Happy Holidays!

As the semester is winding down, I would like to leave you with one of my favorite quotes:

"There are thousands of thoughts lying within a man that he does not know till he takes up the pen and writes."

~ William Makepeace Thackeray

I hope that, once finals are over, you will be able to reflect upon the joy of writing. Take up your pen during your resting time between semesters and see what thoughts may emerge.

Happy Holidays!

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry will come at the beginning of the Spring 2011 semester. ‘Til then, hang ten!

Double Check

Often enough, when we get a new device, such as a phone, a game, a computer, or even a car, most of us skip the directions for use. Are we overconfident in our abilities? Do we make assumptions about how much we know?

Sometimes everything goes as planned. The phone works. We win at the game. The computer processes. The car runs smoothly. However, it can and does happen that some vital piece of information in the directions for use might have saved us time and energy if we had stopped to read it, especially when everything fails to go exactly as planned. The phone won’t store numbers. The game keeps stopping in midplay. The computer greets us with the blue screen of death. The car flashes a mysterious light on the dashboard. When a problem arises, most of us hurry to find the directions for use and start frantically turning pages.

When students are given an assignment, complete directions usually come with the assignment. It pays in the long run to double check by reading the directions more than once to determine precisely what the assignment requires. Key words can be of great help. If the instructor assigns a narrative, an analysis, or a comparison/contrast essay, it is clear that a defined type of essay is required.

If you are uncertain about what the different kinds of essays involve, do some research or ask for clarification from your instructor or a classmate. The Stone Writing Center also provides on-line handouts that are helpful (Composition).

Even when we think we know something, like whether or not a day at the beach will be sunny, it is never a bad idea to double check. Confirmation before prevents a mad dash for cover later if unanticipated rainstorms come our way.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Attention!

Looming suddenly above the tranquil waves of the bay, an awesomely long, silvery serpentine neck; a head as big as a Volkswagen bug; jaws gaping open to reveal row upon row of sharp and jagged teeth; and five, wheel-size eyes glaring green with golden sparks shooting toward her – that certainly got her attention!

The unexpected, the strange, the novel or new, the odd: all of these rivet the mind and make us want to know what comes next. Our minds focus because we have become interested.

Often an instructor will require that you begin your essay with an attention getter, something to draw the reader into your essay. It is not the easiest task of a writer, either. One way to go about finding a way to gain the reader’s whole attention is to consider what part of your research or subject matter interested you more than the rest. I will make the assumption that there was something of interest in the subject matter; otherwise, you’d have fallen asleep before even thinking of writing an introduction to your essay.

Even if there is no way a mythical sea monster can figure into your opening lines, consider other methods for finding an attention getter: a comedic observation, a startling fact, a strong image, a decisive quote, a philosophical statement, or anything out of the ordinary to make the reader sit up straighter and become involved in what you have to say.

It is a somewhat questionable practice to begin an essay with a rhetorical question as an attention getter since an answer to the question will probably have to be included eventually. Save the device of rhetorical questions for body paragraphs in order to give the reader more reason to contemplate what you are saying. The rhetorical question, requiring no answer, is then asked within the context of your essay.

Now I am going to be totally, completely, entirely bogus (not to mention redundant) and tell you that it was just a dream, the looming sea creature above the tranquil waves of the bay. You might decide to make sure your own attention getter has a more valid connection to your essay than mine does.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Adding Quotes

It’s midnight. Your paper is due at eight tomorrow, and your instructions say to use three outside sources. You haven’t incorporated a quote yet, having put off the final draft for the last moment when inspiration was sure to appear. What are you going to do? (Inspiration appears to have called it a day hours ago.)

One idea is to read your paper again and determine where additional support from the sources you’ve found would enhance the points you make, adding insight and proving what you say. Another idea is to pick at random, any bit of writing from any source, copy and paste, and drop it into the paper without using reason or logic at all. Which way is guaranteed to impress your professor?

I know that you are saying that no one would choose the second way because it doesn’t make sense. You are exactly correct; if you do not weave information smoothly into your writing, quotes or paraphrases might seem like afterthoughts, plugged-in, nonsensical verbiage.

Before midnight of the day before your paper is due arrives, your best bet is to read sources of information with a highlighter in hand, marking sections that might prove to be useful to support your ideas and add to the overall impact of what you plan to say. As you write your paper, note where the words or information from a source will best serve the purpose of your paper. Typing “Insert quote (or paraphrase) from X” is a good way to remind yourself of where the source can be used effectively.

"If it weren't for the last minute, I wouldn't get anything done." (Unknown) Tomorrow at eight in the morning will come, but the midnight before can find you smoothly integrating the right quotes in the right places for a great paper.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Research Rules

Rules - whether we love them or not, they are in place so that systems can function smoothly. In research projects, students are required to cite sources that they’ve found to prove or back up their assertions or information. Giving credit to those sources involves some very definite and highly structured rules.

Instructors generally ask students to use APA (American Psychological Association) or MLA (Modern Language Association) formats for their papers and for bibliographical information. The two styles are similar and serve the same purpose, but there are differences. APA, for instance, puts greater emphasis on the timeliness of material used than does MLA, which regards literature as timeless. The best plan for a student to put into place is to find and use a book or website that spells out exactly how to punctuate each entry and what information has to be included (author, title, etc.) and in what exact order the information has to be written. Developing a References page (APA) or Works Cited page (MLA) involves finding the right models or guidelines for entries.

