You Correct the Incorrect

 

"YOU CORRECT THE INCORRECT" is a newly published book on how to write well. To write well, you must know how to avoid incorrect sentences.

First and foremost, you are given some grammar basics, such as the Eight Parts of Speech. Knowing how to avoid incorrect sentences is the first step toward good writing.

Then, you are given many groups of sentences, containing both the correct and the incorrect ones in each group. You will be provided explanation why the sentences are correct and incorrect. Correcting the incorrect is the only way to help you write correctly.

After correcting the incorrect many times, you will be shown how to write well through practice and practice, using the right tools, knowing the subject, knowing the readers, developing style and strategy.

Get this book YOU CORRECT THE INCORRECT for only $5.50. Learn how to write by writing and how to correct by correcting.

Use of Italics

In English, sometimes words and phrases are slanted to the right--the use of italics. Effective writing requires the use of italics appropriately. The following  shows how to use italics effectively:

(1) Use italics for titles.

e.g. The film The Interview has caused much controversy.

e.g. Have you read Leo Tolstoy's War and Peace?

(2) Use italics for foreign words. The English language has acquired many foreign words, such as chef from France, and spaghetti from Italy, that have become part of the English language and they do not require to be put in italics.  However, many foreign words still require to be out in italics.

e.g. Gato is a Spanish word for cat.

e.g. Balance is expressed in the concept of yin and yang.

(3) Use italics for names of aircraft, ships, and trains.

e.g. Titanic  hit an iceberg and sank on its maiden voyage.

(4) Use italics for emphasis, but avoid its overuse:

e.g. It is easy to find out how you can avoid credit card debt, but it is difficult to actually do it.

(5) Use italics for words, phrases, letters, and numbers used as words.

e.g. The alphabet b and d are easily confused by young children.

e.g. Do you know the difference between allude and delude?

e.g. Many people consider 13 an unlucky number.

EFFECTIVE WRITING MADE SIMPLE

Stephen Lau

Copyright© by Stephen Lau

American Idioms

Idioms are words and phrases in a language that have come into existence for a variety of reasons, some obvious enough, some inexplicable, but most of them appropriately and delightfully characteristic of the race that created them. American idioms are no exception; they reflect American culture at every social level. They are used in everyday life, in speaking and in writing, in movies and on television, and by people from all walks of life.

Through thick and thin: through good times as well as bad times

e.g. Don’t worry! I’ll stick by you through thick and thin.

Meet someone halfway: compromise

e.g. He settled the agreement with her by meeting her halfway.

Name of the game: the main goal

e.g. The name of the game is winning; we must win this election no matter what.

Dog in the manger: a very selfish person

e.g. Don’t be a dog in the manger! You no longer need this; why don’t you give it to us?

Act one’s age: behave maturely

e.g. Stop behaving like a teenager! Act your age.

Lead someone astray: cause someone to do something wrong or illegal

e.g. If you are always in the company of lawbreakers, you  may be easily be led astray.

Had better: ought to, should

e.g. You had better finish your homework before going to bed.

Half a mind: a thought about something but without specific details

e.g. I have half a mind to close the store since the business has not been good.

Hammer out: work with great effort

e.g. We tried to hammer out a solution to the problem but without much success.

Late in the day: kind of late
e.g. Don’t you think it’s late in the day to change your tactics?

First and last: above all; under all circumstances

e.g. She was an accomplished pianist first and last.

Hit like a ton of bricks: surprise or shock

e.g. The sudden resignation of the President hit the people like a ton of bricks.

Go the distance: do the whole thing

e.g. This is a long, complicated project. To succeed, you must go the distance.

For a song: inexpensive

e.g. You can get this on the Internet for a song.

Pull the wool over someone’s eyes: deceive

e.g. Don’t try to pull the wool over my eyes: I wasn’t born yesterday.

Take something on the chin: get a direct blow

e.g. The bad news was a shock to me; I took it on the chin.

Hold one’s end up: do one’s part; reliable

e.g. I know I can count on you; you always hold your end up.

Hit the nail on the head: do exactly the right thing

e.g. Your remark hit the nail on the head; that was precisely the solution to the problem.

Stephen Lau

Copyright© by Stephen Lau

Learn How to Speak Like a Native American

Touch up: repair.

e.g. Can you touch up the scratches on the car?

e.g. This chair needs some touch-up.

Make up: invent; apply cosmetics; become reconciled.

e.g. He had to make up an excuse explaining why he was so late.

e.g. She made up beautifully before she put on the fancy dress.

e.g. After the heated argument, the man and his wife made up.

Run against: compete.

e.g. I am going to run against him in the coming mayor election.

