason.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The reason I have not read more is due to the fact
+that I have had no time.</p>
+
+<p class="hanging"><i>Right.</i> The reason I have not read more is that I have had
+no time.</p>
+
+<p class="hanging"><i>Revise.</i> My reason for reading this book was because I
+had previously seen the same story in the movies.</p>
+
+</div>
+
+<p class="para" id="para371"><b>371. Use the formula <i>the fact that ...</i> to introduce
+a clause of reason used as the subject.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Since you insist forces me to yield.</p>
+
+<p class="hanging"><i>Right.</i> The fact that you insist forces me to yield.</p>
+
+<p class="hanging"><i>Revise.</i> Because he looked so weak made me offer him a
+ride.</p>
+
+</div>
+
+<p class="para" id="para372"><b>372. Use <i>due to</i>, <i>owing to</i>, and <i>caused by</i> only as adjectives,
+obviously modifying a noun. (<a href="#para418">See 418.</a>)</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> This question is very difficult to answer due to the
+small amount of information available.</p>
+
+<p class="hanging"><i>Right.</i> The difficulty about answering this question is
+caused by the scarcity of information available.</p>
+
+<p class="hanging"><i>Right.</i> This question is very difficult to answer because
+little information is available.</p>
+
+<p class="hanging"><i>Revise.</i> Owing to the high wind Porter’s punts in the second
+half averaged only twenty-eight yards.</p>
+
+</div>
+
+<p class="para" id="para373"><b>373. Use <i>because of</i> and <i>on account of</i> only as prepositions
+to introduce adverbial phrases attached to verbs.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Purdue’s victory was because of the wet field.</p>
+
+<p class="hanging"><i>Right.</i> Purdue won because of the wet field.</p>
+
+<p><span class="pagenum"><a id="Page_79"></a>[79]</span></p>
+
+<p class="hanging"><i>Right.</i> Purdue’s victory was due to the wet field.</p>
+
+<p class="hanging"><i>Revise.</i> His kindness to me was on account of his friendship
+for my father.</p>
+
+</div>
+
+<p class="para" id="para374"><b>374. Attach a modifying word, phrase, or clause directly
+to the modified element without an intervening
+<i>and</i> or <i>but</i>. <i>And</i> or <i>but</i> should be used to join only
+co-ordinate elements.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The village priests were of a lower class and lived
+like peasants, and preaching only to the peasants.</p>
+
+<p class="hanging"><i>Right.</i> The village priests were of a lower class and lived
+like peasants, preaching only to the peasants.</p>
+
+<p class="hanging"><i>Revise.</i> The study of musical appreciation is very interesting,
+and especially when one begins to find out how
+little he knows about it.</p>
+
+</div>
+
+<p class="para" id="para375"><b>375. Discard completely any part of a sentence which
+has nothing to do with your thought.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We arrived in Boston before noon, and the corn
+was fully six inches high.</p>
+
+<p class="hanging"><i>Right.</i> We arrived in Boston before noon.</p>
+
+<p class="hanging"><i>Revise.</i> Hugh Walpole is an Englishman, but Poe wrote
+The Raven.</p>
+
+</div>
+
+<p class="para" id="para376"><b>376. Discard a redundant <i>that</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I really think that upon investigation that we are
+shown the shallowness of the objections.</p>
+
+<p class="hanging"><i>Right.</i> I really think that upon investigation we are
+shown the shallowness of the objections.</p>
+
+<p class="hanging"><i>Revise.</i> I knew that if I did not read some of my outside
+readings before Christmas that I probably should not
+be up with my work in time to pass the course.</p>
+
+</div>
+
+<p class="para" id="para377"><b>377. Change the present participial phrase into a
+parallel verb or into a parallel clause if the time of
+action of the participle differs from that of the main
+verb.</b></p>
+
+<p><span class="pagenum"><a id="Page_80"></a>[80]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Leaving home before breakfast, we arrived at our
+destination in time for dinner.</p>
+
+<p class="hanging"><i>Right.</i> We left home before breakfast and arrived at our
+destination in time for dinner.</p>
+
+<p class="hanging"><i>Revise.</i> He is thirty-six, being born in 1887.</p>
+
+</div>
+
+<p class="para" id="para378"><b>378. Put the noun into an <i>of</i> phrase, not into the possessive
+case, when the noun is the object of the verbal
+idea in a verbal noun in <i>-ing</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Lincoln’s shooting is one of the most tragic events
+in American history.</p>
+
+<p class="hanging"><i>Right.</i> The shooting of Lincoln is one of the most tragic
+events in American history.</p>
+
+<p class="hanging"><i>Revise.</i> One-eyed Pete’s converting firmly established the
+new minister in the eyes of the whole community.</p>
+
+</div>
+
+<p class="para" id="para379"><b>379. Use an <i>of</i> phrase after the abstract verbal noun
+in <i>-ing</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The legislators viewed protection only as a policy
+for the fostering industry.</p>
+
+<p class="hanging"><i>Right.</i> The legislators viewed protection only as a policy
+for the fostering of industry.</p>
+
+<p class="hanging"><i>Revise.</i> The giving examinations is overdone here.</p>
+
+</div>
+
+<p class="para" id="para380"><b>380. Two unconnected main clauses must be punctuated
+as two sentences, or must be joined with a conjunction,
+or one clause must be made subordinate.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The fireless cooker that I made consisted of an
+outer wooden box which contained a fairly good-sized
+metal pail, the box was large enough to allow for at
+least five inches of packing.</p>
+
+<p class="hanging"><i>Right.</i> The fireless cooker that I made consisted of an
+outer wooden box which contained a fairly good-sized
+metal pail. The box was large enough to allow for at
+least five inches of packing.</p>
+
+<p><span class="pagenum"><a id="Page_81"></a>[81]</span></p>
+
+<p class="hanging"><i>Wrong.</i> Nine months of the year I went to school the
+other three I worked at home on the farm.</p>
+
+<p class="hanging"><i>Right.</i> Nine months of the year I went to school and the
+other three I worked at home on the farm.</p>
+
+<p class="hanging"><i>Wrong.</i> Next, you apply one coat of paint it can be put
+on rather thick as you have to rub most of it off later.</p>
+
+<p class="hanging"><i>Right.</i> Next, you apply one coat of paint, which can be
+put on rather thick, as you have to rub most of it off
+later.</p>
+
+<p class="hanging"><i>Revise.</i> The senior English class is required to do some
+work in dramatics, this is done by giving the annual
+class play.</p>
+
+</div>
+
+<p class="para" id="para381"><b>381. Join co-ordinate elements with <i>and</i>; the word <i>also</i>
+is an adverb, not a conjunction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The Navajoes have large herds of cattle, also
+many fine horses.</p>
+
+<p class="hanging"><i>Right.</i> The Navajoes have large herds of cattle and many
+fine horses.</p>
+
+<p class="hanging"><i>Revise.</i> The pitcher made a home run, also two singles.</p>
+
+</div>
+
+<p class="para" id="para382"><b>382. Join co-ordinate main clauses with a conjunction,
+<i>and</i>, <i>but</i>, <i>for</i>, <i>or</i> or <i>nor</i>; or make one clause subordinate.
+Such words as <i>so</i>, <i>then</i>, <i>therefore</i>, and <i>also</i> are
+not conjunctions.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I have no favorite kinds of books, however, I do
+read a great deal.</p>
+
+<p class="hanging"><i>Right.</i> I have no favorite kinds of books, but I do read
+a great deal.</p>
+
+<p class="hanging"><i>Wrong.</i> I had to run to supper both nights so I decided
+I would quit.</p>
+
+<p class="hanging"><i>Right.</i> After I had had to run to supper both nights I
+decided I would quit.</p>
+
+<p class="hanging"><i>Revise.</i> Before school and on Saturdays I worked either
+in a restaurant or in a clothing store, so my reading
+has been limited for the last two years.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_82"></a>[82]</span></p>
+
+<p class="para" id="para383"><b>383. Place similar modifiers of the same word together.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We saw an old house painted white.</p>
+
+<p class="hanging"><i>Right.</i> We saw an old white house.</p>
+
+<p class="hanging"><i>Revise.</i> He had a stern face, forbidding and ugly.</p>
+
+</div>
+
+<p class="para" id="para384"><b>384. Use only one negative in a clause.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> You haven’t seen nothing yet.</p>
+
+<p class="hanging"><i>Right.</i> You have seen nothing yet.</p>
+
+<p class="hanging"><i>Right.</i> You haven’t seen anything yet.</p>
+
+<p class="hanging"><i>Revise.</i> She had not gone no farther than the post office
+when she heard a shot.</p>
+
+</div>
+
+<p class="para" id="para385"><b>385. Use <i>or</i> as a conjunction—not <i>nor</i>—when the
+first of the connected elements carries a negative.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Some seeds do not need to be very deep in the
+ground nor very far apart.</p>
+
+<p class="hanging"><i>Right.</i> Some seeds do not need to be very deep in the
+ground or very far apart.</p>
+
+<p class="hanging"><i>Revise.</i> A favorite son is not necessarily known throughout
+the whole country, nor even in the neighboring
+states.</p>
+
+</div>
+
+<p class="para" id="para386"><b>386. Omit the negative as a supposed reinforcer of
+<i>hardly</i>, <i>scarcely</i>, <i>only</i>, and <i>but</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I can’t scarcely realize it yet.</p>
+
+<p class="hanging"><i>Right.</i> I can scarcely realize it yet.</p>
+
+<p class="hanging"><i>Revise.</i> I do not like but two kinds of reading matter:
+novels and short stories.</p>
+
+</div>
+
+<p class="para" id="para387"><b>387. Use an adverb—not an adjective—to modify a
+verb, an adjective, or another adverb. Adverbs
+formed from adjectives end in <i>-ly</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I worked steady all vacation.</p>
+
+<p class="hanging"><i>Right.</i> I worked steadily all vacation.</p>
+
+<p class="hanging"><i>Revise.</i> I never expect to become a real proficient student
+in this subject.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_83"></a>[83]</span></p>
+
+<p class="para" id="para388"><b>388. Predicated adjectives are used correctly after the
+verbs <i>is</i>, <i>are</i>, <i>was</i>, <i>were</i>, <i>become</i>, <i>seem</i>, <i>feel</i>, <i>appear</i>,
+<i>look</i>, <i>sound</i>, <i>taste</i>, <i>smell</i>, <i>stand</i>, and <i>ring</i> when the
+adjective characterizes the subject and not the action.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> This orange tastes sweetly.</p>
+
+<p class="hanging"><i>Right.</i> This orange tastes sweet.</p>
+
+<p class="hanging"><i>Revise.</i> His speech rings falsely.</p>
+
+</div>
+
+<p class="para" id="para389"><b>389. Relative pronouns <i>who</i>, <i>which</i>, <i>that</i>, are correctly
+used as follows: <i>who</i> if the antecedent is a person;
+<i>which</i> if the antecedent is an animal or a thing; <i>that</i>
+if the antecedent is a person, an animal, or a thing.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I once worked for a farmer which worked from
+sunrise to sunset.</p>
+
+<p class="hanging"><i>Right.</i> I once worked for a farmer who worked from sunrise
+to sunset.</p>
+
+<p class="hanging"><i>Revise.</i> I have a dog who is almost as intelligent as a
+man.</p>
+
+</div>
+
+<h3>PRACTICE</h3>
+
+<p>1. Them and us were not invited. (300)</p>
+
+<p>2. Whom do you think ought to go? (301)</p>
+
+<p>3. As to whom is best qualified, consult the dean. (302)</p>
+
+<p>4. It was never them. (303)</p>
+
+<p>5. Who is going, him and her? (304)</p>
+
+<p>6. He made me as strong as they. (305)</p>
+
+<p>7. How could you consider Mary going? (306)</p>
+
+<p>8. He is one of art’s greatest contributors. (307)</p>
+
+<p>9. The greatest duty lies toward the parents of the boy or
+girl who they send to college. (308)</p>
+
+<p>10. Who did you think her to be? (309)</p>
+
+<p>11. I thought the person to have been he. (310)</p>
+
+<p>12. What about these sort of seeds? (311)</p>
+
+<p>13. When one goes back to work they feel like accomplishing
+something. (312)</p>
+
+<p>14. His explanations are very much in detail but does not hit
+the mark. (313)</p>
+
+<p><span class="pagenum"><a id="Page_84"></a>[84]</span></p>
+
+<p>15. If either are late to class, both receive a setback. (314)</p>
+
+<p>16. Scraping and varnishing is necessary in this case. (315)</p>
+
+<p>17. He thinks neither Byron nor Shelley are great poets. (316)</p>
+
+<p>18. A number has already gathered about the jail. (317)</p>
+
+<p>19. The lining of blankets keep the cold air out. (318)</p>
+
+<p>20. There is too many open windows in the house. (319)</p>
+
+<p>21. The football team, in addition to as many graduate
+players as can be reached, are invited. (320)</p>
+
+<p>22. Neither Frank nor the Holliwells knows her. (321)</p>
+
+<p>23. Everybody who were there was pleased. (322)</p>
+
+<p>24. The fruit I like best are strawberries. (323)</p>
+
+<p>25. Robert don’t read anything. (324)</p>
+
+<p>26. I wonder what he has drank. (325)</p>
+
+<p>27. He had ought to go. (326)</p>
+
+<p>28. I raised up and shouted at them either to set down or
+lay down; it didn’t matter which they did. (327)</p>
+
+<p>29. I will never forget the pleasant time we had at graduation. (328)</p>
+
+<p>30. They should have gone, but it rained. (329)</p>
+
+<p>31. Shall he be able to come? (330)</p>
+
+<p>32. I shall speak to him about it; I insist upon it. (331)</p>
+
+<p>33. He told me time after time and would insist that Percival
+had told the whole truth. (332)</p>
+
+<p>34. He said the sun was 93,000,000 miles from the earth. (333)</p>
+
+<p>35. I seldom remember the name of the book or of the author
+until I would see the book again. (334)</p>
+
+<p>36. She wanted me to have gone before you came. (335)</p>
+
+<p>37. Vanadium steel is used to make many parts of the Ford
+car which were made of various other kinds. (336)</p>
+
+<p>38. If she was able to go, we should have a good time. (337)</p>
+
+<p>39. It would of been better if the paint had dried slowly. (338)</p>
+
+<p>40. They hadn’t ought to have tried that. (339)</p>
+
+<p>41. The varsity basketball outlook is much brighter than
+was the case for football. Six letter men on the squad,
+four other candidates of outstanding ability, and a
+coach who says that he will stop at nothing short of a
+championship. (340)</p>
+
+<p><span class="pagenum"><a id="Page_85"></a>[85]</span></p>
+
+<p>42. They were a wonderful six weeks. Just full of happenings
+of all kinds. (341)</p>
+
+<p>43. In the first year ancient history is taken up once or
+twice a week. The rest of the time being devoted to
+the study of rhetoric and composition. (342)</p>
+
+<p>44. I arrived home late in the afternoon. After I had been
+riding an hour and a half. (343)</p>
+
+<p>45. In the East, Boston, New York, Brooklyn, and Philadelphia.
+In the West, Chicago, St. Louis, Cincinnati, and
+Pittsburgh make up the league. (344)</p>
+
+<p>46. Frightened nearly to death, my friend ran into the house.