One difficulty students encounter is precise classification of sources. Is the source an on-line journal or an institute’s web page? If the student has an up-to-date manual or web site that provides the right models to follow, the problem is often solved by finding the best fit. At times, the search for a model that is correct takes some digging, but it can be done.
A wise move when conducting research is to keep a hardcopy of all passages found, any that might be used later as quotes or paraphrased material. Note cards, although somewhat old fashioned, are a handy way to write down the information needed to cite sources as they are located.

Both APA and MLA require having in-text (APA) or parenthetical (MLA) citations as well as the list of sources compiled in a References or Works Cited or page. After a passage has been quoted or paraphrased, a parenthesis is added at the end of the text to tell the reader that it comes from another writer. The main idea to keep in mind is that a reader can go from the identification of the source, usually brief, in the student’s in-text or parenthetical citation to find the full information of where the source can be found in the References or Works Cited page. If I see the name Adams in parenthesis after a quote or paraphrase in the research paper, I should be able to go to the References or Works Cited page and find an entry that also has Adams as the first word of the entry and by that means be able to locate the book, web page, or magazine for myself if I decide to read further and find out everything Adams says in the original document.
References and Works Cited page entries have to be in alphabetical order, in accordance with the starting letters of each entry. There are also certain rules for indenting any lines after the first for each entry. Accurate models for types of entries are necessary because it is almost impossible for a human being to remember exactly how to punctuate all the different kinds of entries. Most instructors provide guidelines, and tutors at the Stone Writing Center are prepared to help students who have questions. The SWC website also provides information on both APA and MLA formats and citations (Research).

Although following all the rules for giving credit to other writers may seem as hard as finding the absolutely perfect shell along a two-mile stretch of beach, with practice - gaining actual experience by compiling bibliographical information - the mind and eye soon know where to look and how to see exactly what is just so, completely and perfectly right (like the shell I found with a tiny hole at the top, the best place and size for a necklace chain).

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

What It's Like

At times, especially at the beach, I hear someone say, “Yeah, it’s like, you know…,” and guess that the art of analogy has totally failed the speaker. Drawing effective comparisons involves at least two important elements: a striking image and a likeness that makes the analogy fairly rational.

Writing analogies is not as easy as falling off a log, not like taking candy from a baby. Having just used two old standby phrases, worn out and made trite through overuse, it is probably a good time to mention that a lack of originality can cause your analogy to fall as flat as a pancake. It is not a good idea to rely on others for analogies. Your comparisons should be fresh and new.

The words “like” and “as” generally lead into analogies. For instance, if I say, “Watching big waves roll in is like seeing carnival rides I want to try,” I have made a comparison of two different ideas with a similarity, which is anticipation of exciting rides.

A good analogy brightens a piece of writing, much like the glint of sunlight or moonlight on the tips of waves in the bay brightens their beauty, adding sparkle and light.

Finding a comparison between disparate ideas, making a connection between them, can be difficult but is worthwhile when your readers pay attention, their interest in what you have to say caught like a golden fish in the net of your essay’s flowing reason and wit.

Don’t overdo it, though. Too many analogies can turn a good bit of writing into a ridiculous test of the reader’s ability to follow what you are saying. It’s like, you know….

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

It's a Balancing Act

Humans like balance, matching pieces, orderly sets, and identifiable patterns. When it comes to the subject of parallelism, the same holds true. Words flow smoothly together in lists, compound verbs, compound subjects, etc., when they are parallel.

For example, “running, jumping, and sitting” all end with “ing” and might describe favorite sports…well, maybe not the last one. If there is an oddity - running, jumping, and sit – the lack of parallelism actually does jump out at the reader because there is discordance in the pattern.

“Kindness and mercy” might be used as a parallel compound subject of a sentence since both words are nouns. However, “kindness and merciful” would jar the senses as a compound subject because they are not parallel. “Kindness” is a noun. “Merciful” is an adjective.

A memory device that is useful to remember parallelism is the following: “He came, he saw, he conquered.”

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Happy National Day on Writing!

October 20th is National Day on Writing!

To celebrate this occasion, we at the Stone Writing Center asked students and faculty to share with us why they write. We turned the responses into a slideshow; enjoy, as you reflect upon why you write.

http://www.youtube.com/watch?v=EwomKwqkU3w

Another Bit of Punctuation: the Apostrophe

The difference between a simple plural and a possessive is an apostrophe. The main question to ask if there is indecision about whether or not to use the possessive form is whether or not any ownership is indicated. Once that part is established, the next question is how many own what it is that is owned.

“The shark’s passage” means one shark has the right of way and is moving through the water.

“The sharks’ passage” means more than one shark is involved.

Either way, it‘s a good time to sit out a wave or two.

Apostrophes are also used to form contractions. An apostrophe goes where the missing letter would have been. For informal writing, using contractions seems a bit less stilted, more casual. I do not, however, recommend using contractions for formal, academic essays. It’s OK, though, to use contractions in other writing.

There is often confusion about using an apostrophe when writing years. If I want to write about the 1800s and the 1900s, I don’t need to use an apostrophe; but if I did, I’d be consistent about it. Writers often do place an apostrophe in years.

