Mantex

Tutorials, Study Guides & More

  • HOME
  • REVIEWS
  • TUTORIALS
  • HOW-TO
  • CONTACT
>> Home / How-to

How-to

free guidance notes on writing skills and English Language, sample pages, How-to guides, and study resources

free guidance notes on writing skills and English Language, sample pages, How-to guides, and study resources

Overcome writer’s block

September 16, 2009 by Roy Johnson

techniques for getting started

Overcome Writer's Block1. Writer’s block is much more common than most people imagine. But it can be overcome. Don’t imagine that you should be able to write impeccably at your first attempt. Most successful writers make several drafts of their work. They edit what they write, correct mistakes, make additions and deletions, and generally re-write extensively. Writing fluently and clearly is an advanced skill.

2. Don’t just sit staring at the blank piece of paper or the editing screen: it will only make you feel worse. Do something else, then come back to the task. Best of all, write something else – something you know you can write. This will help you to feel more confident.

3. Do some different type of writing as a warm-up exercise. Write a note or a letter to one of your friends. Re-write some of your earlier work, or just write something for your own amusement. This may help to release you from the blocked condition.

4. Don’t try composing in your head if you get stuck. Put down even your scrappiest ideas, so that you can see what you are dealing with. It may help you to identify any problems which are holding you back. If in doubt, put it down anyway. You can always delete it or change it later.

5. Get used to the idea of planning and making notes for what you are going to write. Don’t try to work with all the information stored in your head. A sound working plan and good notes will take the strain off you – and will prompt you with ideas, which in turn will prevent any ‘blocks’ developing.

6. Be prepared to make two or three attempts at anything you write. The first may not be very good, but it can be corrected, altered, changed – or even thrown away. Nobody need see your first attempts, so you don’t need to worry how bad they are – provided you pass on to a second or a third draft.

7. Some people develop a block because they think that mistakes and crossings-out on the page will result in ‘wasted paper’. Use scrap paper for your first drafts. The most common causes are a lack of preparation and the misguided idea that it is possible to write successfully at the first attempt.

8. If you are using a computer, you might try printing off your first attempts and editing them on paper. Some people work best in this combination of two mediums. Even professional writers edit on both screen and paper.

9. Writer’s block is a very common problem. Even experienced writers sometimes suffer from it. Don’t think that you are the only person it affects. What you need to know is how to get out of the blocked condition.

10. Here are some statements made by people suffering from writer’s block. They could help you identify your own case if you have this problem. They are followed by tips on how to effect a cure.


‘I’m terrified at the very thought of writing’

Cause – Perhaps you are just not used to writing, or you are out of recent practice. Maybe you are over-anxious and possibly setting yourself standards which are far too high.

Cure – Limber up and get yourself used to the activity of writing by scribbling something on a scrap of paper or keying in a few words which nobody else will see. Write a letter to yourself, a description of the room you are in – anything just to practise getting words onto paper. Remember that your attempts can be discarded. They are a means to an end, not a product to be retained.


‘I’m not sure what to say’

Cause – Maybe you have not done enough preparation for the task in hand, and you don’t have any notes to work from and use as a basis for what you want to say. Perhaps you haven’t yet accumulated enough ideas, comments, or materials on the topic you are supposed to be discussing. Possibly you have not thought about the subject for long enough.

Cure – Sort out your ideas before you start writing. Make rough notes on the topics you wish to discuss. These can then be expanded when you are ready to begin. Brainstorm your topic; read about it; put all your preliminary ideas on rough paper, then sift out the best for a working plan. Alternatively, make a start with anything, then be prepared to change it later.


‘My mind goes blank’

Cause – Maybe you have not done enough preparation on the topic in question and you are therefore short of ideas or things to write about. Perhaps you do not have rough notes or a working plan to help you make a start. Maybe you are frightened of making a false start or saying the wrong thing.

Cure – Make notes for what you intend to write about and sort out your ideas in outline first. Try starting yourself off on some scrap paper or a blank screen. You can practise your opening statement and then discard it once you are started. Put down anything that comes into your head. You can always cross it out or change it later.


‘It’s just a problem of the first sentence’

Cause – These can be quite hard to write! There is quite a skill in striking the right note immediately. You may be thinking ‘How can I make an introduction to something which
I have not yet written?’ Maybe you have not created a plan and don’t know what will follow any opening statement you make. Perhaps you are setting yourself standards which are much too high or unrealistic. Maybe you are fixated on the order of your statements – or just using this as an excuse to put off the moment when you will have to start.