+And hid there for a long time before she was willing
+even to look out the window. (345)</p>
+
+<p>47. The condition that arose, I was unable to meet my
+obligation. (346)</p>
+
+<p>48. Up in the mountains there would be very few people to
+bother you, and would thus enable you to spend many
+hours alone. (347)</p>
+
+<p>49. Dancing was the next on the program. (348)</p>
+
+<p>50. This historical event has had a great deal to do with the
+books I have read and also many other students and
+persons of my age. (349)</p>
+
+<p>51. It was dark and no other possible way to get there. (350)</p>
+
+<p>52. We heard something exciting was sure to happen before
+the night was over. (351)</p>
+
+<p>53. The next time over, the corn is plowed in the opposite
+direction from which it was planted. (352)</p>
+
+<p>54. Barnes is as good a hitter and a much more consistent
+one than anyone else on the team. (353)</p>
+
+<p>55. He was very surprised to see us. (354)</p>
+
+<p>56. What you or he thinks makes no difference here. (355)</p>
+
+<p>57. If you or he is going, it is time to start now. (356)</p>
+
+<p>58. The science building is three stories high and constructed
+of brick. (357)</p>
+
+<p>59. Drinking I have always avoided and always will. (358)</p>
+
+<p>60. I went, while my father objected. (359)</p>
+
+<p>61. More votes were cast than there were voters, and a new
+election was ordered. (360)</p>
+
+<p>62. For instance, one theater we were in, everything inside
+of it was white. (361)</p>
+
+<p><span class="pagenum"><a id="Page_86"></a>[86]</span></p>
+
+<p>63. One of the saddest if not the saddest sight I ever saw
+met my eyes when I opened the door. (362)</p>
+
+<p>64. Shiloh was a crucial moment in the Civil War. (363)</p>
+
+<p>65. The story was made up of the hills of Hingham. (364)</p>
+
+<p>66. Fraternities were not included with my thoughts of college. (365)</p>
+
+<p>67. The demand and popularity of the gladiatorial games
+resulted in a number of uprisings against the government. (366)</p>
+
+<p>68. I like reading books, but I enjoy even more to see a good
+play. (367)</p>
+
+<p>69. The honors for high scoring for the afternoon spent in
+playing bridge were awarded to Mary Devoe. (368)</p>
+
+<p>70. Justice is where each man gets his deserts. (369)</p>
+
+<p>71. The reason I have for liking it was because of the way the
+part of Portia was played. (370)</p>
+
+<p>72. Because you are ignorant is no excuse in the eyes of the
+law. (371)</p>
+
+<p>73. Due to these facts, my reading was neglected. (372)</p>
+
+<p>74. The size of my feet is because of what happened one
+summer when I was a bell hop. (373)</p>
+
+<p>75. The observer turns to the east, and looking down a short
+residential street which leads to a well-kept cemetery. (374)</p>
+
+<p>76. They say that fools’ names as well as faces are often
+seen in public places, but I prefer prose to poetry. (375)</p>
+
+<p>77. I felt that of all the courses I ever took that the one in
+civics did the most for me. (376)</p>
+
+<p>78. Parading up Jefferson street in the morning, we had a
+record-breaking crowd for the evening performance. (377)</p>
+
+<p>79. Chicago’s burning proved to be the making of the middle
+western metropolis. (378)</p>
+
+<p>80. The constant offering excuses enraged me. (379)</p>
+
+<p>81. Every morning except one I have either military drill or
+physical training, these serve to break the monotony
+of being cooped up in a class room the rest of the
+time. (380)</p>
+
+<p><span class="pagenum"><a id="Page_87"></a>[87]</span></p>
+
+<p>82. I also like scout books and detective stories, also a good
+love story once in a while. (381)</p>
+
+<p>83. We stayed a few days in Boston and a day in Chicago,
+then we arrived at our destination on a rainy Monday
+morning two hours before breakfast time. (382)</p>
+
+<p>84. Strong is he and brave. (383)</p>
+
+<p>85. I wouldn’t take no insolence from him. (384)</p>
+
+<p>86. The vassal had to swear that he would not injure his
+lord nor betray his secrets. (385)</p>
+
+<p>87. I don’t hardly see what else I could have done. (386)</p>
+
+<p>88. He does not go so deep into details as to bore his students. (387)</p>
+
+<p>89. The new bell sounds harshly. (388)</p>
+
+<p>90. Among the eight instructors which I have are two which
+I abhor. (389)</p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_88"></a>[88]</span></p>
+
+<h2 class="nobreak" id="Chapter_VIII"><span class="smcap">Chapter VIII</span><br>
+<span class="smaller">SENTENCE CLEARNESS</span></h2>
+
+</div>
+
+<p>Sentences exist for the purpose of conveying thought
+from one mind to another. The manner of their expression
+must, therefore, be such that the thought expressed
+is obvious and unmistakable. Otherwise, sentences not
+only fail of their purpose but often lead to confusion, to
+misunderstanding, and even to disaster. The quality
+which renders their meaning obvious and unmistakable
+is called clearness.</p>
+
+<p class="para" id="para400"><b>400. Definite pronouns (<i>he</i>, <i>she</i>, <i>it</i>, <i>this</i>, <i>that</i>, <i>who</i>,
+<i>which</i>) must have obvious antecedents.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Insufficient.</i> They say that the timber supply in the United
+States will soon be exhausted.</p>
+
+<p class="hanging"><i>Better.</i> Forest experts say that the timber supply in the
+United States will soon be exhausted.</p>
+
+<p class="hanging"><i>Revise.</i> Yesterday I saw Mr. Jonathan Oldcastle. She
+has just returned from Europe, you know.</p>
+
+</div>
+
+<p class="para" id="para401"><b>401. Make an ambiguous pronoun clear by placing it
+nearer its antecedent.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Confusing.</i> Father told us of a meadow near his old home,
+which was now under water.</p>
+
+<p class="hanging"><i>Unmistakable.</i> Father told us that near his old home
+there used to be a meadow which is now under water.</p>
+
+<p class="hanging"><i>Revise.</i> In order to succeed at football one must be willing
+to live up to all the rules of training, to refrain from
+smoking, to shun society, and to put one’s whole soul
+into it.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_89"></a>[89]</span></p>
+
+<p class="para" id="para402"><b>402. Change indirect discourse to direct discourse to
+make an antecedent obvious.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Equivocal.</i> Clark told Andrews he had made an error.</p>
+
+<p class="hanging"><i>Clear.</i> Clark said, “Andrews, you made an error.”</p>
+
+<p class="hanging"><i>Revise.</i> George, talking with Bill, said that he ought to be
+ashamed of himself.</p>
+
+</div>
+
+<p class="para" id="para403"><b>403. Never designate the antecedent of a pronoun by
+repeating it within parentheses.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> John told Tom that he (John) had not made the
+team.</p>
+
+<p class="hanging"><i>Right.</i> John said to Tom, “I have not made the team.”</p>
+
+<p class="hanging"><i>Revise.</i> John told Tom that he (Tom) had not made the
+team.</p>
+
+</div>
+
+<p class="para" id="para404"><b>404. Repeat a distant noun or supply a new one rather
+than use an obscure pronoun.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Not good.</i> I felt sure that the parade would not be ready
+to start for an hour yet, as there were no soldiers about,
+and it was only one o’clock; so I decided to walk
+out toward the edge of town, taking care, however, to
+remain upon the street along which I knew it would
+pass.</p>
+
+<p class="hanging"><i>Better.</i> I felt sure that the parade would not be ready
+to start for an hour yet, as there were no soldiers
+about, and it was only one o’clock; so I decided to
+walk out toward the edge of town, taking care, however,
+to remain upon the street along which I knew
+the parade would pass.</p>
+
+<p class="hanging"><i>Revise.</i> The men in my company who had dissipated before
+entering the army found, during the long marches
+necessary in the Argonne Forest, that it was hard to
+keep up with it.</p>
+
+</div>
+
+<p class="para" id="para405"><b>405. Repeat the noun rather than use a pronoun that
+refers to an unemphatic antecedent.</b></p>
+
+<p><span class="pagenum"><a id="Page_90"></a>[90]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Unimpressive.</i> Yesterday I saw Mrs. Hamlin in a new
+car designed by the Fisher company. Almost all
+cars designed by them are distinctive.</p>
+
+<p class="hanging"><i>Better.</i> Yesterday I saw Mrs. Hamlin in a new car designed
+by the Fisher company. Almost all cars designed
+by that company are distinctive.</p>
+
+<p class="hanging"><i>Revise.</i> Silos made of concrete are of greater value than
+any other kind because they last longer. This is easy
+to use and is cheaper in the end than any other
+material.</p>
+
+</div>
+
+<p class="para" id="para406"><b>406. Place adverbs like <i>only</i>, <i>almost</i>, <i>ever</i>, <i>nearly</i>, <i>just</i>,
+<i>hardly</i>, <i>scarcely</i>, <i>merely</i>, <i>quite</i> next to and usually
+before the words they modify.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Misleading.</i> He would only lend me five dollars.</p>
+
+<p class="hanging"><i>Accurate.</i> He would lend me only five dollars.</p>
+
+<p class="hanging"><i>Revise.</i> I don’t ever want to see him again.</p>
+
+</div>
+
+<p class="para" id="para407"><b>407. Place negatives before the words they modify.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Untaught.</i> Everybody has not read the Bible.</p>
+
+<p class="hanging"><i>Better.</i> Not everybody has read the Bible.</p>
+
+<p class="hanging"><i>Revise.</i> All men were not born to be hanged.</p>
+
+</div>
+
+<p class="para" id="para408"><b>408. Use correlative conjunctions to connect only co-ordinate
+expressions.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I knew I would be compelled either to salute him
+or he would have me put in the guard house.</p>
+
+<p class="hanging"><i>Right.</i> I knew I would be compelled either to salute him
+or to spend a week in the guard house.</p>
+
+<p class="hanging"><i>Revise.</i> It was not only necessary for me to save all the
+money I could, but I knew I should have to earn more
+than I had ever earned before.</p>
+
+</div>
+
+<p class="para" id="para409"><b>409. Place correlative conjunctions as close as possible
+to the expressions they connect.</b></p>
+
+<p><span class="pagenum"><a id="Page_91"></a>[91]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Faulty.</i> He was not only an expert marksman but he also
+was a skilled horseman.</p>
+
+<p class="hanging"><i>Improved.</i> He was not only an expert marksman but also
+a skilled horseman.</p>
+
+<p class="hanging"><i>Revise.</i> Military training both teaches a man to think
+quickly and to command others.</p>
+
+</div>
+
+<p class="para" id="para410"><b>410. Place every subordinate clause so that its relation
+to the main clause is immediately evident.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Uncertain.</i> He knew when the time came what he would
+do.</p>
+
+<p class="hanging"><i>Certain.</i> When the time came he knew what he would do.</p>
+
+<p class="hanging"><i>Revise.</i> Someone I knew would come in.</p>
+
+</div>
+
+<p class="para" id="para411"><b>411. Place relative clauses immediately after their
+antecedents.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Doubtful.</i> A man came up and spoke to my brother whom
+I had never seen before.</p>
+
+<p class="hanging"><i>Plain.</i> A man whom I had never seen before came up and
+spoke to my brother.</p>
+
+<p class="hanging"><i>Revise.</i> The ship flew a strange flag that came in yesterday.</p>
+
+</div>
+
+<p class="para" id="para412"><b>412. Place subordinate clauses so that their verbs cannot
+be confused with the verbs of main clauses.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Absurd.</i> The horse snorted as Jackson spoke and kicked
+up his heels.</p>
+
+<p class="hanging"><i>Correct.</i> As Jackson spoke, the horse snorted and kicked
+up his heels.</p>
+
+<p class="hanging"><i>Revise.</i> The wind stormed across the desert where the
+corpse lay and whistled.</p>
+
+</div>
+
+<p class="para" id="para413"><b>413. Place every modifying phrase so that the expression
+it modifies is unmistakable.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Misleading.</i> The captain says that if your rifles are not
+clean day after tomorrow he will put every one of
+you in the guard house.</p>
+
+<p><span class="pagenum"><a id="Page_92"></a>[92]</span></p>
+
+<p class="hanging"><i>Clear.</i> The captain says that if day after tomorrow your
+rifles are not clean he will put every one of you in the
+guard house.</p>
+
+<p class="hanging"><i>Revise.</i> When he took his seat much to his chagrin the
+lights went out.</p>
+
+</div>
+
+<p class="para" id="para414"><b>414. Place co-ordinate modifiers one after another.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Halting.</i> Even though he had never seen you before, he
+would let you know who he was if he liked your
+appearance.</p>
+
+<p class="hanging"><i>Secure.</i> Even though he had never seen you before, if he
+liked your appearance he would let you know who he
+was.</p>
+
+<p class="hanging"><i>Revise.</i> If Friday is a holiday, I shall drive home if the
+roads are good.</p>
+
+</div>
+
+<p class="para" id="para415"><b>415. Make a participial phrase modify the noun or
+pronoun which it ought obviously to modify; or
+change the construction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Ludicrous.</i> Standing upon the dome of Old Capitol, Iowa
+avenue presents an unusual view.</p>
+
+<p class="hanging"><i>Better.</i> Standing upon the dome of Old Capitol, one gets
+an unusual view of Iowa avenue.</p>
+
+<p class="hanging"><i>Better.</i> If one stands upon the dome of Old Capitol, one
+gets an unusual view of Iowa avenue.</p>
+
+<p class="hanging"><i>Revise.</i> Coming out on the train Pike’s Peak is seen.</p>
+
+</div>
+
+<p class="para" id="para416"><b>416. Change a participle preceded by <i>thus</i> into a clause
+if the participle cannot logically modify the subject
+of the preceding verb.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> She had to wait until everybody else in the room
+was served, thus causing her to be late.</p>
+
+<p class="hanging"><i>Right.</i> She had to wait until everybody else in the room
+was served, and the delay caused her to be late.</p>
+
+<p class="hanging"><i>Revise.</i> The bridges were all down between Storm Lake
+and Altoona, thus making all the trains late.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_93"></a>[93]</span></p>
+
+<p class="para" id="para417"><b>417. Make a participle preceded by a conjunction
+agree with the noun to which it obviously belongs;
+or change the construction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Ridiculous.</i> Tuesday, when wearing my new hat, a rainstorm
+came up and ruined it.</p>
+
+<p class="hanging"><i>Correct.</i> Tuesday, when I was wearing my new hat, a
+rainstorm came up and ruined it.</p>
+
+<p class="hanging"><i>Revise.</i> While eating my supper last night, one of the
+calves got out and ran into the corn field.</p>
+
+</div>
+
+<p class="para" id="para418"><b>418. A phrase beginning with the adjective <i>due</i> can
+refer only to a noun. (<a href="#para372">See 372.</a>)</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He was ill, due to overeating.</p>
+
+<p class="hanging"><i>Right.</i> His illness was due to overeating.</p>
+
+<p class="hanging"><i>Revise.</i> The train stopped, due to boiler trouble.</p>
+
+</div>
+
+<p class="para" id="para419"><b>419. Make a gerund prepositional phrase modify the
+noun or pronoun which it ought obviously to modify;
+or change the construction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Ludicrous.</i> In speaking to Sparks yesterday, he told me
+that the team was in excellent condition.</p>
+
+<p class="hanging"><i>Clear.</i> In speaking to Sparks yesterday, I learned that the
+team was in excellent condition.</p>
+
+<p class="hanging"><i>Revise.</i> In trying to show Helen how to start her motor,
+she almost ran over me.</p>
+
+</div>
+
+<p class="para" id="para420"><b>420. In parallel subordinate clauses repeat the subordinating
+conjunction with each clause after the first.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Unequal.</i> She had heard that her mother had died suddenly
+after a short but violent illness, and her father
+had struck oil.</p>
+
+<p class="hanging"><i>Accurate.</i> She had heard that her mother had died suddenly
+after a short but violent illness, and that her
+father had struck oil.</p>
+
+<p><span class="pagenum"><a id="Page_94"></a>[94]</span></p>
+
+<p class="hanging"><i>Revise.</i> Although the water rose steadily during the spring
+thaw, and the dam was on the point of giving way
+under the pressure, the engineer obstinately insisted
+that there was no danger.</p>
+
+</div>
+
+<p class="para" id="para421"><b>421. Repeat auxiliary verb forms with their principals.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Improper co-ordination.</i> We shall have to leave town and
+need an automobile.</p>
+
+<p class="hanging"><i>Improved.</i> We shall have to leave town and shall need
+an automobile.</p>
+
+<p class="hanging"><i>Revise.</i> A quarterback must see where the hole in the
+line is and take advantage of it.</p>
+
+</div>
+
+<p class="para" id="para422"><b>422. Repeat the <i>to</i> before each infinitive in a series.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Not co-ordinate.</i> He came to see the house, bargain for
+it, and buy it if terms could be agreed upon.</p>
+
+<p class="hanging"><i>Co-ordinate.</i> He came to see the house, to bargain for it,
+and to buy it if terms could be agreed upon.</p>
+
+<p class="hanging"><i>Revise.</i> Not only was it necessary for us to read the book,
+remember what was in it, and be able to recite upon
+it, but also write a paper upon it, and read the paper
+before the class.</p>
+
+</div>
+
+<p class="para" id="para423"><b>423. Repeat the preposition with each object.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Obscure.</i> She went to Chicago and the capital of the state.</p>
+
+<p class="hanging"><i>Better.</i> She went to Chicago and to the capital of the state.</p>
+
+<p class="hanging"><i>Revise.</i> The positions were offered to soldiers, athletes, and
+virile men generally.</p>
+
+</div>
+
+<p class="para" id="para424"><b>424. Repeat the article with each noun in a series.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Confusing.</i> They needed a minister, doctor, and lawyer at
+once.</p>
+
+<p class="hanging"><i>Clear.</i> They needed a minister, a doctor, and a lawyer at
+once.</p>
+
+<p class="hanging"><i>Revise.</i> I met the merchant and postmaster of the little
+town as well as the sheriff and justice of the peace.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_95"></a>[95]</span></p>
+
+<p class="para" id="para425"><b>425. Repeat the possessive with each noun in a series.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> I asked her the names of her sister and puppy.</p>
+
+<p class="hanging"><i>Better.</i> I asked her the names of her sister and of her
+puppy.</p>
+
+<p class="hanging"><i>Revise.</i> He watched his horse, cow, and pig break through
+into the wheat.</p>
+
+</div>
+
+<p class="para" id="para426"><b>426. Give the same structure only to ideas similar in
+thought.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Misleading.</i> Golf is a game that requires skill, poise, good
+temper, and clubs that exactly suit you.</p>
+
+<p class="hanging"><i>Better.</i> Golf is a game that requires skill, poise, and good
+temper. These qualities, however, will avail little unless
+one has clubs that exactly suit him.</p>
+
+<p class="hanging"><i>Revise.</i> The new hospital was erected to the memory of
+John Shuler and for the benefit of crippled children.</p>
+
+</div>
+
+<p class="para" id="para427"><b>427. After a long or involved series, use a summarizing
+word before continuing the sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Inadequate.</i> To live uprightly, to be amiable always, and
+to be considerate of others even to the point of inconvenience
+are the essentials of gentleness.</p>
+
+<p class="hanging"><i>Better.</i> To live uprightly, to be amiable always, and to be
+considerate of others even to the point of inconvenience—these
+are the essentials of gentleness.</p>
+
+<p class="hanging"><i>Revise.</i> O wise and upright judge, O learned in the law, O
+guide, philosopher, and friend, be my rock and refuge.</p>
+
+</div>
+
+<p class="para" id="para428"><b>428. Use <i>and</i> to connect only those expressions which
+are in the same construction. (<a href="#para374">See 374.</a>)</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> We then studied chemistry, a subject much more
+interesting than history, and which I enjoyed thoroughly.</p>
+
+<p class="hanging"><i>Better.</i> We then studied chemistry, a subject much more
+interesting than history, and one which I enjoyed
+thoroughly.</p>
+
+<p><span class="pagenum"><a id="Page_96"></a>[96]</span></p>
+
+<p class="hanging"><i>Revise.</i> Jacob Sturm was a man of much wealth, and who
+came to this country twenty years ago.</p>
+
+</div>
+
+<p class="para" id="para429"><b>429. Use <i>but</i> to connect only those expressions which
+are in the same construction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> I started into high school resolved to make the most
+of my opportunities, but in no long time deciding to
+have all the fun I could.</p>
+
+<p class="hanging"><i>Better.</i> I started into high school resolved to make the
+most of my opportunities, but in no long time I decided
+to have all the fun I could.</p>
+
+<p class="hanging"><i>Revise.</i> The colonel issued an order about mounts, but
+which nobody could understand.</p>
+
+</div>
+
+<p class="para" id="para430"><b>430. After a comparative degree, exclude the subject
+of comparison from the class with which it is compared.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Platinum is more valuable than any metal.</p>
+
+<p class="hanging"><i>Right.</i> Platinum is more valuable than any other metal.</p>
+
+<p class="hanging"><i>Revise.</i> Morvich was swifter than any racehorse of his
+day.</p>
+
+</div>
+
+<p class="para" id="para431"><b>431. After a superlative degree, include the subject of
+comparison within the class with which it is compared.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Shakespeare is the greatest of any other poet.</p>
+
+<p class="hanging"><i>Right.</i> Shakespeare is the greatest of all poets.</p>
+
+<p class="hanging"><i>Revise.</i> A slave is the most miserable of all other men.</p>
+
+</div>
+
+<p class="para" id="para432"><b>432. Avoid an inconsistent change of person within the
+sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> You can lead a horse to water, but nobody can
+make him drink.</p>
+
+<p class="hanging"><i>Right.</i> You can lead a horse to water, but you cannot
+make him drink.</p>
+
+<p><span class="pagenum"><a id="Page_97"></a>[97]</span></p>
+
+<p class="hanging"><i>Revise.</i> I have done the best I could, and I do not think a
+person should be required to do more.</p>
+
+</div>
+
+<p class="para" id="para433"><b>433. Avoid an inconsistent change of number within
+the sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Tillie, Margaret, and Ann each took their seats.</p>
+
+<p class="hanging"><i>Right.</i> Tillie, Margaret, and Ann each took her seat.</p>
+
+<p class="hanging"><i>Revise.</i> Everybody should save their money while they are
+young.</p>
+
+</div>
+
+<p class="para" id="para434"><b>434. Avoid an inconsistent change of tense within the
+sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> As soon as the train came in, he hurries home.</p>
+
+<p class="hanging"><i>Right.</i> As soon as the train came in, he hurried home.</p>
+
+<p class="hanging"><i>Revise.</i> No matter what he tries, things never came out as
+he expected them to.</p>
+
+</div>
+
+<p class="para" id="para435"><b>435. Avoid an inconsistent change of mood within the
+sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Unless it is too hard and take too much time I
+can finish by noon.</p>
+
+<p class="hanging"><i>Right.</i> Unless it is too hard and takes too much time I
+can finish by noon.</p>
+
+<p class="hanging"><i>Revise.</i> Sand is all right in the back yard, but keep it
+out of the front yard.</p>
+
+</div>
+
+<p class="para" id="para436"><b>436. Avoid an inconsistent change of voice within the
+sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The troops were taken up in trucks but came back
+on the train.</p>
+
+<p class="hanging"><i>Right.</i> The troops went up in trucks but came back on
+the train.</p>
+
+<p class="hanging"><i>Revise.</i> A month ago I was listened to with all courtesy,
+but now not even a dog will listen.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_98"></a>[98]</span></p>
+
+<h3>PRACTICE</h3>
+
+<p>1. The poppy can be raised in American gardens without
+danger of its becoming a menace as a weed, which
+makes its cultivation possible as a reminder of the
+soldiers who lie in Flanders Field. (400)</p>
+
+<p>2. We can use this truck to move freight from the warehouse
+to the store whenever we need it. (401)</p>
+
+<p>3. Mary told Leona her costume was perfectly becoming.