Unlike the breakable rule for writing years, an apostrophe is correct when referring to words as words – “she had too many the’s in her sentence” - or when naming letters of the alphabet – “how many e’s are in this sentence?”

Like commas, the best guide is to have a real reason for adding an apostrophe. A quick look at a dictionary or grammar book can always clarify the rule and answer questions.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Dangling or Misplaced Modifiers

Some mistakes can be a bit funny. Dangling modifiers in particular can invoke some weird, odd, or strange images. Making the reader laugh is most likely not the usual goal of a writer whose assignment is a formal essay on a serious topic, so recognizing a dangling or misplaced modifier might help avoid unintentional humor.

When words that modify (describe) other words are placed far from the words modified or when what or who they modify is not clear, offbeat images may come to mind.

If I say “Walking along the beach, the clouds cooled the air,” the reader might find it hard to imagine clouds with legs and feet engaged in walking along the beach or anywhere else.

If I rephrase the sentence to “As I was walking along the beach, the clouds cooled the air” the reader doesn’t have to try to picture clouds walking. I have used the description -Walking along the beach - to modify the pronoun - I.

It is best to place all modifiers - adverbs, adjectives, phrases or clauses - as close to what they modify as possible in order to avoid both confusion and unwanted, curiously awry images.

Were those clouds going barefoot or wearing flip flops or sandals?

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Now is the Right Time

You read the book a week ago, someone else is reading it right now, and still another person will read the book someday far into the future. If you are given an assignment that requires writing about the book, however, it doesn’t matter when you read it (as long as you read it in plenty of time to write about it for your assignment). Discussions of written works are supposed to be written in present tense, also known as literary present tense.

There actually is a reason for the rule that says that writing about writing is done in the present tense. Books, plays, movies, poems, and other literary works are considered to exist in a timeless place; but when referring to them, there is a given time – it is always right now, in the moment, in the present. The logic behind this convention is that even if you read the book five months ago, well into your personal past, the book still exists in the present and continues to do so in the future.

Exceptions to the rule come into the mix when writing about subjects other than literature, though. For some disciplines (science, math, history, etc.), the convention or preference of instructors may be for their students to use past tense, at times even when the students are writing about something they’ve read for a course. While you probably won’t need to ask an English teacher whether or not past tense is acceptable when writing about written works (The answer is definitely no) other instructors may not may insist on the traditional rule. It’s best to double check with individual instructors and verify requirements before composing an essay.

What is likely to happen when you quote from a book about which you’re writing? You’ve probably heard that it’s wrong to mix tenses in a sentence; and it’s equally probable that the quote you’ve chosen to use will be framed in past tense, since most stories are written in past tense. Again, exceptions occur. Continue to use present tense in your own discussion of the literary work.

A sentence that leads into the quote might go something like this: The author of Zee Book tells the reader his character represents joy when he writes, “Zee loudly proclaimed that she’d never before known such terrible happiness.”

The tenses are mixed, yes, but there is a logic that continues throughout your paper. You have discussed the book and provided evidence of what you say through a quote about the character in present tense, while the quote from the book in past tense flows along without confusing the reader. As long as you keep to a pattern, that of using present tense for discussions of written works, there won’t be strange or awkward tense shifts in your paper.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

In Honor of National Punctuation Day!

I’m excited to announce that this Friday, September 24, is National Punctuation Day! In honor of this occasion, I thought I would share some punctuation tips regarding dialogue.

One literary device many writers use is dialogue, having their characters speak. It’s sort of like eavesdropping for the reader, being outside the conversation but knowing what is said. Dialogue is useful for moving the plot along and for making the characters appear real.

When it is time to punctuate dialogue, certain rules apply. One major rule is that each time there is a change in the speaker, a new paragraph is begun to separate one speaker from the next. While there might be a long paragraph with only one character speaking, if any other voice interjects, a whole new paragraph is required to signify that a different character has something to say. Written dialogue may look much like the following:

“I say,” said the star to the gulf waters, “your beach is deserted today. Perhaps I should increase my radiance and send more light and warmth to the world.”

The green-blue waves below replied, “You are right on, Yellow Sun. It would be good to see friends today, and they are likely to come to the shore if you are brightly shining.”

A seagull in flight overheard the two speaking and thought, “Yes, lots of bread and tasty corn chips… good food to be tossed my way when the sun is bright and humans come to the beach.”

Three particular rules apply to the imaginary dialogue above. New paragraphs begin for each new speaker; quotation marks show the words spoken or thought; and the third rule is that italics indicate when the speaker’s words are thought instead of said aloud. Note also that commas are placed inside the quotation marks. Using dialogue enhances written work, brings it to life; and punctuating dialogue is easier than might be supposed.

Enjoy National Punctuation Day!

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Finding Subjects and Verbs

Along with a complete thought, the subject and the verb of a sentence are its primary components. The basic key to becoming an effective writer is to make certain that all three required components are in place for each sentence. To do that, recognizing subjects and verbs is necessary.

When we talk, we are not going to parse what we say and identify separate components of our speech; but if a person fails to include a subject, a verb, and a complete thought when talking, someone is bound to ask, “Huh? What, a wave? What happened?”

Because any given sentence may include several nouns and verbs, difficulties can occur when identifying which words are the actual subject and accompanying verb.

