|
I was at a
holiday party recently. As sometimes happens when I attend social occasions
like these, the conversation turned to writing.
Tom, an engineer at 3M, told me that an editor had
accepted an article of his for publication with a note that said, "No
changes needed. We’ll take it just as you have written it."
"Unlike some engineers, I’m a pretty good writer,"
Tom explained. "I take pride in my writing. I enjoy doing it. I had this one
teacher in high school who really taught me how to write."
People often tell me stories like this one – about
one particular teacher who made all the difference.
Why do you suppose certain teachers have such
lasting impact? Here’s my guess:
#They
have a gift for making the complex seem simple.
They can help you see the logic of language. They can help you discern the
basic principles, patterns, and structure that underlie the seeming chaos.
#They
know how to teach the basics.
They not only know basic grammar themselves, but they know which errors you
are likely to make before you make them. And they know how to teach you to
anticipate, identify, and avoid those errors.
#They
have a healthy respect – and a healthy disregard – for rules.
Although they
emphasize the basics, they know that good writing involves more than just
following rules. They don’t teach good grammar for the sake of good grammar.
They go beyond the rules to explore techniques of writing with personality,
emphasis, and style.
Were you lucky enough to have a teacher who
helped you become a good writer? Did you learn the basics of good
writing in school?
If I invited you to send me a writing sample, I
probably could answer those questions by reading just a paragraph or two of
your writing. Instead, I’ll offer you a self-assessment.
Here, in alphabetical order, are 30 of the more
common word-choice problems in American writing. How many were you taught to
identify correctly?
Does confidence (1) affect/effect ability?
Do you feel (2) alright/all right? (3) A lot/Alot of people
don’t. I’m (4) anxious/eager to begin (5) because/as this is
important.
(6) Bring/Take this to the rally on the
steps of the (7) capitol/capital. This (8)
complementary/complimentary brochure is (9) composed/comprised of
recycled paper produced on a special machine that operates (10)
continually/continuously. Are you (11) convinced/persuaded that
this is true, (12) e.g./i.e., that the machine never stops running?
Do you believe that good writing skills (13)
ensure/assure success? Should we discuss correct usage (14)
farther/further so that you can make (15) fewer/less mistakes and
(16) flout/flaunt your intelligence?
It’s (17) fortunate/fortuitous that the
company attained (18) it’s/its quota this year. It has (19)
led/lead the industry for a decade, (20) literally/figuratively
taking the heart out of the competition and destroying their (21)
morale/moral.
Their (22) principle/principal appeal is
consistency. This commitment serves as their (23) rationale/rational.
It is reflected on their (24) stationary/stationery in a design (25)
that/which bears (26) there/their logo.
Don’t spend (27) too/to much time on these
sentences, or you’ll begin to feel antipathy (28) towards/toward me.
Some errors are harmless, (29) whereas/while others undermine (30)
you’re/your credibility.
In the odd-numbered pairs, the first word is
correct; in the even-numbered pairs, the second word is correct.
By the way, I’d like to offer a belated thanks to
Mr. Cheeseman, my 9th grade English teacher. We thought your name was a
joke, but you really did make a difference.
Weekly columns
delivered by email |