+(402)</p>
+
+<p>4. Mrs. Fiske said to Miss Anglin that she (Miss Anglin)
+was the greatest actress in the world. (403)</p>
+
+<p>5. Students who come to college merely to have a good time
+or because they have nothing else to do, and those who
+come without any deep seated desire for knowledge
+for its own sake should be denied the right to enter
+it. (404)</p>
+
+<p>6. The University of Iowa is located part on one side of the
+Iowa River and part on the other. Many students,
+when the weather is good, paddle canoes upon it. (405)</p>
+
+<p>7. I hardly knew anybody. (406)</p>
+
+<p>8. Everyone is not more to be pitied than scorned. (407)</p>
+
+<p>9. I felt that I must either make them a cake or that they
+would think me stingy. (408)</p>
+
+<p>10. Roque is a game that is neither too easy nor is it without
+excitement. (409)</p>
+
+<p>11. Nothing he said is worth while. (410)</p>
+
+<p>12. We cleared away what the cyclone had left of the house,
+which had stormed through the valley during the night.
+(411)</p>
+
+<p>13. The fire spread when we entered the village and destroyed
+everything. (412)</p>
+
+<p>14. When she let him in much to his embarrassment she
+smiled broadly. (413)</p>
+
+<p>15. At night she liked to walk out in the rain. (414)</p>
+
+<p>16. Swimming around a bend in the river, the hospital is
+seen. (415)</p>
+
+<p>17. I mistook her for an acquaintance, thus causing embarrassment.
+(416)</p>
+
+<p>18. When climbing a wire fence, his shotgun went off. (417)</p>
+
+<p><span class="pagenum"><a id="Page_99"></a>[99]</span></p>
+
+<p>19. He became rich, due to oil in Mexico. (418)</p>
+
+<p>20. In talking to Henry this morning, he said that he had
+been ill. (419)</p>
+
+<p>21. He told me that his brother was an engineer and he would
+look into the matter. (420)</p>
+
+<p>22. She would have had a great deal of trouble and, no doubt,
+failed in the end if we had not happened to come
+along. (421)</p>
+
+<p>23. They learned to read French, ride horseback, and fence
+before they were graduated. (422)</p>
+
+<p>24. There was no room for weaklings, invalids, or the disaffected.
+(423)</p>
+
+<p>25. I was forced to refuse the invitation of the secretary and
+treasurer. (424)</p>
+
+<p>26. Johnson knew his half brother, nephew, and cousin would
+be there. (425)</p>
+
+<p>27. The regiment was raised for the honor of Johnson county
+and to drive the Spaniard out of Cuba. (426)</p>
+
+<p>28. To live, to learn, to die is the sum total of existence.
+(427)</p>
+
+<p>29. His uncle had an old car and which he used to drive to
+Solon. (428)</p>
+
+<p>30. The instructor made an assignment but which everybody
+thought was too hard. (429)</p>
+
+<p>31. Solomon was wiser than any man. (430)</p>
+
+<p>32. Michael Angelo was the greatest of all other painters.
+(431)</p>
+
+<p>33. Try as you may, one cannot do it. (432)</p>
+
+<p>34. Everybody should save their money while they are young.
+(433)</p>
+
+<p>35. He will have learned better by Sunday unless he never
+tried it again. (434)</p>
+
+<p>36. Military training is all right for a young man, but don’t
+ask me to take any. (435)</p>
+
+<p>37. Yesterday he was seen by at least ten people, and I
+myself saw him today. (436)</p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_100"></a>[100]</span></p>
+
+<h2 class="nobreak" id="Chapter_IX"><span class="smcap">Chapter IX</span><br>
+<span class="smaller">SENTENCE VIGOR</span></h2>
+
+</div>
+
+<p>Good sentences are characterized by correctness and
+clearness, but the best sentences possess a third quality.
+Effective sentences must entertain, persuade, or convince.
+To do these things, they must be graceful, vivid,
+forceful, and emphatic presentations of the writer’s
+ideas. The quality which makes correct and clear sentences
+effective is called vigor.</p>
+
+<p class="para" id="para500"><b>500. To emphasize pointedly, place material in a sentence
+by itself.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Unemphatic.</i> The city council is determined to stop jaywalking
+at the east entrance of the campus, and to
+attain this end has adopted a plan that calls for restricting
+pedestrians to clearly marked lanes that
+cross Clinton street at right angles.</p>
+
+<p class="hanging"><i>Emphatic.</i> The city council is determined to stop jaywalking
+at the east entrance to the campus. To attain
+this end, the council has adopted a plan that calls for
+restricting pedestrians to clearly marked lanes that
+cross Clinton street at right angles.</p>
+
+<p class="hanging"><i>Revise.</i> I used to think that sleeping accommodations at
+fraternity houses were inadequate, but I don’t now.</p>
+
+</div>
+
+<p class="para" id="para501"><b>501. Divide a sentence that seems too long.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Repellant.</i> The collections at the museum, which is the
+most important in the world, are in two divisions,
+one for the public and the other for the use of
+specialists, some of whom come from great distances to
+avail themselves of the unequalled collections set apart
+for their use.</p>
+
+<p><span class="pagenum"><a id="Page_101"></a>[101]</span></p>
+
+<p class="hanging"><i>Attractive.</i> The collections at the museum, which is the
+most important in the world, are in two divisions, one
+for the public and the other for the use of specialists.
+Some specialists come from great distances to avail
+themselves of the unequalled collections set apart for
+their use.</p>
+
+<p class="hanging"><i>Revise.</i> That there will be no tolerance of laxity on the
+part of the freshmen concerning the observance of this
+decree was assured by the strong language of the order,
+which first pointed out that the wearing of the green
+cap by first year men was a college tradition and must
+be upheld, then explained that the wearing of the cap
+was left to the honor of every freshman, who was expected
+to purchase one and use it according to the rules
+of the past two years, which state that the cap must
+be worn every day until six o’clock at night, when it
+may be changed for the more common headgear.</p>
+
+</div>
+
+<p class="para" id="para502"><b>502. Condense wordy sentences.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Meandering.</i> At a recent meeting of the men’s glee club,
+it was decided to increase the membership of the organization
+from thirty-two men to forty men.</p>
+
+<p class="hanging"><i>Succinct.</i> The men’s glee club recently decided to increase
+its membership from thirty-two to forty.</p>
+
+<p class="hanging"><i>Revise.</i> The names of the candidates for class offices were
+announced Wednesday by the election committee.
+There are thirty-six candidates for office.</p>
+
+</div>
+
+<p class="para" id="para503"><b>503. Consolidate two or more short, jerky sentences
+into one smooth sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Jerky.</i> The annual interfraternity pajama race was run
+on Sheridan road Monday night. The event took
+place at eleven o’clock. It was hotly contested by
+five fraternities. The Sig Alphs won a shivering
+victory.</p>
+
+<p class="hanging"><i>Smooth.</i> The Sig Alphs won a shivering victory on Sheridan
+road at eleven o’clock Monday night, when they
+defeated four rival teams in the annual interfraternity
+pajama race.</p>
+
+<p><span class="pagenum"><a id="Page_102"></a>[102]</span></p>
+
+<p class="hanging"><i>Revise.</i> The natives boil the chopped leaves to a syrup.
+This is poured into a monkey skin. The liquid is then
+allowed to cool and harden.</p>
+
+</div>
+
+<p class="para" id="para504"><b>504. Vary the structure of successive sentences.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Monotonous.</i> Around the sides of the armory on the floor
+were booths separated by curtains. In each one of the
+booths was suspended a small red incandescent light.
+Around the hall at various places were jars containing
+burning incense.</p>
+
+<p class="hanging"><i>Pleasing.</i> Around the sides of the armory on the floor
+were booths separated by curtains. A small red incandescent
+light was suspended in each booth. Incense
+burned in jars at various places around the hall.</p>
+
+<p class="hanging"><i>Revise.</i> The oldest book in the university library, to the
+best knowledge of the librarians, was printed in 1511.
+The book was written by Johannes von Kaiserberg
+Geiler, a preacher of the reformation who was born
+about the middle of the fifteenth century. This old
+work is entitled <i>Navicula Sive Speculum Fatuorum</i>,
+which translated means, <i>The Ship or Mirror of Fools</i>.
+It is written in Latin and contains many curious and
+interesting wood cuts. The book is made up largely
+of sermons.</p>
+
+</div>
+
+<p class="para" id="para505"><b>505. Begin successive sentences with different words.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Dreary.</i> D is the minimum standard for a passing grade.
+D students compose approximately the lowest twenty-five
+per cent of every class. D work is that work
+which is not up to average, and yet is clearly above
+failure.</p>
+
+<p class="hanging"><i>Pleasing.</i> D is the minimum standard for a passing grade.
+Students who are marked D compose approximately
+the lowest twenty-five per cent of every class. The
+grade D means that a student’s work is not up to the
+average, and yet is clearly above failure.</p>
+
+<p class="hanging"><i>Revise.</i> The military carnival was the largest exhibition
+of its kind ever attempted at the college. The seats<span class="pagenum"><a id="Page_103"></a>[103]</span>
+were all filled, and the crowd was kept at a high
+point of interest throughout the entire show. The whole
+program was arranged in such a manner that at
+no time was there a lull in the activities. The opening
+number was a concert by the military band. The
+physical training exercises which followed were of the
+type in which the regiment itself gives the commands
+and then executes them. The most spectacular feature
+of the program was the advance to attack.</p>
+
+</div>
+
+<p class="para" id="para506"><b>506. Vary the length of successive sentences.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Monotonous.</i> The new building being erected south of the
+engineering building will be occupied Monday for the
+first time. Partition siding has held up the work to
+some extent. Fifteen hundred feet of partition material
+is still to be laid. Painting is progressing steadily.
+The steam fitters’ work is nearly completed. Work
+done after Monday will be carried on by a night shift.
+Some work on the halls can be done during class hours.
+Workmen say that the building was erected in record
+breaking time. It has taken less than a month to complete
+the job.</p>
+
+<p class="hanging"><i>Pleasing.</i> The new building being erected south of the
+engineering building will be occupied Monday for the
+first time. Partition siding has held up the work to
+some extent, and fifteen hundred feet of partition material
+is still to be laid. Painting is progressing steadily,
+and the steam fitters’ work is nearly completed. Work
+done after Monday will be carried on by a night shift,
+although some work on the halls can be done during
+class hours. Workmen say that the building was
+erected in record breaking time. It has taken less than
+a month to complete the job.</p>
+
+<p class="hanging"><i>Revise.</i> The seven-hundred-word sentence used by the
+legislature, however, is merely an example of the prevalent
+tendency of people to disregard the elementary
+principles of composition and grammar. Everyone
+may have a faint recollection of having studied, at
+some remote period of his career, the important rules<span class="pagenum"><a id="Page_104"></a>[104]</span>
+of “unity, mass, and coherence.” But in actual practice
+one too often falls into the habit of expressing
+thoughts in a rambling and unconnected flow of words,
+with the expressions embellished by slang and colloquial
+terms. Individuals use many words, but they usually
+say little, and the small germ of thought is often hard
+to find.</p>
+
+</div>
+
+<p class="para" id="para507"><b>507. Turn a loose sentence into a periodic sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Feeble.</i> The new engine will replace the present engine in
+case of necessity.</p>
+
+<p class="hanging"><i>Forceful.</i> In case of necessity, the new engine will replace
+the present engine.</p>
+
+<p class="hanging"><i>Revise.</i> This is not a student organization although the
+majority of its members are federal board students.</p>
+
+</div>
+
+<p class="para" id="para508"><b>508. End a sentence with a striking word.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Lifeless.</i> Bring along a team that will be able to force
+these boys to their utmost as no team has yet been
+able to do.</p>
+
+<p class="hanging"><i>Striking.</i> Bring along a team that will do what no other
+team has yet been able to do, force these boys to their
+utmost.</p>
+
+<p class="hanging"><i>Revise.</i> We should win Saturday’s game whether Minot
+can play or not.</p>
+
+</div>
+
+<p class="para" id="para509"><b>509. Use climactic order in a series of words, phrases,
+clauses, or sentences.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bungling.</i> I have been so often reformed, regenerated, reborn,
+amended, and corrected that only with difficulty
+can I look an honest sinner in the face.</p>
+
+<p class="hanging"><i>Brilliant.</i> I have been so often amended, corrected, reformed,
+regenerated, and reborn that only with difficulty
+can I look an honest sinner in the face.</p>
+
+<p class="hanging"><i>Revise.</i> Their clothing is not sufficient for bodily comfort
+and is also far from presentable.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_105"></a>[105]</span></p>
+
+<p class="para" id="para510"><b>510. Put the most significant idea near the beginning
+or the end of a sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Weak.</i> The first speaker on the program was Dean Willard
+L. Sperry, who gave a short talk.</p>
+
+<p class="hanging"><i>Strong.</i> Dean Willard L. Sperry opened the program with
+a short talk.</p>
+
+<p class="hanging"><i>Revise.</i> There are more than six hundred courses offered
+to students in the college of liberal arts.</p>
+
+</div>
+
+<p class="para" id="para511"><b>511. Keep closely related grammatical elements together.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Awkward.</i> Cards will be distributed from eight to eleven
+this morning by members of the registrar’s staff at the
+east entrance of the natural science building to the
+hundreds of students who have returned during the
+past few days.</p>
+
+<p class="hanging"><i>Well-knit.</i> From eight to eleven this morning, members of
+the registrar’s staff, stationed at the east entrance of
+the natural science building, will distribute cards to the
+hundreds of students who have returned during the
+past few days.</p>
+
+<p class="hanging"><i>Revise.</i> This will, it is hoped, help the voter to select the
+men and women who are real leaders on the campus.</p>
+
+<p class="hanging"><i>Revise.</i> I want to most emphatically state that I do not
+believe a Union of South America is possible.</p>
+
+<p class="hanging"><i>Revise.</i> Appointment of George Hanby and Walter G.
+Phillips to confer with the president concerning the
+loan that is being made by the trustees to aid worthy
+students in meeting their necessary college expenses
+was made Wednesday.</p>
+
+</div>
+
+<p class="para" id="para512"><b>512. Put the main idea in the main clause.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Characterless.</i> The first talk of the series was given Tuesday
+morning, in which he made the point that it is
+man’s nature to pray.</p>
+
+<p class="hanging"><i>Animated.</i> Tuesday morning in the first talk of the series
+he made the point that it is man’s nature to pray.</p>
+
+<p><span class="pagenum"><a id="Page_106"></a>[106]</span></p>
+
+<p class="hanging"><i>Revise.</i> He had saved $1,500,000 when one day his office
+boy ushered in a man who showed him a diamond of
+great value.</p>
+
+</div>
+
+<p class="para" id="para513"><b>513. Put a subordinate idea into a subordinate construction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Ungainly.</i> Peet took Mead’s place at halfback last night
+and scored two touchdowns.</p>
+
+<p class="hanging"><i>Graphic.</i> After taking Mead’s place at halfback last night
+Peet scored two touchdowns.</p>
+
+<p class="hanging"><i>Revise.</i> Great stress will be laid upon the application of
+these tests in the future; the people of this country
+spend millions of dollars each year in giving musical
+training to children who have no talent for music.</p>
+
+</div>
+
+<p class="para" id="para514"><b>514. Write simply.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Affected.</i> Suffice it, that I am saving the best for the last.</p>
+
+<p class="hanging"><i>Natural.</i> I am saving the best for the last.</p>
+
+<p class="hanging"><i>Revise.</i> The river is too cold for careless plunges, and
+death-dealing cramps and chills may lead to drownings
+for those who beware not the perils that lie in
+April waters.</p>
+
+</div>
+
+<p class="para" id="para515"><b>515. Avoid the use of far-fetched synonyms.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Silly.</i> Fraternities can be a great force for the good of
+the college and for the good of the Greek letter man.</p>
+
+<p class="hanging"><i>Natural.</i> Fraternities can be a great force for the good of
+the college and for the good of the fraternity man.</p>
+
+<p class="hanging"><i>Revise.</i> More interest is being shown in the manly art this
+year than has been shown in any past season.</p>
+
+</div>
+
+<p class="para" id="para516"><b>516. Be definite and particular.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Colorless.</i> Many booklets were sent to freshmen before
+they came to college.</p>
+
+<p class="hanging"><i>Vivid.</i> Fifteen hundred copies of the <i>Freshman Handbook</i>
+were sent during July to as many prospective freshmen.</p>
+
+<p><span class="pagenum"><a id="Page_107"></a>[107]</span></p>
+
+<p class="hanging"><i>Revise.</i> Last year several fraternities were put on probation.</p>
+
+</div>
+
+<p class="para" id="para517"><b>517. Use parallel constructions for parallel ideas.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Jumbled.</i> The speaker compared college students in their
+search for an education to the processes used by a
+tree to gain its food.</p>
+
+<p class="hanging"><i>Clear-cut.</i> The speaker compared a college student in
+search of an education to a tree in search of food.</p>
+
+<p class="hanging"><i>Revise.</i> To be narrow is to be a helpless journalist.</p>
+
+</div>
+
+<p class="para" id="para518"><b>518. Repeat a prominent word or phrase for greater
+emphasis.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Weak.</i> Farsighted citizens of the town are realizing more
+than ever the possibility of the university’s becoming
+one of the first universities in America, not only in
+enrollment but also in scholastic standing.</p>
+
+<p class="hanging"><i>Strong.</i> Farsighted citizens of the town are realizing more
+than ever the possibility of the university’s becoming
+one of the first universities in America, first not only
+in enrollment but first also in scholastic standing.</p>
+
+<p class="hanging"><i>Revise.</i> The progress in French affairs has always been
+slow—sometimes too much so.</p>
+
+</div>
+
+<p class="para" id="para519"><b>519. Avoid the monotonous repetition of words,
+phrases, or even syllables.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Flat.</i> The stiff collars that are being shown for formal
+evening wear are the wing collars.</p>
+
+<p class="hanging"><i>Skilful.</i> Stiff wing collars are being shown for formal
+evening wear.</p>
+
+<p class="hanging"><i>Revise.</i> In the senior class the race for president will be a
+close one, as Burgess, Elwood, and Sampson are expected
+to run a close race.</p>
+
+<p class="hanging"><i>Revise.</i> The county superintendents who will gather here
+for the conference will in part comprise the group of
+participants in the huge birthday party of the college
+of education.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_108"></a>[108]</span></p>
+
+<p class="para" id="para520"><b>520. Avoid tautology.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Uncouth.</i> These concerts are open to the public, and
+everyone is invited.</p>
+
+<p class="hanging"><i>Pithy.</i> These concerts are open to the public.</p>
+
+<p class="hanging"><i>Revise.</i> Dean Smith is a native of Ohio and was born in
+Central City.</p>
+
+<p class="hanging"><i>Revise.</i> Classes in folk dancing will start Monday morning
+at nine <span class="allsmcap">A.M.</span></p>
+
+<p class="hanging"><i>Revise.</i> The coeducation of both sexes is making remarkable
+headway in this country.</p>
+
+<p class="hanging"><i>Revise.</i> She is the widow of the late Colonel Ralph H.