First, ask what the sentence is really about—the person, place, object or idea—in order to identify the subject. Then ask what is happening to that subject or what the subject is doing in order to identify the verb. Cross out all the other words, which may be dependent clauses, adjectives, adverbs, prepositions, etc., which are used to add information. When all else is removed, what remains is the subject and verb. Together they should express a complete, if somewhat limited, thought.

I’ll place in parentheses the extra words in the next sentence:

(Even when the weather was not as sunny and warm as usual,) I went (to the beach to enjoy the sound of the waves.)

The subject "I" and the verb "went" are all that is left. While it is not always perfectly easy or simple to determine the subject and verb of a sentence, doing so can prevent fragments from appearing when the writer intends to compose a complete sentence.

Sunny days and great essays, that’s the main idea!

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Help! I Need a Proofreader/Editor!

It is a laudable and even sensible goal for students to try to turn in grammatically correct papers; and, on occasion, one might come to the Stone Writing Center in hopes of getting an editor to find and fix every tiny, imaginable error he might have made. His hope, however, will not be fulfilled. Tutors can and will offer reasonable, diagnostic help, though. We can point out problem areas and teach students how to do the same kind of assessment of their writing. Our goal is for each student to become his own best editor so that he will not have to rely on others. It takes time and effort, but each aspect of grammar learned pays off over time, even if the work involved is not exactly a day at the beach. It may sound as if tutors lack sympathy for the student whose aim is a perfect paper; but our main goal is to assist students to become better writers (Mission Statement ). Even though the student’s immediate concern may be the paper due, the tutor’s concern is for the student as a writer overall. Tutors critique papers and suggest strategies for improvement but will not change/correct any student’s paper line by line. To do so would shortchange the student in the long run. That said, most writers do need someone else to look over their work, since we are often blind to our own errors. The reality is that we all make mistakes now and then. A friend or relative or fellow student might be able to help by reading the student’s paper and offering suggestions. The best idea, however, is for the writer to review errors that have been problematic for him in the past and learn the ins and outs of grammar so that he can be self-reliant. A student who wants to produce perfectly correct papers might also benefit from keeping a record of mistakes teachers have pointed out along the way. Then he can double check his work to be certain those same mistakes have not landed – like pesky squawking gulls - on his pages again. See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Welcome Back

A glorious summertime at the beach must recede to memory as fall begins anew with a return to literature and essays and thoughts of grammar. I’m ready to enjoy a fresh start and a new semester.

The Stone Writing Center welcomes returning students and students who are attending Del Mar College for the first time this fall with hopes that all will visit the SWC. Students who have already visited the SWC report that their writing does improve, along with their grades, because they find here the opportunity to discuss their papers with Writing Consultants who know and love writing and can assist students with the process of writing.

In addition to in-person advice about writing, the SWC also provides computers for students to use, Boot Camps for any who have questions about grammar and on-line tutoring. For details of when Boot Camps (bootcamp) begin and how to contact the on-line tutors (tutorscorner) please visit the SWC web site (SWC). Student Assistants at the SWC are happy to answer questions and to schedule appointments.

All of us are here to make your college experience more productive, more enjoyable and even easier. Call (361) 698-1364 or come by to find a warm and friendly atmosphere which is conducive to creativity, a place where writing becomes one of the best of your college experiences, as it should be.

Don’t forget to read a few blogs, too, ones posted previously and more to come this semester (Roxy's blogs). Information about grammar and writing may not be quite as much fun as surfing the waves and relaxing on the beach, but it has its moments.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Happy Summer!

Another semester is coming to a close. Summer time and beach time are right ahead, a majorly pleasant thought; but still there is some sense of sadness when a given time ends. Students will be moving on after graduating, and we will truly miss seeing them. I hope that all those who are saying goodbye at the end of this semester will continue to check in on Twitter and let us know how they are doing.

In addition to tutoring sessions, the Stone Writing Center has been humming for months with projects and multi-layered services for students. As the coming fall semester begins, your favorite programs will still be available. We all look forward to seeing returning students again, either during the summer or next fall, and also hope graduates will come by to visit now and then.

Any blogs written over the summer will be etched in the sand and carried away by the waves, but next fall I’ll be back with more words on grammar and writing. I hope you’ll log on again then.

Congratulations to all who are graduating, and thank you for making the Stone Writing Center part of your college experience.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

In Honor of National Poetry Month

She read the poem for the seventh time. There was not one trace of a metaphor, not any symbolism, nothing she could use for her critical analysis at all. She searched in vain for a simile, any kind of imagery that could be used to explicate the poet’s work. Nothing. Zip. Nada. Zero. Even the tempo was weird, more like just talking rather than writing carefully chosen words.

She felt like throwing the book across the room and screaming about the total lack of fairness in the universe. Her composition was due the next day, and what could she say about poetic devices when there were none to be found?

That’s when the idea came: the poet had spoken straightforwardly, not relying on known poetic devices. She thought to herself, “An angle for her paper? Yes!”

She could write about what wasn’t there - any form of artifice - and the effect on the reader of plain speaking. The poet’s voice imparted meaning without relying on the traditionally accepted forms of his predecessors. It might not be the same take on the poem that the rest of the class would derive from his work, but she decided she could discuss the absence of metaphor, simile, etc., logically and turn in a good explication, her own interpretation of the poet’s strange poem.

She began to think: “Hmmmm…my working thesis might go something like ‘Bobo Bardwords’ minimalist poetry evokes a common-sense approach to questions of life and death through the absence of poetic artifice in his terse language, a language reminiscent of ordinary speech.’”