Die away: disappear.

e.g. The noise died away and it was silent.

Hand over: yield control of.

e.g. The manager has handed over the human resources section to the assistant manager.

Call off: cancel

e.g. Due to the bad weather, the meeting was called off.

Walk over: go to where someone is.

e.g.  I have something to give to you. Can you walk over?

Back out: desert; fail to keep a promise.

e.g. You said you would help us, but you backed out the last minute.

Stephen Lau

Better English For You

 BETTER ENGLISH FOR YOU

WHAT this book is all about:

This book is about every aspect of both written and spoken English.

It covers the basics as well as the essentials of good and effective written and spoken English.

It helps you avoid all the common errors made by both native and non-native speakers of English.

WHY you should read this book:

This book is for every one who speaks and writes English every day.

This book is especially for ESL learners who are not familiar with the use of the English language.

This book is also for native speakers of English, who need to write good English in their education, and throughout their careers.

CONTENTS

ONE: WHY BETTER ENGLISH
TWO: HOW TO HAVE BETTER ENGLISH
LEARING TO SPEAK BY SPEAKING AND TO WRITE BY WRITING
GETTING BASIC TOOLS FOR BETTER ENGLISH
      An English Dictionary
      A Thesaurus
THREE: BETTER WRITTEN ENGLISH FOR YOU
THE PURPOSE OF WRITING
THE ENGLISH GRAMMAR BASICS
     Nouns
     Pronouns
     Adjectives
     Verbs
     Adverbs
     Conjunctions
     Prepositions
     Interjections
THE ENGLISH SENTENCE
     Sentence Patterns
     Different Types of Sentences
     Balanced Sentence Construction
THE TENSES
THE PUNCTUATION
      The Comma
      The Semi-Colon
      The Colon
     The Dashes
     The Period (Full-Stop)
COMMON SENTENCE ERRORS
     Avoid Double Negatives
     Avoid Omission of Key Verbs    
     Avoid Omission of Words in Comparison
     Avoid Dangling Participles
     Avoid Misusing Dependent Clause
BEGINNING TO WRITE
     Paragraph Development
     Learn Commonly Used Difficult Vocabulary
     Learn Commonly Used Difficult Vocabulary
     Learn Idioms and Colloquial Expressions
     Learn to Know the Difference
     Learn to Avoid Wordiness
DEVELOPING THE TOPIC
     Point of View
     Tone
     Planning the Writing
     Writing the Introduction
      Planning the Outline
      Expanding the Writing
      Writing the Draft
GOOD WRITING
      Clichés
      Figures of Speech
      Italics
      Simplicity in Writing
FOUR: BETTER SPOKE ENGLISH

      Slang and Colloquial Expressions

The New Blog - YOUR LIVING BY FAITH

 

THE NEW BLOG

Click here to go to THE NEW BLOG.

Get everything you need to know about Your Your Living By Faith. THE NEW BLOG for a new YOU!

The English Sentence Patterns

In English, the number of sentences is infinite. However, within this infinity, there are FIVE patterns:

Subject + verb

e.g. An accident happened.

            (subject) (verb)

Subject + verb + object (direct)

e.g. The man took the money.

              (s)     (v)         (o)

Subject + verb + object (indirect) + object (direct)

e.g. The man give me the money.

               (s)   (v)   (o)       (o)

Subject + verb + complement (of the subject)

e.g. She is pretty.

       (s) (v) (c)

Subject + verb + object + complement (of the object) 

e.g. They elected him President.

       (s)     (v)       (o)   (c)

e.g. They made her unhappy.

       (s)     (v)     (o)  (c)

Sir Winston Churchill once said that the English sentence is a "noble thing." As such, in order to write an effective sentence, one must know what an English sentence is.

A sentence is for communicating a complete thought, a command, a question, or an exclamation.

    e.g. I love you.

    e.g. Take it.

    e.g. Is it right?

    e.g. How wonderful!

In most cases, a sentence requires at least one subject-verb combination (e.g. I came.); in some cases, a sentence can be a single word (e.g. Help!).

The basic sentence pattern or sentence structure is made up of a subject and a verb:

           Subject                 Verb

           Birds                     sing

But you can add single descriptive words (modifiers) to add more meaning to the basic sentence pattern. These words can be: an article (a, an, the); an adjective (a word to describe the noun or subject); an adverb (a word to describe the verb).

e.g. The (specify which birds) yellow birds (the color of the birds) sing beautifully. (how they sing)

You can add a phrase (made up of two or more words with no subject-verb combination) to make the sentence longer. There are different types of phrases:

an infinitive phrase: to + verb e.g. to do the work, to play the piano

a participle phrase: present participle/past participle + noun, e.g. playing the piano, the broken window

a prepositional phrase: under the table, in the beginning

You can add a clause (made up of words with a subject-verb combination) to make the sentence longer. There are two different types of clauses:

an independent clause: communicating a complete thought, e.g. The man was singing.

a dependent clause: describing another clause, and not communicating a complete thought, e.g. When the man was singing (what happened?)