+Robinson.</p>
+
+<p class="hanging"><i>Revise.</i> Let’s us go.</p>
+
+</div>
+
+<p class="para" id="para521"><b>521. Avoid pleonasm.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Stupid.</i> As I enter on this famed profession I see the
+mistakes of others.</p>
+
+<p class="hanging"><i>Terse.</i> As I enter this famed profession I see the mistakes
+of others.</p>
+
+<p class="hanging"><i>Revise.</i> There is an average of 55,000 kilowats used
+monthly.</p>
+
+</div>
+
+<p class="para" id="para522"><b>522. Avoid the use of the same word in two senses in
+the same sentence, or in sentences near together.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Clumsy.</i> Because there is no school available, school will
+be dismissed next week.</p>
+
+<p class="hanging"><i>Graceful.</i> Because no building is available, school will be
+dismissed next week.</p>
+
+<p class="hanging"><i>Revise.</i> The girls may survive whacks with hockey clubs
+and yet not be able to stand the severe test of initiation
+into M. C. club.</p>
+
+</div>
+
+<p class="para" id="para523"><b>523. Keep the same metaphor throughout the sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Lame.</i> Mrs. Mondell had the edge in the race until circumstances
+forced her to show her hand.</p>
+
+<p class="hanging"><i>Sprightly.</i> Mrs. Mondell had the game won until circumstances
+forced her to show her hand.</p>
+
+<p><span class="pagenum"><a id="Page_109"></a>[109]</span></p>
+
+<p class="hanging"><i>Revise.</i> Pronouncements against the League of Nations
+suddenly lose their cloak of virile Americanism and
+savor only of party politics when the state department
+places the stamp of its approval on the Chester oil
+concessions.</p>
+
+</div>
+
+<p class="para" id="para524"><b>524. Avoid incongruous metaphors.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Absurd.</i> The two hundred freshmen took their new places
+after the first melee was staged.</p>
+
+<p class="hanging"><i>Picturesque.</i> The two hundred freshmen took their new
+places after the resounding blows of the first melee
+ceased.</p>
+
+<p class="hanging"><i>Revise.</i> Walter Scannell, sporting editor of the <i>News</i>, will
+act as referee.</p>
+
+</div>
+
+<p class="para" id="para525"><b>525. Sentences should sing.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Crude.</i> Such a critic fails to consider the fraternity spirit
+of the group—the avowed aim of the group.</p>
+
+<p class="hanging"><i>Rhythmical.</i> Such a critic fails to consider the avowed
+aim of the group, its fraternal spirit.</p>
+
+<p class="hanging"><i>Revise.</i> Neither is it always wrong, be it remembered.</p>
+
+</div>
+
+<p class="para" id="para526"><b>526. Put an epigrammatic idea into a balanced sentence.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Unskilful.</i> The essential things in life are the ones that
+count, and the essential thing in education is to find that.</p>
+
+<p class="hanging"><i>Adroit.</i> The essential thing in education is to find the
+essential things in life.</p>
+
+<p class="hanging"><i>Revise.</i> Tenure here depends not upon the quality of fur
+in your coat but upon the quality of your thinking
+apparatus.</p>
+
+</div>
+
+<p class="para" id="para527"><b>527. Make the most vivid verb in a sentence the predicate.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Dull.</i> He was found circling a piece of furniture in the
+center of the room.</p>
+
+<p><span class="pagenum"><a id="Page_110"></a>[110]</span></p>
+
+<p class="hanging"><i>Lively.</i> When found he was circling a piece of furniture
+in the center of the room.</p>
+
+<p class="hanging"><i>Revise.</i> They went home, stumbling from one side of the
+street to the other.</p>
+
+</div>
+
+<p class="para" id="para528"><b>528. Use the active voice rather than the passive.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Spiritless.</i> The glucose was heated and then applied to the
+blindfolded freshmen.</p>
+
+<p class="hanging"><i>Stirring.</i> The sophomores heated the glucose and applied
+it to the blindfolded freshmen.</p>
+
+<p class="hanging"><i>Revise.</i> The article appearing in the Firing Line column
+last Sunday above my name was not written by me.</p>
+
+</div>
+
+<p class="para" id="para529"><b>529. Substitute a clause or a dependent phrase for an
+awkward absolute phrase.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Involved.</i> What he said about the work was favorable, he
+being a man who leans to censure rather than to
+praise.</p>
+
+<p class="hanging"><i>Straightforward.</i> What he said about the work was favorable,
+for he is a man who leans to censure rather than
+to praise.</p>
+
+<p class="hanging"><i>Revise.</i> His work having been done he stopped.</p>
+
+<p class="hanging"><i>Revise.</i> It being his first visit to the city, he was interested
+in the many large houses.</p>
+
+</div>
+
+<p class="para" id="para530"><b>530. Avoid successive subordinations similar in form
+and dependent one on another.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Awkward.</i> I have an economics instructor who is a middle-aged
+man who has had ten years’ experience as vice-president
+of a bank in New York City.</p>
+
+<p class="hanging"><i>Smooth.</i> I have an economics instructor who is a middle-aged
+man with ten years’ experience as vice-president
+of a bank in New York City.</p>
+
+<p class="hanging"><i>Revise.</i> He eventually tired of the life of a mere henchman
+of the political boss of the Sixteenth ward.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_111"></a>[111]</span></p>
+
+<p class="para" id="para531"><b>531. Avoid successive <i>but</i> or <i>for</i> clauses.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Jerky.</i> But when I had gone about a mile I thought I
+could go no farther, but I kept on.</p>
+
+<p class="hanging"><i>Smooth.</i> When I had gone about a mile I thought I could
+go no farther, but I kept on.</p>
+
+<p class="hanging"><i>Revise.</i> I wanted to leave town, for I was disgusted with
+the place, for I had not made a single friend.</p>
+
+</div>
+
+<h3>PRACTICE</h3>
+
+<p>1. Football is a game for the psychologist, and recognizing
+this coaches in the past few years have paid an increasing
+amount of attention to the mental attitude of
+their players. (500)</p>
+
+<p>2. The freshmen gathered at Lake Austin in the afternoon to
+plan the bombardment of B hall, and in spite of the
+fact that the excitement on the campus during the
+early evening promised an interesting conclusion to the
+day’s events, nothing unusual happened to break the
+monotony until half past two in the morning, when
+word was brought to the waiting sophomores that the
+freshmen had assembled on Brackenridge field and were
+preparing for the attack. (501)</p>
+
+<p>3. Francis Neilson will give a talk at eleven Wednesday
+morning in the room of the historical society. He will
+talk on contemporary political and economic problems.
+(502)</p>
+
+<p>4. The Y.M.C.A. membership contest has been finished. It
+extended for three weeks. Keen interest was shown by
+the rivals for first place. Reuben Melin won, and
+Clarence Koski was second. (503)</p>
+
+<p>5. The programs for the hop have attractive covers of gold
+felt with a black “I” in the center. Ogle’s ten-piece
+orchestra will furnish music for the dance, which will
+be in Varsity hall. Coach and Mrs. George D. Hanshaw
+and Prof. and Mrs. Oscar J. Walters will
+chaperon. The money cleared from the hop will buy
+blankets for the sixteen men who won football letters.
+(504)</p>
+
+<p><span class="pagenum"><a id="Page_112"></a>[112]</span></p>
+
+<p>6. It will be some time before the new plans are ready. It
+is not known just where the new biological building will
+be located. It was first proposed to place the building
+at the northwest corner of the campus. (505)</p>
+
+<p>7. To advocate the use of good English both in speaking and
+in writing, does not necessarily mean that one is a
+stickler for all the technical rules and eccentricities
+of the grammarian. Although a semicolon once figured
+as the essential question in a noted lawsuit in
+Texas, a person may overlook many of the rules of
+punctuation and still not cause any great harm to himself
+or to his associates. A split infinitive may be the
+bane of an English instructor’s life, but that error does
+not damn an individual to eternal perdition. The
+use, however, of accurate and clear English, in the
+larger meaning of the term, should be encouraged as a
+matter of efficiency as well as of refinement. (506)</p>
+
+<p>8. Bauer is disgusted with the world, like many writers of
+his class. (507)</p>
+
+<p>9. Football is a great game, there is no denying that. (508)</p>
+
+<p>10. Sometimes the girls become so interested in the work that
+they cast aside their forceps and handle earthworms,
+sheep eyes, pig hearts, grubs, frogs, and starfish with
+their fingers. (509)</p>
+
+<p>11. He said that to be a successful engineer imagination and
+precision are necessary. (510)</p>
+
+<p>12. A number of paintings, both in oil and in water color, including
+works by Rembrandt, Rubens, Van Dyck,
+Turner, Guido Reni, and other old masters as well as
+several canvases by more modern painters were the
+gift of Mrs. Mark Swanson. (511)</p>
+
+<p>13. The first issue of uniforms was made Wednesday, when
+237 men were equipped. (512)</p>
+
+<p>14. Twenty-five candidates for membership in the University
+Players were recommended by the judges at the tryouts
+and were later elected. (513)</p>
+
+<p>15. It may be understood that the successful end of such
+a lengthy piece of work, which involves factors that
+are undreamed of by those inexpert in such matters,
+is hailed by an author with joy. (514)</p>
+
+<p><span class="pagenum"><a id="Page_113"></a>[113]</span></p>
+
+<p>16. It is safe to say that a better trained group of gridiron
+warriors never donned the moleskins. (515)</p>
+
+<p>17. Although the declamatory contest is only a few days off,
+very few students have entered their names with Miss
+Hogan. (516)</p>
+
+<p>18. He agrees to furnish each child with a complete outfit and
+a promise to replace all lost balls. (517)</p>
+
+<p>19. There is no underlying motive or problem to be solved,
+no lesson to be taught, or moral to be drawn from the
+story. (518)</p>
+
+<p>20. The game with Illinois is the Homecoming game and
+should be one of the big games of the year. (519)</p>
+
+<p>21. Dean Walter S. Anthony was present and spoke about the
+future of engineering education. (520)</p>
+
+<p>22. The party will be in the form of a costume affair. (521)</p>
+
+<p>23. Any pledge leaving college before she is initiated shall
+be considered released from her pledge at the end of
+one calendar year from the date of pledging. (522)</p>
+
+<p>24. With seemingly every other subject run into the ground,
+fairy tales are now to receive a black eye. (523)</p>
+
+<p>25. An audience of 30,000 saw the Thanksgiving Day game.
+(524)</p>
+
+<p>26. From New Haven a menacing growl comes. (525)</p>
+
+<p>27. Some institutions had a crop of traditions before this state
+had even a corn crop. (526)</p>
+
+<p>28. The person selling the largest number of subscriptions
+was Mary Rowe. (527)</p>
+
+<p>29. Music by Sousa’s band was supplied between the halves.
+(528)</p>
+
+<p>30. Both rear tires having been punctured, my fingers were
+all thumbs, it being my first race. (529)</p>
+
+<p>31. He is the man that bought the house that stood on the lot
+that was next to ours. (530)</p>
+
+<p>32. This gave the man receiving the ball better protection,
+but left an opening for passes, but Solon did not have
+a play to use. (531)</p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_114"></a>[114]</span></p>
+
+<h2 class="nobreak" id="Chapter_X"><span class="smcap">Chapter X</span><br>
+<span class="smaller">WORDS</span></h2>
+
+</div>
+
+<p>New words and expressions, as well as new uses for
+old words, are being added to the English language daily.
+Likewise words and expressions once current are continually
+being discarded. The question that confronts
+any writer is, what words and expressions are now accepted
+as standard. In difficult cases only persistent
+consultation of the best dictionaries and a careful study
+of the practice followed by the best writers now living
+and by reputable publishing houses will furnish the correct
+answer. The practice followed by the majority of
+the leading writers and publishers of the present day
+determines good usage.</p>
+
+<p class="para" id="para600"><b>600. Consult a dictionary to determine the meaning
+of a word.</b></p>
+
+<p>Be especially careful in using the following:</p>
+
+<ul>
+<li>aggravate</li>
+<li>alternative</li>
+<li>amateur</li>
+<li>among</li>
+<li>asset</li>
+<li>aught</li>
+<li>awful</li>
+<li>balance</li>
+<li>between</li>
+<li>borrow</li>
+<li>can</li>
+<li>claim</li>
+<li>depot</li>
+<li>expect</li>
+<li>fine</li>
+<li>learn</li>
+<li>locate</li>
+<li>mad</li>
+<li>mean</li>
+<li>nice</li>
+<li>outside</li>
+<li>over</li>
+<li>party</li>
+<li>propose</li>
+<li>proposition</li>
+<li>school</li>
+<li>unique</li>
+</ul>
+
+<p class="para" id="para601"><b>601. Distinguish accurately between words resembling
+each other in form, but differing in meaning.</b></p>
+
+<ul>
+<li>affect, effect</li>
+<li>all ready, already</li>
+<li>all together, altogether</li>
+<li>allude, elude<span class="pagenum"><a id="Page_115"></a>[115]</span></li>
+<li>allusion, illusion</li>
+<li>almost, most</li>
+<li>beside, besides</li>
+<li>continual, continuous</li>
+<li>emigrate, immigrate</li>
+<li>except, accept</li>
+<li>healthful, healthy</li>
+<li>lend, loan</li>
+<li>loose, lose</li>
+<li>luxuriant, luxurious</li>
+<li>plentiful, plenty</li>
+<li>practicable, practical</li>
+<li>principal, principle</li>
+<li>quiet, quite</li>
+<li>way, ways, away</li>
+</ul>
+
+<p class="para" id="para602"><b>602. Use words that exactly express your thought.</b></p>
+
+<p>Do not be content with the first word that occurs to
+you. Strive for concrete and picturesque words—words
+that will convey an accurate and vivid image to your
+reader. The search for exactly the right synonym will be
+greatly facilitated if you will consult one of the standard
+books which list synonyms. Some of the good books
+of this sort are those compiled by Roget, Crabbe, Smith,
+Marsh, and Soule.</p>
+
+<div class="blockquote">
+
+<p>Instead of the word <i>say</i>, for instance, consider <i>talk</i>, <i>utter</i>,
+<i>claim</i>, <i>affirm</i>, <i>shout</i>, <i>whisper</i>, <i>stammer</i>, <i>speak</i>, <i>lisp</i>, <i>giggle</i>, <i>maintain</i>,
+<i>state</i>, <i>answer</i>, <i>argue</i>, <i>laugh</i>, <i>preach</i>, <i>reply</i>, <i>respond</i>.</p>
+
+<p><i>Walk</i> is not the only word to express locomotion under
+one’s own power. Consider, for instance, <i>amble</i>, <i>fall</i>, <i>gambol</i>,
+<i>glide</i>, <i>leap</i>, <i>pace</i>, <i>prance</i>, <i>promenade</i>, <i>ramble</i>, <i>run</i>, <i>slink</i>, <i>slouch</i>,
+<i>steal</i>, <i>stagger</i>, <i>stride</i>, <i>stroll</i>, <i>stumble.</i></p>
+
+</div>
+
+<p class="para" id="para603"><b>603. Avoid newly coined words.</b></p>
+
+<p>Particularly atrocious examples of newly coined words
+are <i>to burgle</i>, <i>to burglarize</i>, and <i>to enthuse</i>.</p>
+
+<p class="para" id="para604"><b>604. Avoid using verbs as nouns and nouns as verbs
+unless such usage has been admitted into the standard
+language.</b></p>
+
+<p>Examples of verbs that have not yet been accepted
+as nouns are <i>combine</i>, <i>invite</i>, <i>steal</i>, <i>try</i>, and <i>win</i>.</p>
+
+<p><span class="pagenum"><a id="Page_116"></a>[116]</span></p>
+
+<p>Examples of nouns that have not yet been accepted
+as verbs are <i>suicide</i> and <i>suspicion</i>.</p>
+
+<p class="para" id="para605"><b>605. Do not use slang in formal composition.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> “Thank you for the ride in your auto.”
+“You bet.”</p>
+
+<p class="hanging"><i>Better.</i> “Thank you for the ride in your automobile.”
+“Don’t mention it.”</p>
+
+</div>
+
+<p class="para" id="para606"><b>606. Use words that harmonize with the tone of the
+whole composition.</b></p>
+
+<p>In ordinary writing avoid such words as <i>said</i>, <i>same</i>,
+<i>thereby</i>, <i>therein</i>, and <i>hereinbefore</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> Said rule is often broken.</p>
+
+<p class="hanging"><i>Better.</i> The rule just mentioned is often broken.</p>
+
+<p class="hanging"><i>Bad.</i> I received the watch and thank you for same.</p>
+
+<p class="hanging"><i>Better.</i> Thank you for the watch which has just arrived.</p>
+
+</div>
+
+<p class="para" id="para607"><b>607. Avoid poetical words in prose.</b></p>
+
+<div class="blockquote">
+
+<p>Examples are <i>amid</i>, <i>anew</i>, <i>dwelt</i>, <i>ere</i>, <i>eve</i>, <i>hence</i>, <i>hither</i>,
+<i>morn</i>, <i>’neath</i>, <i>o’er</i>, <i>oft</i>, <i>’tis</i>, <i>thrice</i>, <i>’twas</i>, <i>whither</i>.</p>
+
+</div>
+
+<p class="para" id="para608"><b>608. Use unaffected expressions rather than trite or
+hackneyed ones.</b></p>
+
+<div class="blockquote">
+
+<p><i>Avoid</i>: a good time was had by all; bolt from a clear sky;
+beggars description; beyond description; indescribable; a royal
+reception; checkered career; discourse sweet music; dull, sickening
+thud; doomed to disappointment; exception proves the
+rule; fair maidens; the grim reaper; hungry as bears; last
+but not least; method in his madness; nipped in the bud;
+render (a vocal solo); sought his downy couch; stood like
+sentinels; stage (for anything except a theatrical performance);
+too full for utterance; took to his heels; wended their way;
+where ignorance is bliss.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_117"></a>[117]</span></p>
+
+<p class="para" id="para609"><b>609. Use simple rather than pretentious expressions.</b></p>
+
+<table>
+ <tr>
+ <td><i>Prefer</i></td>
+ <td>get up</td>
+ <td><i>to</i></td>
+ <td>arise</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td class="nw">wife or husband</td>
+ <td><i>to</i></td>
+ <td>better half</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>eat</td>
+ <td><i>to</i></td>
+ <td>partake of</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>dog</td>
+ <td><i>to</i></td>
+ <td>canine</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>cat</td>
+ <td><i>to</i></td>
+ <td>feline</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>horse</td>
+ <td><i>to</i></td>
+ <td>equine</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>clergyman</td>
+ <td><i>to</i></td>
+ <td>divine</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>give</td>
+ <td><i>to</i></td>
+ <td>donate</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>flowers</td>
+ <td><i>to</i></td>
+ <td>floral offering</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>man</td>
+ <td><i>to</i></td>
+ <td>gentleman</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>woman</td>
+ <td><i>to</i></td>
+ <td>lady</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>letter</td>
+ <td><i>to</i></td>
+ <td>kind favor</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>arm or leg</td>
+ <td><i>to</i></td>
+ <td>limb</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>funeral</td>
+ <td><i>to</i></td>
+ <td>last sad rites or obsequies</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>often</td>
+ <td><i>to</i></td>
+ <td>oftentimes</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>body</td>
+ <td><i>to</i></td>
+ <td>remains</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>live</td>
+ <td><i>to</i></td>
+ <td>reside</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>house or home</td>
+ <td><i>to</i></td>
+ <td>residence</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>go to bed</td>
+ <td><i>to</i></td>
+ <td>retire</td>
+ </tr>
+ <tr>
+ <td></td>
+ <td>friend</td>
+ <td><i>to</i></td>
+ <td>boy friend, girl friend, gentleman friend, or lady friend</td>
+ </tr>
+</table>
+
+<p class="para" id="para610"><b>610. Use uncontracted forms in dignified writing.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Conversational.</i> I can’t and won’t go.</p>
+
+<p class="hanging"><i>Dignified.</i> I cannot and will not go.</p>
+
+</div>
+
+<p class="para" id="para611"><b>611. Use <i>I</i>, <i>me</i>, or <i>my</i> rather than some form of <i>we</i> or
+<i>the writer</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Insufferably modest.</i> In the opinion of the present writer
+Locke should win.</p>
+
+<p class="hanging"><i>Direct.</i> Locke should win.</p>
+
+<p class="hanging"><i>Direct.</i> I think Locke should win.</p>
+
+</div>
+
+<p class="para" id="para612"><b>612. Use simple personal pronouns rather than intensive
+or reflexive pronouns.</b></p>
+
+<p><span class="pagenum"><a id="Page_118"></a>[118]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Affected.</i> You would confer a great favor on my wife
+and myself if you would come.</p>
+
+<p class="hanging"><i>Natural.</i> You would confer a great favor on my wife and
+me if you would come.</p>
+
+<p class="hanging"><i>Affected.</i> Myself and brother are both members of the
+Capen debating society.</p>
+
+<p class="hanging"><i>Natural.</i> My brother and I both belong to the Capen
+debating society.</p>
+
+<p class="hanging"><i>Affected.</i> These tickets will admit self and guests.</p>
+
+<p class="hanging"><i>Natural.</i> These tickets will admit you and your guests.</p>
+
+</div>
+
+<p class="para" id="para613"><b>613. Follow good usage in referring to a husband or
+a wife.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Vulgar.</i> You will have to see Mr. about renting the garage.</p>
+
+<p class="hanging"><i>Better.</i> You will have to see my husband about renting
+the garage.</p>
+
+<p class="hanging"><i>Vulgar.</i> The dinner was in honor of J. A. Smith and wife.</p>
+
+<p class="hanging"><i>Better.</i> The dinner was in honor of Mr. and Mrs. J. A.