OK…now to start writing.

Roxy’s tip: Enjoy poetry this April, National Poetry Month!

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Missing

Think about run on sentences this way they are missing essential punctuation the reader does not have a way to tell where one sentence ends and another begins even though with some careful attention he might be able to fill in the blanks and know what the writer means to say without the help of periods and capital letters punctuation functions as a stopping and starting point and as a way to let the reader know how to separate one thought from the next.

The paragraph above is a major run on. It consists of several sentences without punctuation to separate them and, thereby, guide the reader through the jumble. Even if it is not particularly difficult to understand, it is probably extremely annoying to most readers.

Good punctuation, punctuation that is aligned with the rules of grammar and context and meaning, can be virtually invisible to the reader because it is unobtrusive. No one will do a double take if end punctuation appears when the sentence ends. Most people won’t say, “Oh, yes, look at that lovely dot.”

The absence of punctuation, on the other hand, is decidedly conspicuous to the reader and might lead to remarks that are not exactly complimentary. The logic of sentences depends on punctuation marks, small bits that we don’t notice when they are where they are supposed to be but do note when they are missing.

Think about run on sentences this way: they are missing essential punctuation. The reader does not have a way to tell where one sentence ends and another begins, even though with some careful attention he might be able to fill in the blanks and know what the writer means to say without the help of periods and capital letters. Punctuation functions as a stopping and starting point and as a way to let the reader know how to separate one thought from the next.

Roxy’s tip: Use punctuation appropriately to avoid run ons.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

The Case of Comma Confetti

Here a comma, there a comma, everywhere a comma, and does it matter where they land on my page? Am I supposed to put a comma here or there or anywhere? Why would I? What is the use of the small dot with a tail?

“When it doubt, leave it out,” the high school English teacher said. Perhaps instead of doubt, I should find the rules and figure out exactly why or why not when it comes to putting commas in my writing or leaving them out.

The SWC handout (Commas – available on line - hard copies available in Room 104, Stone Writing Center) lists comma rules and regulations, the proper time and place for the peculiar punctuation. Anyone afflicted with a bit of confusion about the rules could print out the list, check off the rules he knows that he knows, and ponder the meaning of the rules that confuse him.

Punctuation is somewhat like the language of math. Commas, semi-colons, periods, question marks, etc., function much like plus signs or minus signs or equals signs. They clarify or define the equation.

There is a certain precision in the proper use of commas, a reason to apply them on set occasions. Even though each writer has a novel way of expressing his thoughts, the same rules apply and can make or break a paper at times. The best way to learn rules, if they don’t automatically click in your mind, is by rote, by repetition. Keep reading the rules that you know you don’t know over and over again until the moment comes when, “Aha, I see it now!” appears. And it will.

Then the sprinkling of small dots with tails will end. Instead, the pages you write will be enhanced by deliberately placed punctuation, punctuation marks used for actual reasons. The case of comma confetti will be closed by those who master the rules, those who know why a comma should be left in or out, without a doubt.

Roxy’s tip: Learn the comma rules!

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Brevity

Texting is a form of abbreviation. Shorthand is another. There are times when it is a good idea to use a shorter form of language rather than a longer one, i.e., to send a quick message or to take dictation or to write notes in class. A few rules (English has one or two of those) govern the use of abbreviations in formal writing.

Generally, abbreviations aren’t necessary or even acceptable. It is not a great, grand and glorious idea to type in Eng. for English or Tues. for Tuesday. Your Eng. paper is not due on Tues. Your English paper is due on Tuesday.

At times, you might be writing about an organization with a long name, like The Population for Word Innovation. What you can do is insert in parentheses (TPWI) as soon as you have identified the group’s full name and then refer to TPWI for the rest of the time you write about them. By placing the abbreviation right after the full name, The Population for Word Innovation (TPWI), you have indicated to the reader that the abbreviation will be used in place of the full name for the rest of the paper.

A few common abbreviations are accepted. Instead of writing out Mister Sand, Mr. Sand is fine. If you‘re discussing Dr. Seagull, use the abbreviation for doctor. It is part of his title.

According to a line in Hamlet “…brevity is the soul of wit” (Shakespeare). While that is often true enough and can lead to improved writing at times, there is no reason to make a habit of shortening words without a clear reason to do so, especially in academic essays.

Roxy’s tip: Abbreviate sparingly and appropriately in an academic essay.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

What is This?

They say that life is a beach. I’d like to know who they are, but there is no identification in the sentence to tell me. If the sentence were written with a definite subject, I’d know who they are. Experts on life and beaches say that life is a beach, and they may be right. They are experts.

The most important time to make sure that a sentence begins with a precise subject is when the sentence is a topic sentence, the first sentence of a new paragraph. If I start a paragraph with a vague word like “this” or “that” or “it” or “they,” the reader has some catching up to do. Maybe I’ll get around to saying what this or that or it is later; maybe I’ll even say who they are.

The following two examples of possible topic sentences can be compared for clarity.

Sentence A. - It is a great way to spend the day.

Sentence B. - Surfing is a great way to spend the day.

Sentence B gives the reader the exact topic of the paragraph to come. No confusion troubles the mind of the reader because the subject is clearly and concretely stated right from the start. The sentence begins with a gerund – “Surfing,” – not an indefinite pronoun – “It.”