Cure – Leave a blank space at the beginning of what you are going to write. The first sentence can be written later after you have finished the rest. Make a start somewhere else and come back to it later. Alternatively, write any statement you wish, knowing that you will change it later.


‘I’m not quite ready to start yet’

Cause – This could be procrastination, or it’s possible that you have not finished digesting and sorting out your ideas on the subject.

Cure – If it is procrastination, then use the warming up procedure of writing something else of no importance just to get yourself into the mood. If it is not, then maybe you need to revise your notes, drum up a few more ideas, or make a working plan to give you a point from which to make a start.


‘I’ve got too much information’

Cause – If you have several pages of notes, then maybe they need to be digested further. Maybe you have not selected the details which are most important, and eliminated anything which is not relevant.

Cure – Digest and edit your material so as to pare it down to what is most essential. Several pages of notes may need to be reduced to just one or two. Don’t try to include everything. Draw up a plan which includes only that which is most important. If your plan is too long, then condense it. Eliminate anything which is not absolutely necessary for the piece of work in hand.


‘I’m just waiting for one small piece of information’

Cause – Maybe you feel that a crucial piece of background reading – a name, or just a date is holding you up. You may be waiting for a book to be returned to the library. But this is often another form of procrastination – making excuses so as not to face the task in hand.

Cure – Make a start without it anyway. You can always leave gaps in your work and add things later. Alternatively, make a calculated guess – which you can change if necessary at a later stage when you have acquired the missing information. Remember that your first draft will be revised later anyway. Additional pieces of information can be added during the editing process.


‘I’m frightened of producing rubbish’

Cause – Maybe you are being too hard on yourself and setting standards which are unnecessarily high. However, this can sometimes be simply a fear of putting yourself to the test.

Cure – Be prepared to accept a modest achievement at first. And remember that many people under-rate their potential ability. It is very unlikely that anybody else will be over-critical. If you are a student on a course, it is the tutor’s job to help you improve and become more confident.


‘I’m stuck at the planning stage’

Cause – This may be a hidden fear of starting work on the first draft, or it may possibly be a form of perfectionism. It may be that you are making too much of the preparation stages, or alternatively that you are stuck for ideas.

Cure – Make a start on the first draft anyway. You can create a first attempt which may even help you to clarify your ideas as you are writing it. This first draft may then be used to help you devise and finalise another plan – which can then be used as the basis for your second or final draft.


‘I’m not sure in what order to put things’

Cause – Maybe there are a number of possibilities, and you are seeking the best order. Perhaps there is no ‘best’ or ‘right’ order. You are probably looking for some coherence or logical plan for your ideas.

Cure – Draw up a number of different possible plans. Lay them out together, compare them, then select the one which seems to offer the best structure. Be prepared to chop and change the order of your information until the most persuasive form of organisation emerges. Make sure that you do this before you start writing, so that you are not trying to solve too many problems at the same time once you begin.


‘It’s bound to contain a mistake somewhere’

Cause – You may be so anxious to produce good work that your fear of making a mistake is producing the ‘block’. Alternatively, this may be a form of striving for the impossible, or setting yourself unreachably high goals so as to create an excuse for not starting.

Cure – Your first efforts should only be a draft, so you can check for mistakes at a later stage. Be prepared to make a start, then deal with any possible errors when you come to re-write the work later. Very few people can write without making mistakes – even professional authors – so there is no need to burden yourself with this block.

© Roy Johnson 2004


More on How-To
More on study skills
More on writing skills


Filed Under: Study Skills, Writing Skills Tagged With: Academic writing, Study skills, Writer's block, Writing skills

Oxymoron – how to understand it

September 11, 2009 by Roy Johnson

free pages from our English Language software program

Oxymoron – definition

oxymoron Oxymoron is a figure of speech in which two incongruous or apparently contradictory words are combined to make a special effect.

redbtn An oxymoron is a contracted paradox.


Examples
  • He has a strong weakness for drink.
  • I’ll try the sweet and sour duck.
  • She is something of a cheerful pessimist
  • Their affair is an open secret.