+Smith.</p>
+
+<p class="hanging"><i>Vulgar.</i> Among the guests were Mrs. Capt. Johnson, Mrs.
+Prof. Healy, Mrs. Rev. Shaw, and Mrs. President Ford.</p>
+
+<p class="hanging"><i>Better.</i> Among the guests were Mrs. Ralph G. Johnson,
+Mrs. Lionel F. Healy, Mrs. Harry L. Shaw, and Mrs.
+Ferdinand L. Ford.</p>
+
+<p class="hanging"><i>Vulgar.</i> After John had been married two years, she left
+him.</p>
+
+<p class="hanging"><i>Better.</i> After John had been married two years, his wife
+left him.</p>
+
+</div>
+
+<p class="para" id="para614"><b>614. Avoid illiterate usage.</b></p>
+
+<p><b>alright.</b> There is no such word. Use <i>all right</i>.</p>
+
+<p><b>and.</b> <i>And</i> does not mean <i>or</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He asks four and five dollars for a straw hat.</p>
+
+<p class="hanging"><i>Right.</i> He asks four or five dollars for a straw hat.</p>
+
+</div>
+
+<p><b>as.</b> Use <i>because</i> as a causal conjunction rather than
+<i>as</i>.</p>
+
+<p><span class="pagenum"><a id="Page_119"></a>[119]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> I could not go to the game as I had to get the
+dinner.</p>
+
+<p class="hanging"><i>Better.</i> I could not go to the game because I had to get
+the dinner.</p>
+
+</div>
+
+<p>Use <i>so</i> after a negative rather than <i>as</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He is not as bad as he is painted.</p>
+
+<p class="hanging"><i>Better.</i> He is not so bad as he is painted.</p>
+
+</div>
+
+<p><b>as though.</b> <i>As if</i> is preferable to <i>as though</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He talked as though he had a potato in his mouth.</p>
+
+<p class="hanging"><i>Better.</i> He talked as if he had a potato in his mouth.</p>
+
+</div>
+
+<p><b>at about.</b> <i>At about</i> is a slovenly colloquialism. Omit
+<i>at</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He left at about six o’clock.</p>
+
+<p class="hanging"><i>Better.</i> He left about six o’clock.</p>
+
+</div>
+
+<p><b>call attention.</b> Attention is <i>directed</i>, not <i>called</i>.</p>
+
+<p><b>certainly.</b> Over use has made <i>certainly</i> unemphatic.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> I will certainly be there.</p>
+
+<p class="hanging"><i>Better.</i> I will be there.</p>
+
+</div>
+
+<p><b>data.</b> Plural, not singular.</p>
+
+<p><b>did.</b> <i>Did</i> is wrong if you mean <i>have</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I didn’t see him yet.</p>
+
+<p class="hanging"><i>Right.</i> I haven’t seen him yet.</p>
+
+</div>
+
+<p><b>each other.</b> <i>Each other</i> applies to two persons or
+things; <i>one another</i> to more than two.</p>
+
+<p><b>extra.</b> <i>Extra</i> does not mean <i>unusually</i>.</p>
+
+<p><b>falls.</b> Plural, not singular.</p>
+
+<p><b>first-rate.</b> An adjective, not an adverb.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> You cook first-rate.</p>
+
+<p class="hanging"><i>Right.</i> You are a first-rate cook.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_120"></a>[120]</span></p>
+
+<p><b>freshmen.</b> The adjective is <i>freshman</i>.</p>
+
+<p><b>held.</b> <i>Held</i> should not be applied to a lecture, a
+meeting, or an initiation.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> Our fraternity held initiation for eight men.</p>
+
+<p class="hanging"><i>Better.</i> Our fraternity initiated eight men.</p>
+
+<p class="hanging"><i>Bad.</i> The meeting was held in Robinson hall.</p>
+
+<p class="hanging"><i>Better.</i> The meeting was in Robinson hall.</p>
+
+</div>
+
+<p><b>Honorable.</b> See <i>Reverend</i>.</p>
+
+<p><b>if.</b> Use <i>whether</i> if that is what you mean.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I don’t know if I can.</p>
+
+<p class="hanging"><i>Right.</i> I don’t know whether I can.</p>
+
+</div>
+
+<p><b>in.</b> Use <i>into</i> to express motion.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He went in the house.</p>
+
+<p class="hanging"><i>Better.</i> He went into the house.</p>
+
+</div>
+
+<p><b>liable.</b> Use <i>likely</i> or <i>probably</i> unless referring to
+something undesirable.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He is liable to pass the course.</p>
+
+<p class="hanging"><i>Better.</i> It is likely that he will pass the course.</p>
+
+<p class="hanging"><i>Better.</i> He will probably pass the course.</p>
+
+</div>
+
+<p><b>like.</b> Use <i>as</i> or <i>as if</i> to introduce a clause.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Do it like I do.</p>
+
+<p class="hanging"><i>Right.</i> Do it as I do.</p>
+
+<p class="hanging"><i>Wrong.</i> You look like you were cold.</p>
+
+<p class="hanging"><i>Right.</i> You look as if you were cold.</p>
+
+</div>
+
+<p><b>lit.</b> Use <i>lighted</i>.</p>
+
+<p><b>line.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Loose.</i> What line are you in?</p>
+
+<p class="hanging"><i>Exact.</i> What business are you in?</p>
+
+<p class="hanging"><i>Bad.</i> He can do anything in the line of athletics.</p>
+
+<p class="hanging"><i>Better.</i> He can do anything in athletics.</p>
+
+<p><span class="pagenum"><a id="Page_121"></a>[121]</span></p>
+
+<p class="hanging"><i>Atrocious.</i> Would you like something in the line of
+music?</p>
+
+<p class="hanging"><i>Better.</i> Would you like some music?</p>
+
+</div>
+
+<p><b>one another.</b> <i>Each other</i> applies to two persons or
+things; <i>one another</i> to more than two.</p>
+
+<p><b>per.</b> <i>Per</i> should be followed by a Latin word.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> His salary is $5,000 per year.</p>
+
+<p class="hanging"><i>Right.</i> His salary is $5,000 a year.</p>
+
+<p class="hanging"><i>Right.</i> His salary is $5,000 <i>per annum</i>.</p>
+
+</div>
+
+<p>Use <i>according to</i> or <i>in accordance with</i> instead of <i>as
+per</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He paid me Monday as per our agreement.</p>
+
+<p class="hanging"><i>Right.</i> He paid me Monday in accordance with our
+agreement.</p>
+
+</div>
+
+<p><b>per cent.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> What per cent will go to college?</p>
+
+<p class="hanging"><i>Right.</i> What percentage will go to college?</p>
+
+</div>
+
+<p><b>real.</b> <i>Real</i> is not a synonym for <i>very</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I like him real well.</p>
+
+<p class="hanging"><i>Right.</i> I like him very well.</p>
+
+</div>
+
+<p><b>Reverend.</b> <i>Reverend</i> should be preceded by <i>the</i> and
+should be followed by <i>Father</i>, <i>Mr.</i>, <i>Dr.</i>, given name,
+or initials as well as by the surname. A clergyman
+is entitled to be called <i>Dr.</i> only when he has a degree
+of Doctor of Divinity.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Reverend Folsom offered prayer.</p>
+
+<p class="hanging"><i>Right.</i> The Reverend Mr. Folsom offered prayer.</p>
+
+<p class="hanging"><i>Right.</i> The Reverend Haskell J. Folsom offered prayer.</p>
+
+<p class="hanging"><i>Wrong.</i> The Reverend Sanders presided.</p>
+
+<p class="hanging"><i>Right.</i> The Reverend R. E. Sanders presided.</p>
+
+<p><span class="pagenum"><a id="Page_122"></a>[122]</span></p>
+
+<p class="hanging"><i>Wrong.</i> I met Reverend Barlow on the street.</p>
+
+<p class="hanging"><i>Right.</i> I met the Reverend Dr. Barlow on the street.</p>
+
+</div>
+
+<p><b>phenomena.</b> Plural, not singular.</p>
+
+<p><b>Professor.</b> <i>Professor</i> is used only for teachers of full
+professorial rank in a recognized college or university.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The new high school principal is Professor Jones.</p>
+
+<p class="hanging"><i>Right.</i> The new high school principal is Mr. Jones.</p>
+
+<p class="hanging"><i>Wrong.</i> Professor Smith’s orchestra played.</p>
+
+<p class="hanging"><i>Right.</i> Smith’s orchestra played.</p>
+
+</div>
+
+<p><b>sideways.</b> <i>Sidewise</i> is correct.</p>
+
+<p><b>so.</b> Incorrect for <i>so that</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I want the money so I can go home.</p>
+
+<p class="hanging"><i>Right.</i> I want the money so that I can go home.</p>
+
+</div>
+
+<p><i>So</i> should not be used alone to modify an adjective.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> College life is so stimulating.</p>
+
+<p class="hanging"><i>Better.</i> College life is the most stimulating life of all.</p>
+
+</div>
+
+<p><b>strata.</b> Plural, not singular.</p>
+
+<p><b>tend.</b> Use <i>attend</i> or <i>take care of</i> rather than <i>tend</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> I’ll tend to your case, young man, after school.</p>
+
+<p class="hanging"><i>Better.</i> I’ll attend to your case, young man, after school.</p>
+
+<p class="hanging"><i>Bad.</i> It is hard for me to write while tending the baby.</p>
+
+<p class="hanging"><i>Better.</i> It is hard for me to write while taking care of
+the baby.</p>
+
+</div>
+
+<p><b>than</b>, <b>till</b>, <b>until</b>. Not synonyms for <i>when</i> after <i>hardly</i>
+or <i>scarcely</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Hardly had he fired than the burglar fell.</p>
+
+<p class="hanging"><i>Right.</i> Hardly had he fired when the burglar fell.</p>
+
+<p class="hanging"><i>Wrong.</i> She had scarcely spoken until we arrived.</p>
+
+<p class="hanging"><i>Right.</i> She had scarcely spoken when we arrived.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_123"></a>[123]</span></p>
+
+<p><b>United States.</b> Should be preceded by <i>the</i> when used
+as a noun.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> France and United States have always been
+good friends.</p>
+
+<p class="hanging"><i>Right.</i> France and the United States have always been
+good friends.</p>
+
+</div>
+
+<p><b>ways.</b> Plural, not singular.</p>
+
+<p><b>while.</b> <i>While</i> means <i>during the time in which</i>, or
+<i>though</i>. It does not mean <i>but</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Good.</i> While I was gone the house burned.</p>
+
+<p class="hanging"><i>Good.</i> While what you say may be true, it will not
+affect my action.</p>
+
+<p class="hanging"><i>Bad.</i> The men sit on one side while the women sit on
+the other.</p>
+
+<p class="hanging"><i>Better.</i> The men sit on one side; the women on the
+other.</p>
+
+</div>
+
+<p class="para" id="para615"><b>615. Use reputable words.</b></p>
+
+<p><b>all the.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> This is all the farther I will go.</p>
+
+<p class="hanging"><i>Right.</i> This is as far as I will go.</p>
+
+</div>
+
+<p><b>A.M., P.M.</b> Use only after numbers, meaning the
+hour.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We started early in the <span class="allsmcap">A.M.</span></p>
+
+<p class="hanging"><i>Right.</i> We started early in the morning.</p>
+
+</div>
+
+<p><b>and etc.</b> <i>Etc.</i> is an abbreviation for <i>et cetera</i>, which
+means <i>and other things</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We bought flags, handkerchiefs, and etc.</p>
+
+<p class="hanging"><i>Right.</i> We bought flags, handkerchiefs, etc.</p>
+
+</div>
+
+<p><b>any place.</b> The correct expression is <i>anywhere</i>.</p>
+
+<p><b>anywheres.</b> The correct expression is <i>anywhere</i>.</p>
+
+<p><span class="pagenum"><a id="Page_124"></a>[124]</span></p>
+
+<p><b>badly.</b> <i>Badly</i> is not a synonym for <i>exceedingly</i> or
+<i>very much</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I wanted it badly.</p>
+
+<p class="hanging"><i>Right.</i> I wanted it very much.</p>
+
+</div>
+
+<p><b>company.</b> <i>Guest</i> is a better word than <i>company</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We expect company for supper.</p>
+
+<p class="hanging"><i>Right.</i> We expect a guest for supper.</p>
+
+</div>
+
+<p><b>complected.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He is light complected.</p>
+
+<p class="hanging"><i>Right.</i> He has a light complexion.</p>
+
+</div>
+
+<p><b>considerable.</b> <i>Considerable</i> is not a synonym for
+<i>much</i> or <i>many</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We have had considerable trouble lately.</p>
+
+<p class="hanging"><i>Right.</i> We have had a great deal of trouble lately.</p>
+
+<p class="hanging"><i>Wrong.</i> There were considerable people there.</p>
+
+<p class="hanging"><i>Right.</i> There were many persons there.</p>
+
+</div>
+
+<p><b>drunk.</b> <i>Drunk</i> is not in good usage as a noun. Use
+<i>a drunken man</i>.</p>
+
+<p><b>every place.</b> The correct expression is <i>everywhere</i>.</p>
+
+<p><b>folks.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I am going to visit the folks this week.</p>
+
+<p class="hanging"><i>Right.</i> I am going to visit my family this week.</p>
+
+<p class="hanging"><i>Wrong.</i> More than one thousand folks saw the accident.</p>
+
+<p class="hanging"><i>Right.</i> More than one thousand persons saw the accident.</p>
+
+</div>
+
+<p><b>gent.</b> Use <i>gentleman</i>, or preferably <i>man</i>.</p>
+
+<p><b>get-up.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Did you ever see such a get-up?</p>
+
+<p class="hanging"><i>Right.</i> Did you ever see such a costume?</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_125"></a>[125]</span></p>
+
+<p><b>get up.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We are getting up a straw ride for Thursday
+evening.</p>
+
+<p class="hanging"><i>Right.</i> We are planning a straw ride for Thursday evening.</p>
+
+</div>
+
+<p><b>got.</b> To indicate possession use <i>have</i> rather than
+<i>have got</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Have you got a pencil?</p>
+
+<p class="hanging"><i>Right.</i> Have you a pencil?</p>
+
+</div>
+
+<p><b>hear to it.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I absolutely refuse to hear to it.</p>
+
+<p class="hanging"><i>Right.</i> I absolutely refuse to consider it.</p>
+
+</div>
+
+<p><b>human.</b> <i>Human</i> is not a noun.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Humans are in many ways like animals.</p>
+
+<p class="hanging"><i>Right.</i> Men and women are in many ways like animals.</p>
+
+<p class="hanging"><i>Right.</i> Human beings are in many ways like animals.</p>
+
+</div>
+
+<p><b>in back of.</b> <i>Behind</i> is better than <i>in back of</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We fought in back of the barn.</p>
+
+<p class="hanging"><i>Right.</i> We fought behind the barn.</p>
+
+</div>
+
+<p><b>inside of.</b> Use <i>inside</i> or <i>within</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He went inside of the house.</p>
+
+<p class="hanging"><i>Right.</i> He went inside the house.</p>
+
+<p class="hanging"><i>Wrong.</i> Inside of ten minutes not a trace remained.</p>
+
+<p class="hanging"><i>Right.</i> Within ten minutes not a trace remained.</p>
+
+</div>
+
+<p><b>kind of.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> It was kind of cold.</p>
+
+<p class="hanging"><i>Right.</i> It was fairly cold.</p>
+
+</div>
+
+<p><b>leave.</b> Use <i>let</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Leave go of my hat.</p>
+
+<p class="hanging"><i>Right.</i> Let go my hat.</p>
+
+<p><span class="pagenum"><a id="Page_126"></a>[126]</span></p>
+
+<p class="hanging"><i>Wrong.</i> Leave me have it.</p>
+
+<p class="hanging"><i>Right.</i> Let me have it.</p>
+
+</div>
+
+<p><b>lot.</b> Not a synonym for <i>many</i>, <i>much</i>, or <i>ample</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We had lots of time.</p>
+
+<p class="hanging"><i>Right.</i> We had ample time.</p>
+
+</div>
+
+<p><b>meet with.</b> <i>With</i> is superfluous.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He met with the committee.</p>
+
+<p class="hanging"><i>Better.</i> He met the committee.</p>
+
+</div>
+
+<p><b>military.</b> <i>Military</i> is not a noun.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The military confiscated all coal in the town.</p>
+
+<p class="hanging"><i>Right.</i> The military authorities confiscated all coal in
+the town.</p>
+
+</div>
+
+<p><b>no place.</b> The correct expression is <i>nowhere</i>.</p>
+
+<p><b>nowhere near.</b> The correct expression is <i>not nearly</i>.</p>
+
+<p><b>nowheres.</b> The correct expression is <i>nowhere</i>.</p>
+
+<p><b>of.</b> <i>Of</i> should never be used for <i>have</i>. (<a href="#para338">See 338.</a>)</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I could of won if I had of been willing to lie.</p>
+
+<p class="hanging"><i>Right.</i> I could have won if I had been willing to lie.</p>
+
+</div>
+
+<p><b>off of.</b> <i>Off</i> is enough.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> She stepped backwards off of the car.</p>
+
+<p class="hanging"><i>Right.</i> She stepped backwards off the car.</p>
+
+</div>
+
+<p><b>only.</b> <i>Only</i> is not a synonym for <i>but</i> or <i>except</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I would not be where I am today only for my
+wife.</p>
+
+<p class="hanging"><i>Right.</i> I would not be where I am today except for my
+wife.</p>
+
+</div>
+
+<p><b>out loud.</b> The correct expression is <i>aloud</i>.</p>
+
+<p><b>over with.</b> <i>Over</i> is enough.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> The concert was over with at ten o’clock.</p>
+
+<p class="hanging"><i>Right.</i> The concert was over at ten o’clock.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_127"></a>[127]</span></p>