You can change sentences into different types by adding different clauses:

The simple sentence: one independent clause making one complete thought, e.g. The man was singing.

The compound sentence: more than one complete thought, with two or more independent clauses, e.g. The man was singing and the children were dancing.

The complex sentence: one independent clause with one or more dependent clauses, e.g. The man was singing (independent clause), when the children were dancing (dependent clause).

The compound complex sentence: two independent clauses with one or more dependent clauses, e.g. The man was singing (independent clause) and the children were dancing (independent clause) when the light suddenly went out.

Effective writing is the use of different types of sentences (simple, compound, complex, compound complex) to give variety. In addition, vary the sentence length to avoid monotony in writing.

Stephen Lau
Copyright© by Stephen Lau

       

Use of Subjunctive Mood

Subjunctive mood indicates making a hypothetical statement (i.e. not true).

e.g. If I were you, I would do it. (Past tense for a present action to indicate something contrary to the fact)

e.g. If he were the president, he would do it. (He is not the president, and therefore he will not do it.)

e.g. If you worked hard now, you would pass the exam. (You are not working hard now, and so you will not pass the exam; it is merely an assumption. Compare: “If you work hard, you will pass the exam.” Here, it becomes a condition, and therefore there is a probability that you will pass the exam.)

e.g. If pigs had wings, they would fly. (Pigs do not have wings, and therefore they will never fly.)

Subjunctive mood can also be used in the past tense. In that case, the past perfect tense (instead of the past tense) is used to show the hypothetical statement in the past.

e.g. If he had been the president, he would have done it. (He was not the president, and so he did not do it.)

e.g. If you had worked hard last year, you would have passed the exam. (You did not work hard last year, and so you failed in the exam last year.)

Stephen Lau  

Copyright© by Stephen Lau

You Correct the Incorrect

 

"YOU CORRECT THE INCORRECT" is a newly published book on how to write well. To write well, you must know how to avoid incorrect sentences.

First and foremost, you are given some grammar basics, such as the Eight Parts of Speech. Knowing how to avoid incorrect sentences is the first step toward good writing.

Then, you are given many groups of sentences, containing both the correct and the incorrect ones in each group. You will be provided explanation why the sentences are correct and incorrect. Correcting the incorrect is the only way to help you write correctly.

After correcting the incorrect many times, you will be shown how to write well through practice and practice, using the right tools, knowing the subject, knowing the readers, developing style and strategy.

Get this book YOU CORRECT THE INCORRECT for only $5.50. Learn how to write by writing and how to correct by correcting.

Use of Italics

In English, sometimes words and phrases are slanted to the right--the use of italics. Effective writing requires the use of italics appropriately. The following  shows how to use italics effectively:

(1) Use italics for titles.

e.g. The film The Interview has caused much controversy.

e.g. Have you read Leo Tolstoy's War and Peace?

(2) Use italics for foreign words. The English language has acquired many foreign words, such as chef from France, and spaghetti from Italy, that have become part of the English language and they do not require to be put in italics.  However, many foreign words still require to be out in italics.

e.g. Gato is a Spanish word for cat.

e.g. Balance is expressed in the concept of yin and yang.

(3) Use italics for names of aircraft, ships, and trains.

e.g. Titanic  hit an iceberg and sank on its maiden voyage.

(4) Use italics for emphasis, but avoid its overuse:

e.g. It is easy to find out how you can avoid credit card debt, but it is difficult to actually do it.

(5) Use italics for words, phrases, letters, and numbers used as words.

e.g. The alphabet b and d are easily confused by young children.

e.g. Do you know the difference between allude and delude?

e.g. Many people consider 13 an unlucky number.

EFFECTIVE WRITING MADE SIMPLE

Stephen Lau

Copyright© by Stephen Lau

American Idioms

Idioms are words and phrases in a language that have come into existence for a variety of reasons, some obvious enough, some inexplicable, but most of them appropriately and delightfully characteristic of the race that created them. American idioms are no exception; they reflect American culture at every social level. They are used in everyday life, in speaking and in writing, in movies and on television, and by people from all walks of life.

Through thick and thin: through good times as well as bad times

e.g. Don’t worry! I’ll stick by you through thick and thin.