Pronouns can be used effectively when clear antecedents or following identifiers are in place. I could even refer to the subject in Sentence B in Sentence C:

It is the best sport in the universe.

The reader would know that the subject “It” refers to “Surfing,” which is the subject of the sentence right before.

Surfing is a great way to spend the day. It is the best sport in the universe.

When you go over your papers to make sure that you’ve said exactly what you mean to say, it’s a good idea to double check indefinite pronouns along the way. (I have said what “it” is with the identifier – a good idea). You might ask yourself if the reader will have a perfectly clear understanding of what the subject is. You might even ask each time that you’ve used the words “it,” “which,” “that,” and “this” what the reference or antecedent is for each pronoun.

Roxy’s tip: Make sure you identify indefinite pronouns.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

On Becoming a Better Writer

What we say to ourselves about ourselves can make a difference in how we feel and even how well we do in our work. Students have told me that they are not good writers, which is not the best way, or even a realistic way, for them to view their abilities or their potential. If they would say instead that they are on their way to becoming better writers, one of many reasons they are attending college, their work would reflect the positive view they take as their writing improves. All of us start somewhere along the road, maybe not already on the superhighway but at least on an access road that leads to the highway.

A huge part of learning to write well depends on students’ having faith in themselves and their capacity to improve on skills they already have. It is a way of learning by doing. The more students write, the better they begin to write.

Having a problem with comma splices does not make any student a bad writer but rather a potentially good writer who can do a bit of research to learn what a comma splice is and how to recognize and fix the punctuation problem, thereby becoming a better writer. Instructors generally will tell students in what areas of writing they need to improve, and there is information available on pretty much every topic that has to do with writing - in texts, on the web, among peers. In fact, the SWC has handouts on many writing topics. Seeing a tutor in the SWC to talk about writing one-to-one is also a good and effective way to get past difficulties and solve problems.

Confusing the path with the destination can cause people to give up along the way because they haven’t arrived yet. School is a time for growing; it is a time for adding to knowledge and ability; and it is time to enjoy the process of learning, no matter what kind of effort it takes.

You are on the way to becoming a better writer than you were the first day you picked up a pen or plugged in your laptop. Do not allow yourself to call yourself a bad writer, not without giving yourself a chance to see how well you can write as you continue your education.

Roxy’s tip: Keep your head up and keep writing!

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

A Capital Question

Sometimes tiny details can drive a person to distraction. When exactly is a noun capitalized, and when is lower case correct? A general way to know is to determine whether or not the noun substitutes for a name. Names are capitalized, so a noun that stands in place of a name or serves as part of the name, as in a title, is also capitalized.

It may be tricky at times, so it never hurts to consult a reference book to verify the rules when you have a specific question about a specific noun. One example for when the same noun is capitalized or not is as follows:

“Captain Fearnot steered his ship out to sea in the storm, but the captain of the other ship chose to go into the nearest port.”

In the first part of the sentence, a specific captain goes out to sea, and the title is part of his name. In the second part of the sentence, an unnamed captain heads inland, so no capital letter is used.

Another example shows the difference between father and Father, lower case or capitalized. Which to use depends on how the word is used in a sentence. If the word father is used in place of his name, as in “I told Father that I was going to the beach,” then it is capitalized. If I change the sentence to read, “I told my father that I was going to the beach,” then the word father is not used as his name and is, therefore, not capitalized.

Some words are always capitalized, days of the week or months; public holidays; countries, states, or cities; and brand names, for instance. Again, if there is any question, checking a grammar reference is an excellent idea. If there is no time or opportunity to check a reliable reference for the correct answer, go with the general rule that if the noun is used as a name, capitalize it.

Roxy’s tip: Don’t forget to capitalize proper nouns!

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

The Voice of a Verb

Are you doing something? Or is something being done to you?

Verbs can be passive or active, and knowing the difference isn’t as difficult as one might think. In short, the designation of passive or active voice depends on whether or not the subject of a sentence is actively doing something or passively having something done to it.

The house was built.

The house (subject) sits there passively having something done to it. Changing the sentence to active voice requires a change of subject.

The carpenters built the house.

You may say that the house is still having something done to it, and you are right. The difference is in the subject. Carpenters (subject) are actively building the house (object).

In the other sentence, the house itself is the subject and is having something done to it by nameless, unidentified people, probably with hammers and nails at their command.

At times, when the writer does not know who is the one acting, passive voice comes in handy, but it should be used sparingly.

Active voice verbs add interest for two reasons. One is that the subject is the known doer of deeds, and the second is that the sentence is simply livelier when an expressive verb in active voice describes what is happening. In scientific writing, though, passive voice is preferred because the one conducting a study or experiment is not considered to be as important as the subject matter itself, the study or the experiment. The study (subject) was found to be in error (passive voice), rather than the genius scientist (subject) found the study to be in error (active voice). The important aspect is the study itself, not the person who finds a flaw in it.

Most good writing, however, employs active voice, with subjects clearly identified as performing actions. Which of the following sentences seems more exciting or at least informative?

One, the football was thrown.

Or, two, the quarterback threw the football.

In sentence one, passive voice, there is no one in particular who throws the football. It is just there, the football, and is thrown.