+
+<p><b>overly.</b> There is no such word.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I think he is not overly particular.</p>
+
+<p class="hanging"><i>Right.</i> I think he is not very particular.</p>
+
+</div>
+
+<p><b>people.</b> Use <i>persons</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> Thirty people applied for the position.</p>
+
+<p class="hanging"><i>Better.</i> Thirty persons applied for the position.</p>
+
+</div>
+
+<p><b>P.M.</b> See <i>A.M.</i></p>
+
+<p><b>posted.</b> <i>Posted</i> is not a synonym for <i>informed</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Keep me posted on what happens while I am
+gone.</p>
+
+<p class="hanging"><i>Right.</i> Keep me informed of what happens while I am
+gone.</p>
+
+</div>
+
+<p><b>providing.</b> <i>Providing</i> is not a synonym for <i>if</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I can go providing it does not rain.</p>
+
+<p class="hanging"><i>Right.</i> I can go if it does not rain.</p>
+
+</div>
+
+<p><b>put in.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I put in two years at college.</p>
+
+<p class="hanging"><i>Right.</i> I spent two years at college.</p>
+
+</div>
+
+<p><b>put up.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He put me up for the night.</p>
+
+<p class="hanging"><i>Right.</i> He lodged me for the night.</p>
+
+</div>
+
+<p><b>remember of.</b> <i>Remember</i> is enough.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I do not remember of meeting him.</p>
+
+<p class="hanging"><i>Right.</i> I do not remember meeting him.</p>
+
+</div>
+
+<p><b>shape.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He is in bad shape.</p>
+
+<p class="hanging"><i>Right.</i> He is ill. <i>Or</i>, He is in bad condition.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_128"></a>[128]</span></p>
+
+<p><b>show.</b> <i>Show</i> is not a synonym for a <i>theatrical performance</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> It was the best show of the year.</p>
+
+<p class="hanging"><i>Right.</i> It was the best musical comedy of the year.</p>
+
+</div>
+
+<p><b>some place.</b> The correct expression is <i>somewhere</i>.</p>
+
+<p><b>sort of.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He is sort of short for a high jumper.</p>
+
+<p class="hanging"><i>Right.</i> He is hardly tall enough for a high jumper.</p>
+
+</div>
+
+<p><b>stop.</b> <i>Stop</i> is not a synonym for <i>stay</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> We are stopping at the hotel.</p>
+
+<p class="hanging"><i>Right.</i> We are staying at the hotel.</p>
+
+</div>
+
+<p><b>sure.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I should sure like to go.</p>
+
+<p class="hanging"><i>Right.</i> I should surely like to go.</p>
+
+<p class="hanging"><i>Wrong.</i> Sure I’ll come.</p>
+
+<p class="hanging"><i>Right.</i> Surely I’ll come. <i>Or</i>, I’ll be glad to come.</p>
+
+</div>
+
+<p><b>tasty.</b> Use <i>delicious</i> or some similar expression.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> That is a tasty pudding.</p>
+
+<p class="hanging"><i>Right.</i> That is a delicious pudding.</p>
+
+</div>
+
+<p><b>through.</b> <i>Through</i> is not a synonym for <i>finished</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I was through the examination at quarter of
+nine.</p>
+
+<p class="hanging"><i>Right.</i> I finished the examination at quarter of nine.</p>
+
+</div>
+
+<p><b>try and.</b> <i>Try to</i> is preferable to <i>try and</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Try and do better.</p>
+
+<p class="hanging"><i>Right.</i> Try to do better.</p>
+
+</div>
+
+<p><b>up.</b> <i>Up</i> adds nothing to such verbs as <i>end</i>, <i>meet</i>,
+<i>finish</i>, <i>eat</i>, and <i>burn</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> It took the firemen an hour after the house
+burned up to finish up their work.</p>
+
+<p><span class="pagenum"><a id="Page_129"></a>[129]</span></p>
+
+<p class="hanging"><i>Right.</i> It took the firemen an hour after the house
+burned to finish their work.</p>
+
+</div>
+
+<p><b>visit with.</b> <i>With</i> is superfluous.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> My mother is visiting with relatives.</p>
+
+<p class="hanging"><i>Right.</i> My mother is visiting relatives.</p>
+
+</div>
+
+<p><b>where.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Did you see in the paper where the minister
+has resigned?</p>
+
+<p class="hanging"><i>Right.</i> Did you see in the paper that the minister had
+resigned?</p>
+
+</div>
+
+<p><b>without.</b> <i>Without</i> is not a synonym for <i>unless</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Without I say so, you will not be elected.</p>
+
+<p class="hanging"><i>Right.</i> Unless I say so, you will not be elected.</p>
+
+</div>
+
+<p class="para" id="para616"><b>616. Use words current in present standard English.</b></p>
+
+<p>Avoid such antiquated words as <i>firstly</i>, <i>gotten</i>, and
+<i>proven</i>.</p>
+
+<p><b>but what.</b> <i>But that</i> is preferable to <i>but what</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I cannot see but what you are right.</p>
+
+<p class="hanging"><i>Right.</i> I cannot see but that you are right.</p>
+
+</div>
+
+<p><b>cannot help but.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I cannot help but think he is innocent.</p>
+
+<p class="hanging"><i>Right.</i> I cannot help thinking he is innocent.</p>
+
+</div>
+
+<p><b>different than.</b> Use <i>different from</i>.</p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Mabel looks different than Alice.</p>
+
+<p class="hanging"><i>Right.</i> Mabel looks different from Alice.</p>
+
+</div>
+
+<p class="para" id="para617"><b>617. Use words and expressions nationally current.</b></p>
+
+<p><b>forenoon.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> The forenoon session began at eight.</p>
+
+<p class="hanging"><i>Better.</i> The morning session began at eight.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_130"></a>[130]</span></p>
+
+<p><b>get.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I am sorry, but I did not get to go.</p>
+
+<p class="hanging"><i>Right.</i> I am sorry, but I was unable to go.</p>
+
+</div>
+
+<p><b>going on.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He is six years old, going on seven.</p>
+
+<p class="hanging"><i>Better.</i> He is nearly seven years old.</p>
+
+</div>
+
+<p><b>gun.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He carried a gun in his belt.</p>
+
+<p class="hanging"><i>Better.</i> He carried a revolver in his belt.</p>
+
+</div>
+
+<p><b>like.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> You say George is in Boston. How does he like?</p>
+
+<p class="hanging"><i>Right.</i> You say George is in Boston. How does he like
+it there?</p>
+
+</div>
+
+<p><b>make of.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> When Oscar came to town all the girls made of
+him.</p>
+
+<p class="hanging"><i>Better.</i> When Oscar came to town all the girls paid him
+much attention.</p>
+
+</div>
+
+<p><b>raise.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> I was raised in the South.</p>
+
+<p class="hanging"><i>Better.</i> I was reared in the South.</p>
+
+</div>
+
+<p><b>smart.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He is a smart boy.</p>
+
+<p class="hanging"><i>Better.</i> He is a bright boy.</p>
+
+</div>
+
+<p><b>some.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> Father feels some better.</p>
+
+<p class="hanging"><i>Better.</i> Father feels somewhat better.</p>
+
+</div>
+
+<p><b>stair steps.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> I fell down the stair steps.</p>
+
+<p class="hanging"><i>Better.</i> I fell down the stairs.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_131"></a>[131]</span></p>
+
+<p><b>stoop.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> Every evening we sit on the stoop.</p>
+
+<p class="hanging"><i>Better.</i> Every evening we sit on the porch.</p>
+
+</div>
+
+<p><b>tote.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> He was toting a barrel of flour on his shoulder.</p>
+
+<p class="hanging"><i>Better.</i> He was carrying a barrel of flour on his shoulder.</p>
+
+</div>
+
+<p><b>wait on.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> If Mr. Brown will be back within an hour I shall
+wait on him.</p>
+
+<p class="hanging"><i>Better.</i> If Mr. Brown will be back within an hour I shall
+wait for him.</p>
+
+</div>
+
+<p><b>want.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Bad.</i> Do you want in?</p>
+
+<p class="hanging"><i>Better.</i> Do you want to come in?</p>
+
+<p class="hanging"><i>Bad.</i> I want that you should go.</p>
+
+<p class="hanging"><i>Better.</i> I want you to go.</p>
+
+</div>
+
+<p class="para" id="para618"><b>618. Use the correct form of nouns which have an abstract
+meaning in the singular and a concrete meaning
+in the plural.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> His preparations for the examination were inadequate.</p>
+
+<p class="hanging"><i>Right.</i> His preparation for the examination was inadequate.</p>
+
+<p class="hanging"><i>Wrong.</i> Anyone suspected of cowardice was killed by
+tortures.</p>
+
+<p class="hanging"><i>Right.</i> Anyone suspected of cowardice was killed by
+torture.</p>
+
+</div>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_132"></a>[132]</span></p>
+
+<h2 class="nobreak" id="Chapter_XI"><span class="smcap">Chapter XI</span><br>
+<span class="smaller">SPELLING</span></h2>
+
+</div>
+
+<p>Correct spelling marks the well-educated man or
+woman. This simple fact constitutes the reason why one
+must learn to spell.</p>
+
+<p>English spelling offers difficulty partly because it is
+somewhat archaic—that is, because pronunciation has
+changed since spelling became fixed by printers about
+three hundred years ago; partly because the English
+alphabet is inadequate—it has only twenty-six characters,
+and there are forty-two sounds in spoken English.</p>
+
+<p>But however irrational may be the spelling of many
+English words, every student must master spelling. Nor
+is this a difficult task if attacked with persistence and
+determination. The chief obstacles are carelessness and
+lack of courage. Of the 450,000 words in the largest
+dictionaries, probably not more than one thousand are
+commonly misspelled by any one person—even the
+worst speller alive. Completely mastering a few words
+each day for one year, therefore, will enable any one to
+become a good speller.</p>
+
+<p>But no short cut method has ever been discovered
+which will give skill to the writer who finds spelling
+difficult. Every separate word which he habitually misspells
+must be thoroughly and permanently learned by
+a distinct effort of the memory, aided by regular practice.
+Practice, in fact, is the only means of acquiring
+fluent and permanent control over one’s pet failings.<span class="pagenum"><a id="Page_133"></a>[133]</span>
+But the memorizing and the practice may well be facilitated
+by an intelligent attack on the problem.</p>
+
+<p>Human beings remember things in different ways, or
+in a combination of different ways. Some remember
+most easily and clearly what they have carefully looked
+at; these are of the visualizing type. Some remember
+what they have heard spoken aloud; these are of the
+auditory type. And others remember best certain motions
+which their muscles have performed; these are of
+the motor type. It follows that some persons learn to
+spell most easily by looking carefully at a difficult word
+letter by letter or syllable by syllable; others by hearing
+it spelled aloud or by spelling it aloud; and still
+others by writing it over and over. But of whatever
+type a person may be, he learns best by combining all
+three methods, and by assiduously practicing the last,
+for the only time he needs to spell is when he is writing.</p>
+
+<p>The problem of spelling can be mastered by writing
+every word five or ten times while the writer has his
+eyes fixed upon the correct form and is spelling the word
+aloud. Practice on the same word for three successive
+days is almost certain to fix it for all time in the
+memory.</p>
+
+<p>The weak speller cannot dispense with a dictionary.
+Asking a fellow student how to spell a word marked
+incorrect by an instructor is fatal, for the fellow student
+is often as ignorant as the questioner. Look up the
+misspelled word in <i>Webster’s</i>, the <i>Standard</i>, or the <i>Century
+Dictionary</i>.</p>
+
+<h3>RULES</h3>
+
+<p>Many misspellings fall into classes which can be covered
+by simple rules. Following are the most helpful
+of these rules.</p>
+
+<p><span class="pagenum"><a id="Page_134"></a>[134]</span></p>
+
+<p class="para" id="para700"><b>700. Words with a last syllable consisting of a single
+short accented vowel followed by a single consonant,
+double the consonant when adding a suffix beginning
+with a vowel.</b></p>
+
+<ul>
+<li>dip-p-ed</li>
+<li>occur-r-ed</li>
+<li>occur-r-ence</li>
+<li>stop-p-ing</li>
+<li>forget-t-ing</li>
+<li>unforget-t-able</li>
+<li>sad-d-en</li>
+<li>forbid-d-en</li>
+<li>tranquil-l-ity</li>
+</ul>
+
+<p>Observe that the conditions are three:</p>
+
+<ul>
+<li>1. Accent on the last syllable</li>
+<li>2. Single short vowel</li>
+<li>3. Single final consonant</li>
+</ul>
+
+<p class="para" id="para701"><b>701. Words with a last syllable ending in a short vowel
+and a single consonant, but <i>not</i> accented on the last
+syllable, do <i>not</i> double the final consonant.</b></p>
+
+<ul>
+<li>worship-ed</li>
+<li>level-ing</li>
+<li>travel-er</li>
+</ul>
+
+<p class="para" id="para702"><b>702. Words ending in final silent <i>-e</i> drop the <i>-e</i> before
+a suffix beginning with a vowel. They do NOT double
+the consonant.</b></p>
+
+<ul>
+<li>hope, hop-ed</li>
+<li>fine, fin-er</li>
+<li>dine, din-ing</li>
+<li>crude, crud-ity</li>
+<li>wide, wid-en</li>
+<li>subside, subsid-ence</li>
+</ul>
+
+<p class="para" id="para703"><b>703. Words ending in <i>-ce</i> or <i>-ge</i> keep the <i>-e</i> before a
+suffix beginning with <i>-a</i> or <i>-o</i>, to show that <i>-c-</i> or <i>-g-</i>
+is soft.</b></p>
+
+<ul>
+<li>change-able</li>
+<li>peace-able</li>
+<li>courage-ous</li>
+<li>notice-able</li>
+<li>advantage-ous</li>
+<li>service-able</li>
+</ul>
+
+<p class="para" id="para704"><b>704. Words with an accented double vowel, or with
+an accented diphthong, do NOT double a final single
+consonant.</b></p>
+
+<ul>
+<li>stoop-ed</li>
+<li>loud-er</li>
+<li>meet-ing</li>
+<li>roar-ing</li>
+<li>sweet-en</li>
+<li>join-ing</li>
+</ul>
+
+<p><span class="pagenum"><a id="Page_135"></a>[135]</span></p>
+
+<p class="para" id="para705"><b>705. CEI. <i>EI</i> regularly follows <i>c-</i>.</b></p>
+
+<ul>
+<li>conceive</li>
+<li>ceiling</li>
+<li>deceive</li>
+<li>conceit</li>
+<li>receive</li>
+<li>deceit</li>
+<li>perceive</li>
+<li>receipt</li>
+</ul>
+
+<p>Observe also: <i>either</i>, <i>neither</i>, <i>leisure</i>, <i>seize</i>, <i>weird</i>,
+<i>their</i>, <i>counterfeit</i>, <i>foreign</i>.</p>
+
+<p class="para" id="para706"><b>706. EI occasionally spells the sound of long <i>i</i> and
+of long <i>a</i>.</b></p>
+
+<ul>
+<li>height</li>
+<li>sleight</li>
+<li>weigh</li>
+<li>freight</li>
+<li>neighbor</li>
+</ul>
+
+<p class="para" id="para707"><b>707. IE regularly follows all consonants except <i>c-</i>.</b></p>
+
+<ul>
+<li>believe</li>
+<li>pier</li>
+<li>field</li>
+<li>niece</li>
+<li>piece</li>
+<li>relieve</li>
+<li>belief</li>
+<li>wield</li>
+<li>achieve</li>
+<li>pierce</li>
+<li>retrieve</li>
+<li>relief</li>
+<li>yield</li>
+<li>brief</li>
+<li>bier</li>
+<li>siege</li>
+<li>fiend</li>
+<li>grief</li>
+</ul>
+
+<p>Observe also: <i>financier</i>, <i>friend</i>, <i>sieve</i>.</p>
+
+<p class="para" id="para708"><b>708. Nouns ending in a vowel and <i>-y</i> form the plural
+by adding <i>-s</i>.</b></p>
+
+<ul>
+<li>days</li>
+<li>boys</li>
+<li>chimneys</li>
+<li>valleys</li>
+</ul>
+
+<p class="para" id="para709"><b>709. Verbs ending in a vowel and <i>-y</i> form the third
+person singular, present indicative, by adding <i>-s</i>.</b></p>
+
+<ul>
+<li>lays</li>
+<li>enjoys</li>
+<li>employs</li>
+</ul>
+
+<p class="para" id="para710"><b>710. Nouns ending in a consonant and <i>-y</i> form the
+plural by changing the <i>-y</i> to <i>-i</i> and adding <i>-es</i>.</b></p>
+
+<ul>
+<li>fly, fli-es</li>
+<li>sky, ski-es</li>
+<li>lady, ladi-es</li>
+</ul>
+
+<p class="para" id="para711"><b>711. Many nouns ending in <i>-f</i> or <i>-fe</i> form the plural
+in <i>-ves</i>.</b></p>
+
+<ul>
+<li>wolf, wolves</li>
+<li>self, selves</li>
+<li>life, lives</li>
+<li>half, halves</li>
+<li>leaf, leaves</li>
+<li>wife, wives</li>
+<li>calf, calves</li>
+<li>loaf, loaves</li>
+<li>knife, knives</li>
+</ul>
+
+<p><span class="pagenum"><a id="Page_136"></a>[136]</span></p>
+
+<p class="para" id="para712"><b>712. Some foreign nouns form the plural according to
+the inflectional laws of their own language.</b></p>
+
+<ul>
+<li>alumna, alumnae</li>
+<li>axis, axes</li>
+<li>datum, data</li>
+<li>stratum, strata</li>
+<li>alumnus, alumni</li>
+<li>parenthesis, parentheses</li>
+<li>formula, formulae</li>
+<li>phenomenon, phenomena</li>
+<li>analysis, analyses</li>
+<li>crisis, crises</li>
+<li>basis, bases</li>
+</ul>
+
+<p class="para" id="para713"><b>713. <i>Don’t</i>, <i>won’t</i>, <i>can’t</i>, <i>aren’t</i>, <i>hasn’t</i>, <i>haven’t</i>, have