Meet someone halfway: compromise

e.g. He settled the agreement with her by meeting her halfway.

Name of the game: the main goal

e.g. The name of the game is winning; we must win this election no matter what.

Dog in the manger: a very selfish person

e.g. Don’t be a dog in the manger! You no longer need this; why don’t you give it to us?

Act one’s age: behave maturely

e.g. Stop behaving like a teenager! Act your age.

Lead someone astray: cause someone to do something wrong or illegal

e.g. If you are always in the company of lawbreakers, you  may be easily be led astray.

Had better: ought to, should

e.g. You had better finish your homework before going to bed.

Half a mind: a thought about something but without specific details

e.g. I have half a mind to close the store since the business has not been good.

Hammer out: work with great effort

e.g. We tried to hammer out a solution to the problem but without much success.

Late in the day: kind of late
e.g. Don’t you think it’s late in the day to change your tactics?

First and last: above all; under all circumstances

e.g. She was an accomplished pianist first and last.

Hit like a ton of bricks: surprise or shock

e.g. The sudden resignation of the President hit the people like a ton of bricks.

Go the distance: do the whole thing

e.g. This is a long, complicated project. To succeed, you must go the distance.

For a song: inexpensive

e.g. You can get this on the Internet for a song.

Pull the wool over someone’s eyes: deceive

e.g. Don’t try to pull the wool over my eyes: I wasn’t born yesterday.

Take something on the chin: get a direct blow

e.g. The bad news was a shock to me; I took it on the chin.

Hold one’s end up: do one’s part; reliable

e.g. I know I can count on you; you always hold your end up.

Hit the nail on the head: do exactly the right thing

e.g. Your remark hit the nail on the head; that was precisely the solution to the problem.

Stephen Lau

Copyright© by Stephen Lau

The English Sentence Patterns

In English, the number of sentences is infinite. However, within this infinity, there are FIVE patterns:

Subject + verb

e.g. An accident happened.

            (subject) (verb)

Subject + verb + object (direct)

e.g. The man took the money.

              (s)     (v)         (o)

Subject + verb + object (indirect) + object (direct)

e.g. The man give me the money.

               (s)   (v)   (o)       (o)

Subject + verb + complement (of the subject)

e.g. She is pretty.

       (s) (v) (c)

Subject + verb + object + complement (of the object) 

e.g. They elected him President.

       (s)     (v)       (o)   (c)

e.g. They made her unhappy.

       (s)     (v)     (o)  (c)

Sir Winston Churchill once said that the English sentence is a "noble thing." As such, in order to write an effective sentence, one must know what an English sentence is.

A sentence is for communicating a complete thought, a command, a question, or an exclamation.

    e.g. I love you.

    e.g. Take it.

    e.g. Is it right?

    e.g. How wonderful!

In most cases, a sentence requires at least one subject-verb combination (e.g. I came.); in some cases, a sentence can be a single word (e.g. Help!).

The basic sentence pattern or sentence structure is made up of a subject and a verb:

           Subject                 Verb

           Birds                     sing

But you can add single descriptive words (modifiers) to add more meaning to the basic sentence pattern. These words can be: an article (a, an, the); an adjective (a word to describe the noun or subject); an adverb (a word to describe the verb).

e.g. The (specify which birds) yellow birds (the color of the birds) sing beautifully. (how they sing)

You can add a phrase (made up of two or more words with no subject-verb combination) to make the sentence longer. There are different types of phrases:

an infinitive phrase: to + verb e.g. to do the work, to play the piano

a participle phrase: present participle/past participle + noun, e.g. playing the piano, the broken window

a prepositional phrase: under the table, in the beginning

You can add a clause (made up of words with a subject-verb combination) to make the sentence longer. There are two different types of clauses:

an independent clause: communicating a complete thought, e.g. The man was singing.

a dependent clause: describing another clause, and not communicating a complete thought, e.g. When the man was singing (what happened?)

You can change sentences into different types by adding different clauses:

The simple sentence: one independent clause making one complete thought, e.g. The man was singing.

The compound sentence: more than one complete thought, with two or more independent clauses, e.g. The man was singing and the children were dancing.

The complex sentence: one independent clause with one or more dependent clauses, e.g. The man was singing (independent clause), when the children were dancing (dependent clause).

The compound complex sentence: two independent clauses with one or more dependent clauses, e.g. The man was singing (independent clause) and the children were dancing (independent clause) when the light suddenly went out.

Effective writing is the use of different types of sentences (simple, compound, complex, compound complex) to give variety. In addition, vary the sentence length to avoid monotony in writing.