In sentence two, active voice, a quarterback throws the football, someone clearly acting. (A few adjectives to describe the quarterback and adverbs to say how well he threw the football would add zest to the sentence, but that’s another topic.)

Active or passive voice refers to verb use, but whether a sentence is active or passive depends on the subject of the sentence. If the subject of the sentence is having something done to it, the sentence is passive. If the subject of the sentence is acting, the verb is in active voice.

This blog has been written. Roxy has written this blog. Both are true enough, but the voice is different. The blog was just passively having writing come upon it by an unnamed entity in one case. In the other case, Roxy, the writer, came to the page and acted upon it, writing a blog. The passive voice blog may not care either way, but Roxy does care as the active voice writer of this blog.

Roxy’s tip: Use active voice as the rule, passive voice as the exception.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Confused?

Once upon a time there were three brothers who were known as There, Their, and They’re.

There got his name because he was always in place, and the word “there” basically means a place. Their got his name when he inherited a bunch of stuff, thereby becoming an heir. Since the word “their” indicates ownership, it seemed right. They’re was called that because whenever he was asked anything at all, he’d refer to his brothers, saying, “They’re the ones to ask.” “They’re” is simply a contraction for the words “they are.”

Sometimes people got Their, There, and They’re confused. All of their names sounded just alike. It wasn’t a big problem except when people wanted to talk about their possessions, something Their was an authority on, and would call There instead. He’d just tell them about some place or another, here or there. And They’re always referred them to his brothers when they called him, which didn’t help either.

Their went into the banking business, and There decided real estate was his best bet for a career. Their built his bank on land There found. They’re became their assistant and still told anyone with a question that his brothers over there, somewhere, had the answers. “They’re the ones to ask” he’d say. “It’s their business.”

Life was good until the three brothers met two sisters named Its and It’s.

Its was very much impressed with Their, and they had much in common. Its was also a possessive type and thought Their was just the kind of guy for her. She got her name, by the way, from owning a bunch of stuff, too. Each one of the things she owned knew its owner was no one else but Its.

It’s found her ideal in They’re. Her name was a contraction for “it is,” a lot like his name, and to make a long story short, they were soon an item. They’re and It’s were even thinking about changing their name to We’re, a contraction for “we are.”

Poor There felt out of place with his brothers busy and happy with Its and It’s. He kept thinking that he had to find happiness like theirs.

Somewhere in the world, it’s certain that all he hoped for would find its way to him, even if he had to search everywhere. If not here, then there….but where? Hmmm....

Roxy’s tip: Don’t confuse the often confused words “there, their and they’re” and “its and it’s.”

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Happy International Writing Centers Week!

This week is International Writing Centers Week! So, I thought it would be appropriate for me to share with you in today’s blog some of my reflections on writing.

Writing has something of an almost magical quality about it. If you stop to think for a moment, considering what the written word is and what it can do, you’ll see that it is an unusual system, one that is known only to human beings. As far as we can tell, seagulls are not passing messages back and forth with their feet, scratching out marks in the sand as they walk along the beach. Among humans, words inspire images, emotions, ideas, and a host of other conditions in the writer and, later on, in the reader. Words represent reality. They are symbols, standing in for the actuality.

We all tend to take language for granted, learning as we grow to communicate through speech first and then through the written word once we’ve discovered reading and writing. The written word becomes an unremarkable aspect of our daily lives as we pass by billboards or see advertisements and notices posted. We scan a newspaper or book without thinking of the essence of what words are and the manner in which they move us to think as we read.

While the adage that “a picture is worth a thousand words” makes a point, nothing else but words can capture meanings with as much detail and accuracy. Our system of symbols has led to invention, keeps laws intact, allows understanding among different peoples, and provides a way to record and remember our lives.

If your ambition is to become a better writer than you are today, the best idea is to read and then read some more. As you are reading, think now and then about the skill involved, what it means to be able to perceive marks on a page or screen that communicate what the writer has chosen to communicate…as if by magic.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

We Cannot Agree to Disagree

Humans, generally but not always, enjoy debates; in the world of grammar, however, agreeing to disagree when it comes to subjects and verbs and their agreement is not allowed. The rule governing agreement is not open to debate or argument. No one interested in correct form is inclined to quibble or offer opposition to the following rule: if the subject of a sentence is singular, the verb has to be singular; and if the subject is plural, the verb has to be plural. The subject and verb agree in number, singular or plural. The writer does not get to choose to mix them up but has to follow form.

English is a strange language in some cases, and when it comes to knowing if a verb is singular or plural, an odd thing occurs. Most nouns, and there are exceptions, end with an “s” when they mean more than one, when they are plural: apples, trees, houses, times, oceans, ideas…all end in “s,” which the most common ending for a plural noun. Common, ordinary verbs, not irregular ones, when in agreement with singular nouns, often end in “s,” too, sort of an opposite effect and not meaning plural at all.

For instance, “a girl (singular noun) visits (singular verb) the beach.”

Add two friends, and “three girls (plural noun) visit (plural verb) the beach.”

There is no “s” on the end of the plural form of the verb visit…one girl visits; three girls visit. (The letter “s” appears to like having more than one purpose.)

Since I don’t know who decided to form a rule on subject and verb agreement or who was in charge of spelling rules either, I can’t say why the above peculiarity happens. It does, but it is not a true rule, more a memory device that won’t serve when weirdly spelled nouns or irregular verbs serve as the main components of a sentence.