Use

redbtn Oxymoron is used for emphasis or stylistic effect.

redbtn It’s often used in advertising.

redbtn NB! By the way, it’s pronounced ‘ox-ymoron’ — not ‘oxy-moron’.

redbtn The oxymoron is closely related to antithesis and paradox. Both of these are figures of speech.

redbtn An oxymoron is ‘a contracted paradox’. That is, the paradox is an apparently contradictory statement; whereas the contradiction in an oxymoron is reduced to just two antithetical terms.

redbtn It is the sort of playful and often witty effect used by those who wish to draw attention to their command of language.

redbtn The device is much-loved by poets, because it enables them to express complex ideas in a very compressed form:

Where grey-beard mirth and smiling toil retired
The toiling pleasure sickens into pain

[Oliver Goldsmith]

Self-assessment quiz follows >>>

© Roy Johnson 2003


English Language 3.0 program
Books on language
More on grammar


Filed Under: English Language Tagged With: English language, Figures of speech, Language, Oxymoron

Page layout – how to display writing

September 9, 2009 by Roy Johnson

free pages from our English Language software program

Page layout – definition

page layout Page layout is the physical organisation of text on the page, the screen, or any other medium of written communication.

redbtn It refers to the visual conventions of arranging text to assist reading and comprehension.


Examples

redbtn Good layout includes effective use of the following common features:

  • page margins
  • indentation
  • paragraphs
  • line spacing
  • justification
  • centring
  • type style
  • type size
  • italics
  • bold
  • capitals
  • underlining

Use

redbtn There are conventions of layout in written communication in English. Some of these are based purely on function, and some on tradition.

redbtn The modern trend is towards layout which results in fast and easy reading of the page.

redbtn Layout complements content in efficient communication. It facilitates the reading and the comprehensibility of the text.

redbtn NB! Readers are affected by these conventions, even though they may not be aware of them.

redbtn The conventions of layout for most writing (printed or written) are designed to make comprehension easier for readers. They are as follows:

  • text is surrounded by margins on the page
  • continuous writing is divided into paragraphs
  • paragraphs are separated by double spaces, or by indentation
  • sentences are separated by a single space
  • emphasis is indicated by italics or bold
  • headings are indicated by larger type size or emphasis [or both]
  • headings and sub-headings used to create logical organisation
  • indentation and spacing is used to present lists and diagrams

redbtn All this might seem rather obvious, but many people have difficulty reproducing or controlling these conventions.

redbtn These ‘rules’ apply to all languages which are written from left to right, and from the top to the bottom of the page. [Some languages are not!]

redbtn Most of these conventions can be reproduced in handwriting, as well as by typewriting and word-processing.

redbtn Faulty or inappropriate layout can seriously affect the legibility of text, and thus its comprehension.

redbtn Research shows that readers assimilate the content of a page in the following order:

  1. pictures
  2. diagrams
  3. tables
  4. bulleted lists
  5. headings
  6. continuous text

redbtn Layout choices. For every type of written communication, the writer has a choice to make regarding layout. An awareness of the conventions appropriate to the contents will make the writing more effective.

redbtn The layout for personal letters is known and used by most writers, as is the convention for addressing the accompanying envelope. Elements of the address are arranged on separate lines:

Mrs J Fingerbottom
14 Oildrum Lane
Accrington
Lancashire

Literary texts

redbtn Literary texts (stories, novels, biographies) are produced with layout conventions of which most people are unconsciously aware:

  • serifed type face
  • type size large enough for the normally sighted
  • between ten and twenty words per line
  • numbered pages and chapters
  • generous margins
Business documents

redbtn Contemporary business documents are often laid out following conventions which arise from economic considerations. [Time spent deciphering memos, reports, and proposals represent financial loss.]

redbtn A typical business document might have the following features:

  • sub-headings in the left margin opposite related paragraphs
  • small blocks of text with no more than five sentences
  • blocks of text separated by horizontal lines or double-spacing
  • extensive use of bulleted lists
  • document structure reflected in type size and emphasis
Newspapers

redbtn Newspapers have very distinctive conventions of layout which make them easily recognisable:

  • banner headlines in bold sans-serif type
  • body text in small serifed type
  • text arranged in narrow columns
  • text aligned with full justification
  • all page elements arranged on a ‘grid’
  • pictures and diagrams straddling columns
  • boxes and borders surrounding some page elements

redbtn Lists of items are easier to read if they are laid out vertically, rather than across the page as a line of text.

redbtn Tables are useful when lists become more complex than a collection of items. For instance, bus and train time-tables would be very difficult to use if the information were given as continuous prose.

redbtn One important feature of layout related to all text is the choice between serif and sans-serif type.

redbtn The serif is a tiny swirl at the tip and foot of letters. The serif aids the reading process by leading the eye from one letter to the next. These occur in type sets [fonts] such as Times Roman, Bookman, and Classroom.