+the apostrophe between <i>n</i> and <i>t</i>, where a vowel has
+been omitted.</b></p>
+
+<p class="para" id="para714"><b>714. <i>It’s</i> is the colloquial form of <i>it is</i>. The apostrophe
+marks the omission of <i>i</i>.</b></p>
+
+<p class="para" id="para715"><b>715. <i>Its</i>, <i>yours</i>, <i>hers</i>, <i>ours</i>, <i>theirs</i>, <i>his</i>, <i>whose</i> (possessive
+pronouns), do NOT have an apostrophe.</b></p>
+
+<p class="para" id="para716"><b>716.</b> Following is a list of words most frequently misspelled
+by college freshmen.</p>
+
+<ul>
+<li>accept</li>
+<li>accidentally</li>
+<li>accommodate</li>
+<li>acknowledgment</li>
+<li>across</li>
+<li>affects</li>
+<li>aggravate</li>
+<li>airplane</li>
+<li>all right</li>
+<li>already</li>
+<li>altogether</li>
+<li>amateur</li>
+<li>analyze</li>
+<li>apparatus</li>
+<li>appearance</li>
+<li>arctic</li>
+<li>argument</li>
+<li>athlete</li>
+<li>athletic</li>
+<li>balance</li>
+<li>beginning</li>
+<li>believing</li>
+<li>benefited</li>
+<li>biscuit</li>
+<li>Britain</li>
+<li>business</li>
+<li>busy</li>
+<li>calendar</li>
+<li>can’t</li>
+<li>center</li>
+<li>certain</li>
+<li>changeable</li>
+<li>chauffeur</li>
+<li>choose</li>
+<li>clothes</li>
+<li>coarse</li>
+<li>column</li>
+<li>committee</li>
+<li>compel</li>
+<li>concede</li>
+<li>conceivable</li>
+<li>Connecticut</li>
+<li>conscience</li>
+<li>conscientious</li>
+<li>controlled</li>
+<li>course</li>
+<li>deceitful</li>
+<li>deferred</li>
+<li>definite</li>
+<li>descend</li>
+<li>describe</li>
+<li>desperate</li>
+<li>development</li>
+<li>dining room</li>
+<li>disappear</li>
+<li>disappoint</li>
+<li>discipline<span class="pagenum"><a id="Page_137"></a>[137]</span></li>
+<li>dissatisfied</li>
+<li>dissipate</li>
+<li>divide</li>
+<li>don’t</li>
+<li>dying</li>
+<li>ecstasy</li>
+<li>embarrass</li>
+<li>enemy</li>
+<li>envelop</li>
+<li>equipped</li>
+<li>especially</li>
+<li>exaggerate</li>
+<li>exceed</li>
+<li>excellent</li>
+<li>except</li>
+<li>exhaust</li>
+<li>existence</li>
+<li>familiar</li>
+<li>fascinate</li>
+<li>February</li>
+<li>fifth</li>
+<li>finally</li>
+<li>financier</li>
+<li>forfeit</li>
+<li>formerly</li>
+<li>forty</li>
+<li>fourth</li>
+<li>friend</li>
+<li>fulfil</li>
+<li>generally</li>
+<li>good-by</li>
+<li>government</li>
+<li>governor</li>
+<li>grammar</li>
+<li>grievous</li>
+<li>harass</li>
+<li>having</li>
+<li>height</li>
+<li>hoping</li>
+<li>hurriedly</li>
+<li>hygienic</li>
+<li>imaginary</li>
+<li>immediately</li>
+<li>incidentally</li>
+<li>inclose</li>
+<li>independence</li>
+<li>indispensable</li>
+<li>infinite</li>
+<li>inquire</li>
+<li>instance</li>
+<li>intercede</li>
+<li>irresistible</li>
+<li>its</li>
+<li>it’s</li>
+<li>itself</li>
+<li>judgment</li>
+<li>knowledge</li>
+<li>laboratory</li>
+<li>laid</li>
+<li>led</li>
+<li>library</li>
+<li>lightning</li>
+<li>lose</li>
+<li>maintenance</li>
+<li>Massachusetts</li>
+<li>mathematics</li>
+<li>medicine</li>
+<li>mischievous</li>
+<li>Mississippi</li>
+<li>misspelled</li>
+<li>muscle</li>
+<li>mysterious</li>
+<li>necessary</li>
+<li>neither</li>
+<li>noticeable</li>
+<li>occasion</li>
+<li>occurred</li>
+<li>occurrence</li>
+<li>o’clock</li>
+<li>omission</li>
+<li>opinion</li>
+<li>opportunity</li>
+<li>original</li>
+<li>paid</li>
+<li>parallel</li>
+<li>parliament</li>
+<li>particularly</li>
+<li>partner</li>
+<li>perceive</li>
+<li>perform</li>
+<li>perhaps</li>
+<li>permissible</li>
+<li>pervade</li>
+<li>physical</li>
+<li>possession</li>
+<li>precede</li>
+<li>preferred</li>
+<li>preparation</li>
+<li>principal</li>
+<li>principle</li>
+<li>privilege</li>
+<li>proceed</li>
+<li>professor</li>
+<li>program</li>
+<li>promissory</li>
+<li>pronunciation</li>
+<li>prove</li>
+<li>quiet</li>
+<li>quite</li>
+<li>really</li>
+<li>receive</li>
+<li>recognize</li>
+<li>recommend</li>
+<li>reference</li>
+<li>repetition</li>
+<li>restaurant</li>
+<li>ridiculous</li>
+<li>seize</li>
+<li>sentence</li>
+<li>separate<span class="pagenum"><a id="Page_138"></a>[138]</span></li>
+<li>shining</li>
+<li>siege</li>
+<li>similar</li>
+<li>skilful</li>
+<li>speech</li>
+<li>stationary</li>
+<li>stationery</li>
+<li>stopped</li>
+<li>stopping</li>
+<li>strictly</li>
+<li>superintendent</li>
+<li>supersede</li>
+<li>sure</li>
+<li>surprise</li>
+<li>syllable</li>
+<li>theater</li>
+<li>their</li>
+<li>there</li>
+<li>therefore</li>
+<li>till</li>
+<li>together</li>
+<li>too</li>
+<li>tract</li>
+<li>tragedy</li>
+<li>tranquillity</li>
+<li>transferred</li>
+<li>trouble</li>
+<li>truly</li>
+<li>Tuesday</li>
+<li>until</li>
+<li>using</li>
+<li>usually</li>
+<li>village</li>
+<li>villain</li>
+<li>weather</li>
+<li>Wednesday</li>
+<li>weird</li>
+<li>welfare</li>
+<li>whether</li>
+<li>which</li>
+<li>wholly</li>
+<li>who’s</li>
+<li>whose</li>
+<li>women</li>
+<li>you’re</li>
+</ul>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_139"></a>[139]</span></p>
+
+<h2 class="nobreak" id="Chapter_XII"><span class="smcap">Chapter XII</span><br>
+<span class="smaller">PUNCTUATION</span></h2>
+
+</div>
+
+<p>Marks of punctuation are used for the purpose of
+making the meaning of sentences unmistakable. It is
+not sufficient that sentences be grammatically correct,
+clear, and vigorous; they must also be perfectly punctuated
+if their meaning is to be unmistakable. A writer
+must, therefore, observe the rules of punctuation if his
+writing is to be intelligible.</p>
+
+<p class="para" id="para800"><b>800. Use a period (.) at the end of declarative and of
+imperative sentences.</b></p>
+
+<p class="para" id="para801"><b>801. Use a period after every abbreviation.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Right.</i> Mr. C. S. McIntyre of the C. R. I. and P. Ry. Co.
+received a ten per cent increase.</p>
+
+<p class="hanging"><i>Right.</i> The editors, reporters, feature writers, etc., and
+the printers, advertising solicitors, circulation men,
+etc., of the Springfield (Mass.) Republican are all able
+men.</p>
+
+</div>
+
+<p class="para" id="para802"><b>802. Never use a period at the end of an incomplete
+sentence element.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Illiterate.</i> After the sun had set. We went home.</p>
+
+<p class="hanging"><i>Correct.</i> After the sun had set, we went home.</p>
+
+</div>
+
+<p class="para" id="para803"><b>803. Use a question mark (?) at the end of a direct
+question.</b></p>
+
+<p class="para" id="para804"><b>804. Use a question mark, sparingly, to indicate doubt.
+In this instance the question mark should be enclosed
+within parentheses.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Right.</i> In the year 1596 (?) he was sent to Italy.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_140"></a>[140]</span></p>
+
+<p class="para" id="para805"><b>805. Never use a question mark at the end of an indirect
+question.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> I asked him what he intended to do?</p>
+
+<p class="hanging"><i>Right.</i> I asked him what he intended to do.</p>
+
+</div>
+
+<p class="para" id="para806"><b>806. Use an exclamation point (!) at the end of exclamatory
+expressions.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Right.</i> What a terrible experience!</p>
+
+</div>
+
+<p class="para" id="para807"><b>807. Use a comma (,) between co-ordinate clauses that
+are joined by <i>and</i> or <i>but</i> only if the subjects of the
+clauses are different.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He began as office boy, but in no long time he
+became timekeeper.</p>
+
+<p class="hanging"><i>Right.</i> He began as office boy but in no long time he
+became timekeeper.</p>
+
+<p class="hanging"><i>Wrong.</i> He began as office boy but in no long time they
+made him timekeeper.</p>
+
+<p class="hanging"><i>Right.</i> He began as office boy, but in no long time they
+made him timekeeper.</p>
+
+</div>
+
+<p class="para" id="para808"><b>808. Use a comma between clauses joined by the conjunction
+<i>for</i>.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He went into the house for his automobile needed
+water.</p>
+
+<p class="hanging"><i>Right.</i> He went into the house, for his automobile needed
+water.</p>
+
+</div>
+
+<p class="para" id="para809"><b>809. Use a comma between short co-ordinate clauses
+not joined by conjunctions, if the clauses are parallel
+in structure.</b></p>
+
+<div class="blockquote">
+
+<p>The horse neighed, the pig grunted, the dog barked.</p>
+
+</div>
+
+<p class="para" id="para810"><b>810. Use a comma after a dependent clause that precedes
+a main clause.</b></p>
+
+<div class="blockquote">
+
+<p>When he speaks, we all listen.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_141"></a>[141]</span></p>
+
+<p class="para" id="para811"><b>811. Use commas to set off clauses or phrases that add
+merely a descriptive idea to the expression modified.</b></p>
+
+<div class="blockquote">
+
+<p>Abraham Lincoln, who was born in a log cabin, became
+one of the greatest presidents.</p>
+
+<p>They, reading the newspaper, did not hear me come in.</p>
+
+</div>
+
+<p class="para" id="para812"><b>812. Use commas between adjectives in a series if the
+position of the adjectives can be logically interchanged.</b></p>
+
+<div class="blockquote">
+
+<p>Each one carried a red, white, and blue flag.</p>
+
+</div>
+
+<p class="para" id="para813"><b>813. Use commas between words, phrases, or clauses in
+a series.</b></p>
+
+<div class="blockquote">
+
+<p>He sent me two books, a drum, and a small wagon.</p>
+
+<p>Seeing the dark sky, feeling the sharp wind, and knowing
+that my family would be worried, I hurried home.</p>
+
+<p>If he had not been ill, if the bank had not failed, and if my
+credit had not been exhausted, you would never have found
+me here.</p>
+
+</div>
+
+<p class="para" id="para814"><b>814. Use a comma before the <i>and</i> connecting the last
+two members of a series.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He ordered bread and butter, ham and eggs,
+cucumbers and milk.</p>
+
+<p class="hanging"><i>Right.</i> He ordered bread and butter, ham and eggs, cucumbers,
+and milk.</p>
+
+</div>
+
+<p class="para" id="para815"><b>815. Use a comma to separate elements which might
+otherwise become confused.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Not long before he had bought the horse.</p>
+
+<p class="hanging"><i>Right.</i> Not long before, he had bought the horse.</p>
+
+<p class="hanging"><i>Wrong.</i> We drove up to the house, and the motor stopped
+allowing us to complete the trip without disaster along
+the road.</p>
+
+<p class="hanging"><i>Right.</i> We drove up to the house, and the motor stopped,<span class="pagenum"><a id="Page_142"></a>[142]</span>
+allowing us to complete the trip without disaster along
+the road.</p>
+
+<p class="hanging"><i>Confusing.</i> Which of the men to choose from among all
+those who applied would be a difficult matter to
+decide.</p>
+
+<p class="hanging"><i>Better.</i> Which of the men to choose from among all those
+who applied, would be a difficult matter to decide.</p>
+
+</div>
+
+<p class="para" id="para816"><b>816. Use commas to set off names in direct address.</b></p>
+
+<div class="blockquote">
+
+<p>Here, Jim, let me do that.</p>
+
+</div>
+
+<p class="para" id="para817"><b>817. Use commas to set off appositives.</b></p>
+
+<div class="blockquote">
+
+<p>Hilda Kasper, the cateress, served the luncheon.</p>
+
+</div>
+
+<p class="para" id="para818"><b>818. Use commas to set off geographical names which
+explain other geographical names.</b></p>
+
+<div class="blockquote">
+
+<p>He lived in Birmingham, Alabama, before he came here.</p>
+
+</div>
+
+<p class="para" id="para819"><b>819. Use commas to set off the year as a part of a date.</b></p>
+
+<div class="blockquote">
+
+<p>In April, 1923, he went home.</p>
+
+<p>The letter was dated February 2, 1910.</p>
+
+</div>
+
+<p class="para" id="para820"><b>820. Use commas to set off absolute phrases.</b></p>
+
+<div class="blockquote">
+
+<p>The soldiers having rested, Hannibal ordered the army to
+start.</p>
+
+</div>
+
+<p class="para" id="para821"><b>821. Use commas to set off mild interjections or
+slightly parenthetical expressions.</b></p>
+
+<div class="blockquote">
+
+<p>It was, alas, too late.</p>
+
+<p>Yes, I shall be glad to go.</p>
+
+<p>No, I am sure that is not correct.</p>
+
+<p>It was, therefore, his duty to accept.</p>
+
+<p>I never met him, you know.</p>
+
+</div>
+
+<p class="para" id="para822"><b>822. Use a comma to set off an informal quotation in<span class="pagenum"><a id="Page_143"></a>[143]</span>
+direct discourse unless the quotation is short and is
+grammatically incorporated into the sentence.</b></p>
+
+<div class="blockquote">
+
+<p>He said, “I am going home.”</p>
+
+<p>He answered “yes” to my question.</p>
+
+</div>
+
+<p class="para" id="para823"><b>823. Never use a comma between an adjective and the
+noun it modifies.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> A blue, white, and red, flag hung from the window.</p>
+
+<p class="hanging"><i>Right.</i> A blue, white, and red flag hung from the window.</p>
+
+</div>
+
+<p class="para" id="para824"><b>824. Never use commas to set off clauses or phrases
+that limit the meaning of the expressions they modify;
+no punctuation is necessary.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> All men, who do this, should be hanged.</p>
+
+<p class="hanging"><i>Right.</i> All men who do this should be hanged.</p>
+
+<p class="hanging"><i>Wrong.</i> Any woman, desiring to try for the team, should
+report immediately.</p>
+
+<p class="hanging"><i>Right.</i> Any woman desiring to try for the team should
+report immediately.</p>
+
+</div>
+
+<p class="para" id="para825"><b>825. Never use commas between adjectives in a series
+if the position of the adjectives cannot be logically
+interchanged.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He wore an old, black, felt hat.</p>
+
+<p class="hanging"><i>Right.</i> He wore an old black felt hat.</p>
+
+</div>
+
+<p class="para" id="para826"><b>826. Never use a comma to indicate a slight pause.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Through the window, jumped the cat.</p>
+
+<p class="hanging"><i>Right.</i> Through the window jumped the cat.</p>
+
+</div>
+
+<p class="para" id="para827"><b>827. Never use a comma before <i>that</i>, <i>what</i>, <i>how</i>, <i>why</i>,
+etc., in indirect discourse.</b></p>
+
+<div class="blockquote">
+
+<p>He said that he would go tomorrow.</p>
+
+<p>He asked me what I was going to do.</p>
+
+<p><span class="pagenum"><a id="Page_144"></a>[144]</span></p>
+
+<p>She inquired how they were to go.</p>
+
+<p>They asked why their salaries had been decreased.</p>
+
+</div>
+
+<p class="para" id="para828"><b>828. Never use a comma between main clauses not
+joined by a conjunction; use a period. (<a href="#para380">See 380.</a>)</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Tomorrow is Tuesday, you must come then.</p>
+
+<p class="hanging"><i>Right.</i> Tomorrow is Tuesday. You must come then.</p>
+
+</div>
+
+<p class="para" id="para829"><b>829. Use a semicolon (;) between co-ordinate clauses
+that are not joined by a co-ordinating conjunction.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He went to South America, I stayed at home.</p>
+
+<p class="hanging"><i>Right.</i> He went to South America; I stayed at home.</p>
+
+</div>
+
+<p class="para" id="para830"><b>830. Use a semicolon between clauses that are joined
+by conjunctive adverbs.</b></p>
+
+<div class="blockquote">
+
+<p>She could not come; so there was no meeting.</p>
+
+<p>I did not see him; nevertheless I knew he was there.</p>
+
+<p>The men were none too sure of their next move; their doubt,
+however, only tended to heighten their excitement.</p>
+
+</div>
+
+<p class="para" id="para831"><b>831. Use a semicolon between co-ordinate clauses that
+are joined by <i>and</i> or <i>but</i> only if the clauses have more
+than ten words each, or if there are commas within
+the clauses.</b></p>
+
+<div class="blockquote">
+
+<p>Slowly the huge grey transport that had been waiting at
+the dock since midnight got under way; and slowly the
+throng that had gathered for one last glimpse of relatives
+and friends made its way up the long street.</p>
+
+<p>If we can find no other way, you may be sure we shall
+follow your advice; but you must not expect us to relinquish
+any more of our profit than we can help, especially at this
+late date.</p>
+
+</div>
+
+<p class="para" id="para832"><b>832. Never use a semicolon between a subordinate
+clause and a main clause.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Since they came; we have not had a moment’s
+peace.</p>
+
+<p><span class="pagenum"><a id="Page_145"></a>[145]</span></p>
+
+<p class="hanging"><i>Right.</i> Since they came, we have not had a moment’s
+peace.</p>
+
+</div>
+
+<p class="para" id="para833"><b>833. Never use a semicolon after the salutation of a
+letter.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Dear Sir;</p>
+
+<p>We are glad that you approve our action.</p>
+
+<p class="hanging"><i>Right.</i> Dear Sir:</p>
+
+<p>We are glad that you approve our action.</p>
+
+</div>
+
+<p class="para" id="para834"><b>834. Use a colon (:) to introduce formally a word, a
+catalogue, a list, questions, statements, or long quotations.</b></p>
+
+<div class="blockquote">
+
+<p>There was but one thing to do: retreat.</p>
+
+<p>I was advised to see these men: C. R. Wright, A. W.