The word “deer” is spelled the same, regardless of how many “deer” might be involved as the subject of a sentence. But depending on context, one “deer has” a forest home and five “deer have” a forest home.

The English language doesn’t seem to employ many rules without accompanying exceptions, and it’s a wise student who memorizes as many of the exceptions as possible. The rule about plural subject/ plural verb and singular subject/ singular verb stands, though, pretty much (just in case someone finds this debatable) without exception.

Roxy’s tip: Make sure your subjects and verbs agree!

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Who Are These People?

Each one of us is accustomed to the word “I” used as a self identification. “We” is the plural form. Other first person pronouns are “me,” “my,” “our,” and “us.”

Second person pronouns refer to the person to whom you speak directly, the person or people across from you in a conversation, or even you as the reader of this blog. Second person pronouns are the basic “you” and “your,” with the additional “you’re” (a contraction for “you are”) thrown in because it is commonly used.

The third person pronoun indicates anyone at all out there in the universe, Third person pronouns are “he,” “she,” “they,” “theirs,” “them,” etc.

No doubt someone has told you not to use second person pronouns (“you,” “your”) in formal writing, and you may wonder why that is the case. The answer is that second person pronouns are considered too personal for formal writing; and third person pronouns are preferred for a considered, somewhat impersonal but objective tone.

One way to remember to use third person pronouns is to concoct a mental picture of your professor holding your essay and reading along nicely until the moment comes when a statement such as, “You should never drink a gallon of whiskey and then get behind the wheel of your car” catches him (or her if you don’t want to be sexist) by surprise.

You might imagine your professor taking terrible offense with a frowning “Who… me?” expression taking the place of a previously pleased one as the reading of your otherwise perfect paper continues. It is far better for your timely advice against whiskey drinking and driving to be directed toward anyone else, some anonymous “he” or “she” or “they” out there in the wide, wide world, rather than your very own professor whose drinking and driving habits are doubtless above suspicion.

In any reading, whoever is doing the reading can be considered the “you” to whom you refer when opting to use a second person pronoun. Stay with third person pronouns so that your reader cannot take what you say personally. (You might note that I used a sentence formation that constitutes the “you understood” form, as in (“You”) Stay with third person pronouns ….)

Two other aspects of pronoun usage have to do with number (Pronoun/Antecedent Agreement) and case (Pronoun Case). I hope that you will look into both topics in order to learn to apply the right pronoun in the right place.

There is little I can say about the awkwardness of “he/she” or “him/her” constructs. That difficulty belongs to grammarians concerned about gender bias. I try to avoid putting myself in the position of trying to solve the problem of sexism in writing, often choosing plural nouns so that the generic “them” or “their” or “they” takes the place of a singular “he/she” or “him/her.” Once upon a long time ago, a singular noun was followed by “he” or “him,” meaning mankind (or humankind), all of us; but that usage has passed from favor nowadays. That said, the unwieldy use of “he/she” or “s/he” is probably more acceptable than using the word “you” in a formal essay.

Roxy’s tip: Avoid awkwardness and confusion in your fomal writing by using pronouns appropriately.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Welcome to the Stone Writing Center!

We don’t have a long and cold winter in South Texas, but we’re glad to know that spring is on its way, even so. New green and growing plants all over the city, time to head to the beach and feel sunshine beaming down… good things happen in the spring.

Another good part of spring is that the Stone Writing Center remains a rock of support for writers in all disciplines on campus and online. You can send a paper to our expert and receive a reply via email in twenty-four to forty-eight hours. You can even submit a quick question and get a faster response.

If you’ve not come to see us yet, maybe I can give you an overview of what to expect when you do visit in person.

You’ll notice immediately how polite, knowledgeable, and welcoming the Student Assistants are. They’ll be the first people you see, and they’ll sign you in to use our computers (loaded with Office 2007, wifi connected) or schedule you for an appointment with one of the tutors. Any one of the staff will answer questions you might have. You’ll also notice an array of handouts, hard copies you can pick up and keep. The topics range from how to cite sources to information on grammar and literary elements. All handouts are written by SWC staff, and they’ve condensed information very clearly and succinctly. You can also find all of our handouts online (Handouts).

The computer lab is quiet, the equipment is up to date, and you are allowed to print your papers here. Tutors and Student Assistants are in the area to help if you have computer questions or writing questions. You can also complete a lab (Labs) make-up here.

Tutoring sessions are face to face with professional Writing Consultants who read your paper and talk with you about your writing. Mostly, we like to make sure you have higher order elements in place, thesis statement, topic sentences, unified paragraphs, etc., but we will point out lower order areas, mechanics problems if there are any, and show you how to fix mistakes with commas and such. It’s against our rules to proofread papers, but we do let you know if there are errors and show you ways to identify and fix them. Some students come to talk with a tutor even before they start writing just to clarify assignments or get feedback on the ideas they have for an upcoming paper.

The SWC‘s Boot Camps (Boot Camps) are great for reviewing and improving all things related to writing, from grammar to essays to research papers. It’s one more way for students to prepare for college level writing.

The SWC is among the first writing centers established in the country, and we have kept pace with the times. You’ll see us on Twitter, we have podcasts, and we have a professional on-line tutoring service.

Spring is a time to renew and to do something new. We hope to see you here or on line. Welcome, from the Stone Writing Center.