view-08

redbtn Serif type is used for any substantial passages of text which will be read continuously.

redbtn Sans-serif type on the other hand is plain. The edges of letters are straight, and devoid of swirls or serifs. Arial, Helvetica, and Courier are all sans-serif type sets.

redbtn Sans-serif is used for impact in short sequences of text which will not require continuous reading. It is often used to effect in titles, headings, and sub-headings.

view-07

redbtn Children begin to write in sans-serif characters and then graduate to using joined-up writing [which is equivalent to the serifed type style]. Some youngsters find it very difficult to make this transition and continue to write using separate letters — which they call ‘printing’.

redbtn Writing of this kind is very difficult to read, and it is discouraged in schools and colleges. This is because it obscures such features as capitalisation. It is a more laborious process for the writer to produce and makes understanding more difficult for the reader.

redbtn Two common faults of layout are the use of continuous capital letters in headings, and the use of underlining for emphasis. Both of these features make the text more difficult to read.

Self-assessment quiz follows >>>

© Roy Johnson 2003


English Language 3.0 program
Books on language
More on grammar


Filed Under: English Language Tagged With: English language, Page layout, Presentation, Text presentation, Writing

Page layout for essays

August 23, 2009 by Roy Johnson

sample from HTML program and PDF book

1. Academic page layout – using word-processors
Modern word-processors allow you to create attractive page layout for your documents. The impression made by your essays or reports will be enhanced by good design. You should practise controlling the basic functions of your word-processor to improve the presentation of text on your pages.

2. Margins
The default settings of most word-processors create a margin of one inch at each edge of the page. You should try increasing your side margins (say, to one-and-a-half inches). This not only improves the appearance of your work on an A4 page, it leaves more room in which your tutor can write comments.

3. Fonts
For the main text of your essay, choose a font with serifs (‘Times Roman’, ‘Garamond’, or ‘Schoolbook’).

serifed fonts

These make the text easier to read. Avoid sans-serif fonts such as ‘Arial’ or ‘Helvetica’: these make continuous reading more difficult. They may be used for headings however.

sans-serif fonts

Display fonts (such as ‘Poster’ or ‘Showtime’) should not be used at all for academic work. They are designed for advertising.

display fonts

4. Font Size
In most cases, the size of font chosen should be eleven or twelve points. This will be easy to read, and will appear proportionate to its use, when printed out on A4 paper.

5. Quotes
Where you have quotations of more than three lines, they should normally be set in the same font as the body of the text, but the size may be reduced by one or two points. This draws attention to the fact that it is a quotation from a secondary source.

6. Spacing
Your word-processor will have single line-spacing as its default. This will produce a neat page. However, your text may be more usefully laid out in double line-spacing. This will leave more room for tutor comment.

7. Paragraphs
If you decide to stay with single line-spacing, put a double space between each paragraph. (In this case you do not need to indent the first line of the paragraph.)

8. Justification
You have two choices. Full justification arranges your text in a straight line on both the left and right-hand margins Left-justified will be straight only on the left, leaving the text ‘ragged’ on the right. This has the advantage of producing more regular word-spacing – but full justification will probably have a better visual effect overall.

9. Indentation
Never adjust your indentation using the spacebar. This will create very uneven layout when you print your document. Always use the TAB stop and the INDENT key. Remember that a TAB stop indents just the first line of a paragraph. The INDENT key will indent the whole of the paragraph.

10. Indenting quotes
Take full advantage of indenting to regularise your presentation of
quotations. Use double indentation for those longer quotations which would otherwise occupy more than two or three lines of the text in your essay. Try to be consistent throughout.

11. Indenting paragraphs?
If you do not show paragraphs by double-spacing, you will need to indent the first line of each new paragraph.

12. Italics and bold
Use italics for the titles of books and journals. (Also use it for emphasis.) Bold is best reserved for headings and sub-headings.

13. Headings
Headings, sub-headings, or essay questions may be presented in either a slightly larger font size than the body of the text, or they may be given emphasis by the use of bold.

14. Capitals
Don’t use continuous capital letters in a heading. This looks unsightly, and it makes the heading difficult to read.

15. Underlining
There is no need to underline headings or titles [even though many people think it is good practice]. If something is a title, a heading or a question at the top of an essay, then the larger font, or the use of bold should be enough to give it emphasis and importance. Underlining just makes text harder to read.

16. Page numbering
Use the automatic page-numbering feature to place numbers on all the pages of your essays. If for some reason you find this problematic (which many do), add the numbers by hand.