+Henderson, and B. L. Noojin.</p>
+
+<p>The following will report in uniform tomorrow:</p>
+
+<ul>
+<li>Butler</li>
+<li>Doolittle</li>
+<li>Thomas</li>
+<li>Williams</li>
+</ul>
+
+<p>The question then arose: What should we do with him?</p>
+
+<p>What troubled us was this: The ammunition was running
+low.</p>
+
+<p>This is the first sentence in Poe’s <i>Fall of the House of
+Usher</i>: “During the whole of a dull, dark, and soundless
+day in the autumn of the year, when the clouds hung oppressively
+low in the heavens, I had been passing alone, on horseback,
+through a singularly dreary tract of country; and at
+length found myself, as the shades of evening drew on, within
+view of the melancholy House of Usher.”</p>
+
+</div>
+
+<p class="para" id="para835"><b>835. Use a hyphen (-) in writing fractions, or numbers
+less than one hundred.</b></p>
+
+<div class="blockquote">
+
+<p>Three-fifths, twenty-one, thirty-seconds.</p>
+
+<p>Thirty-seven, ninety-nine.</p>
+
+</div>
+
+<p class="para" id="para836"><b>836. Use a hyphen in titles composed of two words or
+more.</b></p>
+
+<p><span class="pagenum"><a id="Page_146"></a>[146]</span></p>
+
+<div class="blockquote">
+
+<p>Lieutenant-colonel, alderman-at-large, editor-in-chief.</p>
+
+</div>
+
+<p class="para" id="para837"><b>837. Use a hyphen after the first part of a word
+divided at the end of a line.</b></p>
+
+<p class="para" id="para838"><b>838. Use a hyphen in compound adjectives.</b></p>
+
+<div class="blockquote">
+
+<p>Light-blue, 70-horsepower, six-cylinder, seven-passenger, ill-advised.</p>
+
+</div>
+
+<p class="para" id="para839"><b>839. Use a hyphen after prefixes like <i>co-</i>, <i>re-</i>, <i>anti-</i>,
+<i>post-</i>, etc., when prefixed to words beginning with the
+last letter of the prefix; when prefixed to proper
+nouns or proper adjectives; when the compound might
+become confused with a word of similar spelling.</b></p>
+
+<div class="blockquote">
+
+<p>Co-operation, anti-Christian, re-creation.</p>
+
+</div>
+
+<p class="para" id="para840"><b>840. Use a dash (—) when the thought is abruptly
+broken off.</b></p>
+
+<div class="blockquote">
+
+<p>Just then the telephone rang—I wish I could remember
+who was calling.</p>
+
+</div>
+
+<p class="para" id="para841"><b>841. Use dashes rather than parentheses to inclose
+informal parenthetical material.</b></p>
+
+<div class="blockquote">
+
+<p>He offered me—imagine it—twenty dollars a week.</p>
+
+</div>
+
+<p class="para" id="para842"><b>842. Use a dash before a summarizing expression.</b></p>
+
+<div class="blockquote">
+
+<p>After the wheat is all in, after the horses are put up, and
+after the chores have been done—then you may use the car.</p>
+
+</div>
+
+<p class="para" id="para843"><b>843. Never use a dash where a period should be used.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Come tomorrow—everybody will be here then—</p>
+
+<p class="hanging"><i>Right.</i> Come tomorrow. Everybody will be here then.</p>
+
+</div>
+
+<p class="para" id="para844"><b>844. Never use a dash where a comma should be used.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Tom came in yesterday—and Jim was glad to
+see him.</p>
+
+<p><span class="pagenum"><a id="Page_147"></a>[147]</span></p>
+
+<p class="hanging"><i>Right.</i> Tom came in yesterday, and Jim was glad to see
+him.</p>
+
+</div>
+
+<p class="para" id="para845"><b>845. Use quotation marks (“ ”) to inclose expressions
+in direct discourse.</b></p>
+
+<div class="blockquote">
+
+<p>He said, “Let me try.”</p>
+
+</div>
+
+<p class="para" id="para846"><b>846. Use quotation marks to inclose material borrowed
+from some other writer.</b></p>
+
+<div class="blockquote">
+
+<p>According to John Keats “A thing of beauty is a joy
+forever.”</p>
+
+</div>
+
+<p class="para" id="para847"><b>847. If the quoted passage contains more than one
+paragraph, the quotation marks must be placed at the
+beginning of each paragraph, but after only the last.</b></p>
+
+<p class="para" id="para848"><b>848. Use single quotation marks (‘ ’) to inclose a quotation
+within a quotation.</b></p>
+
+<div class="blockquote">
+
+<p>The man said, “John said to me, ‘You hold him; I’m
+busy.’”</p>
+
+</div>
+
+<p class="para" id="para849"><b>849. Use ordinary quotation marks to inclose material
+quoted within a passage enclosed by single quotation
+marks.</b></p>
+
+<div class="blockquote">
+
+<p>She said, “Jane replied, ‘Jim’s remark, “Iowa has a hard
+schedule next year,” does not mean what you think it
+means.’”</p>
+
+</div>
+
+<p class="para" id="para850"><b>850. Include periods and commas at the end of quoted
+material within the quotation marks, but treat other
+marks of punctuation according to the context of the
+passage.</b></p>
+
+<p class="para" id="para851"><b>851. Underscore names of books, plays, musical compositions,
+paintings, and pieces of sculpture. Do not
+use quotation marks.</b></p>
+
+<div class="blockquote">
+
+<p>George Eliot’s <span class="u">Silas Marner</span> has been read by thousands.</p>
+
+</div>
+
+<p><span class="pagenum"><a id="Page_148"></a>[148]</span></p>
+
+<p class="para" id="para852"><b>852. Use an apostrophe (’) to mark the omission of
+letters in contracted words.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Dont, cant, its (for <i>it is</i>), Ive, doesnt.</p>
+
+<p class="hanging"><i>Right.</i> Don’t, can’t, it’s, I’ve, doesn’t.</p>
+
+</div>
+
+<p class="para" id="para853"><b>853. Use an apostrophe before the <i>s</i> to form the possessive
+of singular nouns.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Fathers house has just been painted.</p>
+
+<p class="hanging"><i>Right.</i> Father’s house has just been painted.</p>
+
+</div>
+
+<p class="para" id="para854"><b>854. Use an apostrophe after the <i>s</i> to form the possessive
+of plural nouns.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> They sell boys clothing.</p>
+
+<p class="hanging"><i>Wrong.</i> They sell boy’s clothing.</p>
+
+<p class="hanging"><i>Right.</i> They sell boys’ clothing.</p>
+
+</div>
+
+<p class="para" id="para855"><b>855. Never use an apostrophe to form the possessive
+of personal pronouns.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Their’s are black.</p>
+
+<p class="hanging"><i>Right.</i> Theirs are black.</p>
+
+</div>
+
+<p class="para" id="para856"><b>856. Use parentheses (&nbsp;) to inclose material that is
+foreign to the main thought of a sentence, paragraph,
+or whole composition.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Right.</i> They will (I saw the order myself) withdraw the
+Second battalion tomorrow.</p>
+
+</div>
+
+<p class="para" id="para857"><b>857. Use parentheses to inclose figures that confirm
+numerical adjectives. Place the figures in parentheses
+after the numeral word.</b></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> He offered to sell me (5) five mules.</p>
+
+<p class="hanging"><i>Right.</i> He offered to sell me five (5) mules.</p>
+
+</div>
+
+<p class="para" id="para858"><b>858. Never use parentheses to cancel a word which
+you want to omit; draw a line through it.</b></p>
+
+<p><span class="pagenum"><a id="Page_149"></a>[149]</span></p>
+
+<div class="blockquote">
+
+<p class="hanging"><i>Wrong.</i> Next week the (whether) weather will be warm.</p>
+
+<p class="hanging"><i>Right.</i> Next week the <span class="strike">whether</span> weather will be warm.</p>
+
+</div>
+
+<p class="para" id="para859"><b>859. Use brackets [&nbsp;] to inclose explanatory material
+introduced into a quotation.</b></p>
+
+<div class="blockquote">
+
+<p>The speaker said, “He [Washington] was above everything
+else an American gentleman.”</p>
+
+</div>
+
+<p class="para" id="para860"><b>860. Practice.</b></p>
+
+<p>Paragraph and punctuate the following passages.</p>
+
+<p class="center">I</p>
+
+<p>I had been going to St Lukes Hospital in Charleston S C
+every day for two weeks to visit my brother John who had to
+undergo a serious operation Dr R L Spitzenberg one of the
+best surgeons in the city was in charge of the case one day
+it was I think March 12 1919 I asked the doctor when John
+might be taken home he exclaimed my dear sir how can you
+expect to move a man who is as weak as your brother is
+naturally I was disappointed but John was more then disappointed
+for he had become very tired of the hospital routine
+he sighed deeply he turned his face to the wall and wept
+sobbingly when he had become somewhat quieted a nurse
+came in with his evening meal she was rather small not particularly
+pretty and unusually brusque I thought in manner
+the meal consisted of a small well-cooked steak hot baked
+potatoes and a combination salad I sat beside the bed as he
+tried to eat and wondered why they gave him such heavy
+food if he were so weak finally I said nurse are all patients
+given the same diet not two minutes before she had been
+staring out the window in a vacuous sort of way at my
+question however she turned and with no apparent change in
+her manner remarked how should I know Ive just been
+taken on.</p>
+
+<p class="center">II</p>
+
+<p>The lecturer said in part let me begin by quoting the
+hounds of spring are on winters traces and the mother of
+months in meadow and plain fills the shadows and windy<span class="pagenum"><a id="Page_150"></a>[150]</span>
+places with lisp of leaves and ripple of rain could anything
+more precisely convey the restless sensitive mood of spring
+I can think of nothing he Swinburne the author seems to
+have grasped the very essence of spring here and made it
+live forever in his lines let me pause here a moment to suggest
+that if anyone of you is looking for poetry that really
+sings try Swinburne he will always satisfy the ear but poetry
+is not all sound however it must if it is to appeal popularly
+have rhythm to be sure nevertheless this rhythm must never
+be allowed to become monotonous try reading Popes Rape of
+the Lock for instance aloud what was it Wordsworth said
+poetry was emotion recollected in tranquillity or something
+like that wasn’t it indeed nothing could be more easily demonstrable
+Bret Harte for example in Gabriel Conroy describes
+a snow storm to perfection one finds himself floundering
+through the drifts as truly as if he were actually in the midst
+of the storm yet Harte wrote the passage long after he had
+undergone the experience set forth and far from the scene
+itself in fact he wrote of a storm in the West in midwinter
+while sitting calmly at his desk in New York in midsummer.</p>
+
+<hr class="chap x-ebookmaker-drop">
+
+<div class="chapter">
+
+<p><span class="pagenum"><a id="Page_151"></a>[151]</span></p>
+
+<h2 class="nobreak" id="Chapter_XIII"><span class="smcap">Chapter XIII</span><br>
+<span class="smaller">MECHANICS</span></h2>
+
+</div>
+
+<p>In putting your ideas upon paper you must follow
+certain customs which good taste and convenience have
+established as correct at the present time. Since manners
+change from generation to generation, however,
+and since writing machines and printing methods are
+constantly being improved, some of these customs necessarily
+vary. The ensuing rules, therefore, have been
+composed in accordance with the best present usage and
+are passed on to you as describing those customs which
+are least subject to change.</p>
+
+<h3>Manuscript</h3>
+
+<p class="para" id="para900"><b>900. Write upon only one side of the paper.</b></p>
+
+<p class="para" id="para901"><b>901. Place the title upon the first line, or about two
+inches from the top of the sheet.</b></p>
+
+<p class="para" id="para902"><b>902. Leave one line blank between the title and the
+body of the composition.</b></p>
+
+<p class="para" id="para903"><b>903. Write legibly and without flourishes, using black
+ink.</b></p>
+
+<p class="para" id="para904"><b>904. Number the pages in the upper right-hand corner.</b></p>
+
+<p class="para" id="para905"><b>905. Leave the space of the letter <i>m</i> after each mark<span class="pagenum"><a id="Page_152"></a>[152]</span>
+of punctuation within the sentence, and the space of
+three <i>m’s</i> after marks of end punctuation.</b></p>
+
+<p class="para" id="para906"><b>906. Never crowd a word in order to get it all upon
+one line. Divide the word and mark the division
+with a hyphen.</b></p>
+
+<p class="para" id="para907"><b>907. Place the hyphen that marks the division of a
+word at the end of a line after the first part of the
+word. Do NOT place a hyphen before the second
+part of the word. Divide a word only at the end of
+a syllable.</b></p>
+
+<p class="para" id="para908"><b>908. Maintain a left-hand margin of at least an inch,
+and endeavor to keep the right-hand margin even.</b></p>
+
+<p class="para" id="para909"><b>909. Indent each paragraph half an inch.</b></p>
+
+<p class="para" id="para910"><b>910. Never write below the last line upon a ruled sheet.
+In typewritten manuscript leave at least half an inch
+at the bottom of the page.</b></p>
+
+<h3>Underscoring</h3>
+
+<p class="para" id="para911"><b>911. Underscore a word once for italics, twice for small
+capital letters, and three times for large capital
+letters.</b></p>
+
+<p class="para" id="para912"><b>912. Never underscore a word for emphasis.</b></p>
+
+<h3>Footnotes</h3>
+
+<p class="para" id="para913"><b>913. Use superior figures for footnotes, placing the
+figure after the expression referred to.</b></p>
+
+<p class="para" id="para914"><b>914. Place footnotes at the bottom of the page preceded
+by the superior figure corresponding to that
+used in the text.</b></p>
+
+<p><span class="pagenum"><a id="Page_153"></a>[153]</span></p>
+
+<h3>Abbreviations</h3>
+
+<p class="para" id="para915"><b>915. Use no abbreviations in formal composition except
+<i>Mr.</i>, <i>Mrs.</i>, or <i>Dr.</i></b></p>
+
+<h3>Capitals</h3>
+
+<p class="para" id="para916"><b>916. Begin all proper nouns and proper adjectives with
+a capital letter.</b></p>
+
+<div class="blockquote">
+
+<p>Russia, Bible, Pike’s Peak, English, Christian, Napoleonic.</p>
+
+</div>
+
+<p class="para" id="para917"><b>917. Begin the first word of every sentence with a
+capital letter.</b></p>
+
+<p class="para" id="para918"><b>918. Begin every line of verse with a capital letter.</b></p>
+
+<p class="para" id="para919"><b>919. Begin every direct quotation with a capital letter.</b></p>
+
+<p class="para" id="para920"><b>920. Begin each important word in the name of a social,
+a political, or a religious organization with a
+capital letter.</b></p>
+
+<div class="blockquote">
+
+<p>Sigma Delta Chi, Democratic party, Unitarian church.</p>
+
+</div>
+
+<p class="para" id="para921"><b>921. Begin every word that refers to the Deity with a
+capital letter.</b></p>
+
+<p class="para" id="para922"><b>922. Capitalize the pronoun <i>I</i> and the interjection <i>O</i>.</b></p>
+
+<p class="para" id="para923"><b>923. Begin the important words in the names of books,
+of plays, of musical compositions, of paintings and
+of pieces of sculpture with capital letters.</b></p>
+
+<p class="para" id="para924"><b>924. Begin with capital letters personal titles when
+they are written with personal names.</b></p>
+
+<div class="blockquote">
+
+<p>Colonel Morrison, Professor Hunt, Secretary McAdoo.</p>
+
+</div>
+
+<p class="para" id="para925"><b>925. Begin the names of months, days of the week, and
+holidays with capital letters.</b></p>
+
+<p><span class="pagenum"><a id="Page_154"></a>[154]</span></p>
+
+<h3>Figures</h3>
+
+<p class="para" id="para926"><b>926. Write out in full only those numbers that can be
+expressed in two words.</b></p>
+
+<div class="blockquote">
+
+<p>Ninety-nine, fifty thousand, one million.</p>
+
+</div>
+
+<p class="para" id="para927"><b>927. Write out in full sums of money in even dollars
+which can be expressed in two words; otherwise use
+the dollar sign and figures.</b></p>
+
+<p class="para" id="para928"><b>928. Use the dollar sign and figures for sums of money
+in dollars and cents.</b></p>
+
+<p class="para" id="para929"><b>929. Write out in full sums of money less than one
+dollar.</b></p>
+
+<p class="para" id="para930"><b>930. Write out in full numbers used as names of streets
+or districts.</b></p>
+
+<div class="blockquote">
+
+<p>Fifty-fifth street.</p>
+
+</div>
+
+<p class="para" id="para931"><b>931. Never begin a sentence with a number expressed
+in figures.</b></p>
+
+<p class="para" id="para932"><b>932. Write out in full sums of money used as adjectives.</b></p>
+
+<div class="blockquote">
+
+<p>She bought six-dollar gloves.</p>
+
+</div>
+
+<h3>Letters</h3>
+
+<p class="para" id="para933"><b>933. Write the full address of the writer and the date
+of writing in every letter, preferably at the head.</b></p>
+
+<p class="para" id="para934"><b>934. Use one of the following forms for the salutation
+of a business letter:</b></p>
+
+<ul>
+<li>Dear Sir:</li>
+<li>Gentlemen:</li>
+<li>Ladies:</li>
+<li>Sir:</li>
+<li>Madam:</li>
+<li>My dear Sir:</li>
+<li>My dear Madam:</li>
+<li>My dear Mr. Higginbottom:</li>
+<li>My dear Mrs. Higginbottom:</li>
+</ul>
+
+<p><span class="pagenum"><a id="Page_155"></a>[155]</span></p>
+
+<p class="para" id="para935"><b>935. Use one of the following forms for the salutation
+of a personal letter:</b></p>
+
+<ul>
+<li>My dear Mrs. Wilson,</li>
+<li>Dear Dr. Albright,</li>
+<li>Dear Brown,</li>
+<li>Dear Miss Henry,</li>
+<li>Dear Peter,</li>
+</ul>
+
+<p class="para" id="para936"><b>936. Use one of the following forms for the closing
+phrase of a business letter:</b></p>
+
+<ul>
+<li>Yours very truly,</li>
+<li>Very truly yours,</li>
+<li>Yours truly,</li>
+<li>Yours respectfully,</li>
+<li>Respectfully yours,</li>
+</ul>
+
+<p class="para" id="para937"><b>937. Use one of the following forms for the closing
+phrase of a personal letter:</b></p>
+
+<ul>
+<li>Yours truly,</li>
+<li>Sincerely yours,</li>
+<li>Yours sincerely,</li>
+</ul>
+
+<p class="para" id="para938"><b>938. Write the envelope address in not more than four
+lines.</b></p>
+
+<p class="para" id="para939"><b>939. Omit punctuation after each line of the envelope
+address.</b></p>
+
+<p class="para" id="para940"><b>940. Be consistent in the use of the third person in
+formal notes.</b></p>
+
+<p class="para" id="para941"><b>941. Sign letters clearly so that the signature can be
+easily read.</b>
+</p>
+<div style='text-align:center'>*** END OF THE PROJECT GUTENBERG EBOOK 75117 ***</div>
+</body>
+</html>
+
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+
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+the "Copyright How-To" at https://www.gutenberg.org.
+
+No investigation has been made concerning possible copyrights in
+jurisdictions other than the United States. Anyone seeking to utilize
+this eBook outside of the United States should confirm copyright
+status under the laws that apply to them.
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+Project Gutenberg (https://www.gutenberg.org) public repository for
+eBook #75117 (https://www.gutenberg.org/ebooks/75117)
generated by cgit v1.2.3 (git 2.25.1) at 2026-09-01 23:18:51 +0000