17. Hyphenation
If your word-processor automatically hyphenates words at the end of a line, take care to read through the work and eliminate any howlers such as ‘the-rapist’ and ‘thin-king’.

18. Widows and orphans
In laying out your pages, you should avoid creating paragraphs which start on the last line of a page or which finish on the first of the next. (These are called, in the jargon of the printing trade, ‘Widows and Orphans’). The solution to this problem is to control the number of lines on a page so as to push the text forward. An extra space at the bottom of a page is more acceptable than just one or two lines of text at the top of the next.

19. Page density
Do not create pages which are dense with closely-packed text. These will have an unattractive and off-putting effect.

20. Form
Don’t try to imitate the appearance of a printed book. Remember that an academic essay serves a different function. Leave plenty of white space around your work, and let the text ‘speak’ to the reader.

© Roy Johnson 2003

Buy Writing Essays — eBook in PDF format
Buy Writing Essays 3.0 — eBook in HTML format


More on writing essays
More on How-To
More on writing skills


Filed Under: Writing Essays Tagged With: Academic writing, Essays, Page layout, Reports, Study skills, Term papers, Writing skills

Paradox – how to understand it

September 11, 2009 by Roy Johnson

free pages from our English Language software program

Paradox – definition

paradox Paradox is a figure of speech in which a statement appears to be self-contradictory, but contains something of a truth.


Examples
  • The child is father to the man.
  • Cowards die many times before their death.

Use

redbtn Paradox is used for emphasis or stylistic effect.

redbtn The paradox is closely related to oxymoron — which is sometimes defined as ‘a contracted paradox’.

redbtn That is, the paradox is an apparently contradictory statement; whereas the contradiction in an oxymoron is reduced to just two antithetical terms – as in ‘living dead’ or ‘open secret’.

redbtn Paradox was much-used by the Metaphysical poets of the senteenth century — of whom John Donne is perhaps the best known. The following example is taken from one of his religious sonnets in which he appeals to God to strengthen his beliefs. He packs three paradoxes into these last four lines:

Divorce mee, untie, or breake that knot againe,
Take mee to you, imprison mee, for I
Except you enthrall mee, never shall be free,
Nor ever chast, except you ravish mee.

Self-assessment quiz follows >>>

© Roy Johnson 2003


English Language 3.0 program
Books on language
More on grammar


Filed Under: English Language Tagged With: English language, Figures of speech, Grammar, Language, Paradox

Paragraphs – how to write them

September 11, 2009 by Roy Johnson

free pages from our English Language software program

Paragraphs – definition

paragraphs Paragraphs are (usually) a group of sentences which deal with one topic.

redbtn The sentences are related to each other to produce an effect of unity.

redbtn The group of sentences form a single unit of meaning.


Examples

redbtn The following example of a paragraph is itself the definition of a paragraph:

The central thought or main controlling idea of a paragraph is usually conveyed in what is called a topic sentence. This crucial sentence which states, summarises or clearly expresses the main theme, is the keystone of a well-built paragraph. The topic sentence may come anywhere in the paragraph, though most logically and in most cases it is the first sentence. This immediately tells readers what is coming, and leaves them in no doubt about the overall controlling idea. In a very long paragraph, the initial topic sentence may even be restated or given a more significant emphasis in its conclusion.


Use

redbtn Paragraphs are used to divide a long piece of writing into separate sections.

redbtn Each of these sections should deal with one issue, or one topic in a sequence.

redbtn Paragraphs are a device to create firm structure in writing.

redbtn They can also be used to give rhythm, variety, and pace to writing.

redbtn NB! If in doubt, keep your paragraphs shorter, rather than longer.

redbtn The recommended structure of a typical paragraph in academic writing is as follows. [It is rather like a mini-version of the structure of a complete essay.]

  • The opening topic sentence
  • A fuller explanation of the topic sentence
  • Supporting sentences which explain its significance
  • The discussion of examples or evidence
  • A concluding or link sentence

redbtn The start of a new paragraph is usually signalled by either a double space between lines, or by indenting the first line of the new paragraph.

redbtn Very short paragraphs are often used in literary writing for stylistic effect.

redbtn One of the most famous examples of this device comes from the Bible [John 11:35].

When Jesus therefore saw her weeping, and the Jews also weeping which came with her, he groaned in the spirit, and was troubled. And said, Where have ye laid him? They said unto him, Lord, come and see.
Jesus wept.

redbtn The longer the paragraph, the more demands it makes on the reader.

redbtn The length of paragraphs can be varied to give rhythm and ‘pace’ to a piece of writing [rather like variations in sentence-length].

redbtn The last sentence in a paragraph is often used to provide a link to the next.

redbtn The following example [written by E.M.Forster] shows the skilful use of an attention-grabbing first sentence, and a concluding sentence which whets the reader’s appetite to know more about the subject:

John Skelton was an East Anglian: he was a poet, also a clergyman, and he was extremely strange. Partly strange because the age in which he flourished – that of the early Tudors – is remote from us, and difficult to interpret. But he was also a strange creature personally, and whatever you think of him when we’ve finished – and you will possibly think badly of him – you will agree that we have been in contact with someone unusual.

Self-assessment quiz follows >>>

© Roy Johnson 2003


English Language 3.0 program
Books on language
More on grammar


Filed Under: English Language Tagged With: English language, Grammar, Language, Paragraphs, Writing

Paragraphs in essays

August 24, 2009 by Roy Johnson

sample from HTML program and PDF book

1. The purpose (and definition) of paragraphs in essays is that they deal with just one topic or major point of argument in an essay. That topic or argument should normally be announced in the opening sentence, which is sometimes called a ‘topic sentence’.

2. The sentences which immediately follow the topic sentence should expand and develop the statement, explaining and relating its relevance to the question in general.

3. This opening statement and amplification should then be followed by evidence to support the argument being made. You should provide illustrative examples which are discussed as an explanation of the central idea.

4. Paragraphs in most academic essays should normally be between 50 words minimum and 200 words maximum in length. They could be longer if you were explaining a topic in detail in an extended piece of work.

5. The last sentence of a paragraph should try to round off consideration of the topic in some way. It may also contain some statement which links it to the one which comes next.

6. Consecutive paragraphs may be linked with terms such as ‘However’ and ‘On the other hand’ so as to provide a sense of continuity and structure in your argument. If you are in any doubt however, let them stand separately and speak for themselves.

7. The recommended structure of a typical paragraph in academic writing is as follows. It is rather like a smaller version of the structure of a complete essay.

  • The opening topic sentence
  • A fuller explanation of the topic sentence
  • A discussion of its significance
  • Consideration of examples or evidence
  • A concluding sentence

8. What follows is an example taken from an essay written in response to the question ‘Discuss the case for and against political censorship of the media.’

The arguments against political censorship however can be made on grounds which are surely just as firm. The moral arguments usually centre on notions of ‘freedom of information’ and the individual’s ‘right to know’. The legal arguments point to inconsistencies in current regulations as applied to the various forms of media (books, television, newspapers) and to differences in the law between the UK and other western countries. There are also a number of social and political arguments ranging from objections of class bias in the composition of those bodies which frame regulations, to similar objections to the ownership and control of the various forms of media. Exploring each one of these arguments in turn, it is possible to see that the case against political censorship can be just as strong.

9. Avoid very short paragraphs which contain only one or two sentences. These are sometimes used in fiction or journalism for dramatic effect. In an academic essay however, this device does not allow you to develop an argument or discuss evidence.

© Roy Johnson 2003

Buy Writing Essays — eBook in PDF format
Buy Writing Essays 3.0 — eBook in HTML format


More on writing essays
More on How-To
More on writing skills


Filed Under: Writing Essays Tagged With: Academic writing, Essays, Paragraphs, Reports, Study skills, Term papers, Writing skills

Participles – how to understand them

September 11, 2009 by Roy Johnson

free pages from our English Language software program

Participles – definition

participles The term participles refers to the lexical component of the verb or the part which conveys the information or meaning.

redbtn Participles can express the present tense as in swimming or the past as in swam.


Examples

PRESENT PARTICIPLES

jumping thinking being
rowing considering maintaining

PAST PARTICIPLES

ran came went was
thought made helped socialised

Use

redbtn Participles are usually used along with pronouns as verbs, but they are also used as adjectives as in The Killing Fields and The Hanging Gardens.

redbtn Participles can be used also as nouns as in ‘the cleaning’, ‘the washing’, or The Shining [film title].

redbtn NB! Speaking, listening, reading, and writing add up to communicating.

redbtn The term ‘participle’ is a technical grammatical term. It is useful to be able to identify this portion of the verb.

redbtn A verb is usually referred to in its infinitive form, with the prefix ‘to’ — as in:

to learn to be to have
to walk to converse to seem

redbtn An alternative form of reference to a given verb is to express it as a participle:

running walking sitting
wondering scribbling seeming

redbtn The participle has been very adaptable in creating new terms recently. This is particularly true in the USA, where Americans seem to have a more flexible and pragmatic approach to linguistic creativity than the British — who are perhaps inhibited by notions of traditional restraint where language development is concerned.

redbtn The scope of the noun ‘parent’ has been extended to include a verb form, and the participle is the most common form of this. Parenting is now the title of a magazine, and the activity is often referred to as ‘parenting’. However, we do not often hear other forms of the verb used — as in ‘I parented two children’ or ‘I have learnt to parent my child’.

redbtn The phrase ‘the reason being’ contains the participle form of the verb ‘to be’. This phrase seems to have recently become idiomatic. That is, it has become a compound or stock phrase which speakers find useful when expressing cause and effect, especially in speech.

redbtn Often a speaker will use the idiom as in the utterance: ‘The reason being is that I don’t like driving late at night’. In a mechanical sense, the participle ‘being’ has been substituted for ‘is’ in the conventionally grammatical utterance ‘The reason is that I don’t like driving late at night’.

redbtn The result is ungrammatical, but it is quite possible that this deviant form could become Standard English if enough speakers adopted it into their everyday repertoire. [But let’s hope not!]

Self-assessment quiz follows >>>

© Roy Johnson 2003


English Language 3.0 program
Books on language
More on grammar


Filed Under: English Language Tagged With: English language, Grammar, Language, Participles, Parts of speech

Phonology – how to understand it

September 11, 2009 by Roy Johnson

free pages from our English Language software program

Phonology – definition

phonology Phonology is the study of the sounds in any language.

redbtn The smallest unit of sound is known as a phoneme.

redbtn The phonemic alphabet is a complete set of symbols, each of which represents a single sound belonging to a specific language.


Examples

redbtn Here are some of the phonemic symbols representing sounds in English [received pronunciation]:

/ æ / = the ‘a’ in hat

/ k / = the ‘c’ in cap


Use

redbtn Phonology is a study of how sounds are organised in languages.

redbtn It is the province of linguists who study language varieties and who chart language change and development.

redbtn Phonemic symbols are used in all dictionaries to indicate the received pronunciation of each word.

redbtn Phonology is also used in therapeutic fields such as audiology and speech therapy.

redbtn NB! Phonetics [as distinct from phonology] is the study of how speech sounds are made, transmitted, and received.

redbtn The International Phonetic Alphabet [IPA] is a set of symbols which attempts to represent every unit of sound contained in every known language. [In this context the symbols are known as phonetic symbols.]

redbtn For instance, the words ‘butter’, ‘carriage’, and ‘chocolate’ (spoken in received pronunciation) would be represented as follows:

Butter = phonol-1
Carriage = phonol-2
Chocolate = phonol-3

redbtn The term phonemic symbol is used to refer to a set of sounds representing a specific language such as English, Turkish, Urdu, Icelandic, or any other.

redbtn It is as if there were a box containing all phonetic symbols for all languages, and when we select those which serve our own language we call that selection a set of phonemes.

redbtn A phoneme is the smallest unit of sound in any language.

redbtn It is represented in writing by placing a phonetic symbol between slanted lines. This indicates that it is part of a language.

redbtn For instance the simple word ‘pig’ would be represented by
/p/I/g/ because it is composed of three separate sounds.

redbtn Phonemes are the sounds of a language in received pronunciation. Regional varieties of that language may use sounds which differ from the RP version — and the symbols used to represent the dialect version are known as allophones.

redbtn An example of an allophone in English is seen in the vowel sound of words such as ‘bath’, ‘path’ and ‘castle’. The phoneme for the RP version of these sounds would be a: — representing the long open vowel b/a:/ð in ‘bath’.

redbtn The northern dialect version of the same sound in the context of those same words would be an allophone represented as b/æ/ð in ‘bath’.

redbtn Even though the symbol used is a phoneme representing RP, it becomes known as an allophone in the context of regional pronunciation.

redbtn It is important when attempting to grasp the concept of phonology and phonetics, to put to aside all notions of the orthodox spelling system.

redbtn An introduction to phonetics is useful to students of language in understanding the important distinction between speech and writing.

redbtn Phonetics also highlights the differences between spelling and pronunciation. When we learn to read [that is, to understand writing] we are learning a code. This is related to the spoken language in a crucially significant way, but in its nature and function it is distinct and discrete.

redbtn Phonology in context. The pronunciation system in English is extremely varied, and this variety springs from context.

redbtn The geographical context or the social context can be seen to determine the speech style of both individuals and of groups of speakers.

redbtn On a smaller scale, certain words themselves are context-specific in terms of pronunciation.

redbtn For example, ‘hand’ is pronounced roughly as it is spelt if it is spoken in isolation as a single word. However, in ‘handbag’ it is pronounced ‘ham’ or ‘han’.

redbtn The reason for this is ease of articulation. Clusters of consonants [three in succession in ‘handbag’] are difficult to pronounce.

redbtn If ‘hand’ is spoken after the adjective ‘left’ in ‘lefthand’, the initial aspirant [h] of ‘hand’ is to varying degrees eliminated to produce the sequence ‘left’and’.

redbtn Similarly, if the word ‘crisp’ is spoken in isolation, it is pronounced as written. If the plural ‘s’ is added however, the ‘p’ almost disappears to produce the sequence ‘criss’.

redbtn The definite article itself is subject to phonological variation which is determined by its context. That is, if it precedes a vowel sound as in ‘the other’ ‘the’ is pronounced ‘thee’. If it precedes a consonant, or is articulated in isolation, it is pronounced ‘the’, with the narrower vowel sound.

Self-assessment quiz follows >>>

© Roy Johnson 2003


English Language 3.0 program
Books on language
More on grammar


Filed Under: English Language Tagged With: English language, Grammar, Language, Phonology, Speech

Phrases – how to understand them

September 11, 2009 by Roy Johnson

free pages from our English Language software program

Phrases – definition

phrases Phrases are part of a sentence which does not contain a finite verb.

redbtn [This feature distinguishes a phrase from a clause, which does have a finite verb.]

redbtn It is a group of words which acts as a noun, adjective, or an adverb.


Examples
up the street my father’s dog
to hunt the killer the house with big windows
strawberries and cream having a wonderful time

Use

redbtn Phrases are sequences of meaning and are used in both speech and writing.

redbtn A grammatically complete sentence requires a finite verb. However, in some contexts phrases can convey as much meaning as is required.

redbtn In these cases the verb may not be expressed but will be implied by the speaker and understood by the listener.

redbtn In writing, the phrase would only be punctuated as a sentence in special cases and for special effects.

redbtn NB! Remember – a phrase does not contain a finite verb, but a clause does.

redbtn The term ‘phrase’ is used generally to suggest a saying or a brief statement.

redbtn The most interesting thing regarding phrases is that when uttered in isolation they have a verb which is understood or implied.

redbtn If we say to a child ‘Up those stairs!’ it usually means something like, ‘It’s time you went up those stairs to bed’. In the more complete utterance ‘you went’ is a finite verb.

redbtn Similarly, the question ‘Where are the glasses?’ may be answered by ‘Inside the cabinet’. The semantic implication is ‘The glasses are inside the cabinet’ in which ‘are’ is the finite verb whose subject is ‘the glasses’.

redbtn Many proverbs are expressed as phrases but with the finite verb understood.

redbtn For instance ‘More haste less speed’, suggests that, ‘more haste results in less speed’. However, this addition of the finite verb ‘results’ makes the saying less succinct and epigrammatic.

redbtn A very unscientific but efficient way to test whether an utterance is a sentence or a phrase is to imagine addressing a stranger with the statement. The response to a phrase would be ‘What on earth are you talking about?’

redbtn For example, imagine making any of the following statements to someone. They would not know what you meant.

‘The green book’
‘A lovely surprise’
‘Over there’

redbtn On the other hand, even a stranger would make some sense of the following sentences:

‘That’s the green book I left in the park.’
‘The bus stops over there.’
‘I have a lovely surprise for you.’

Self-assessment quiz follows >>>

© Roy Johnson 2003


English Language 3.0 program
Books on language
More on grammar


Filed Under: English Language Tagged With: English language, Grammar, Language, Phrases

  • « Previous Page
  • 1
  • …
  • 18
  • 19
  • 20
  • 21
  • 22
  • …
  • 31
  • Next Page »

How-To

  • English Language
  • How-to guides
  • Literary studies
  • Study Skills
  • Writing Essays
  • Writing Skills

Get in touch

info@mantex.co.uk

Content © Mantex 2016
  • About Us
  • Advertising
  • Clients
  • Contact
  • FAQ
  • Links
  • Services
  • Reviews
  • Sitemap
  • T & C’s
  • Testimonials
  • Privacy

Copyright © 2025 · Mantex

Copyright © 2025 · News Pro Theme on Genesis Framework · WordPress · Log in