Transcript 05. Easily confused words

Confusing Words
Who vs. Whom
Who
– Substitutes for the subject
– Example: Who let the dogs out?
Whom
–
–
–
–
Substitutes for objective pronouns (him, her)
Example: Whom did he question?
And serves as the object of a preposition
Example: Ask not for whom the bell tolls, it tolls for thee.
That vs. Which
That
– Use with essential phrases
– Example: Go to the door that reads, “Clinic 1.”
Which
– Use with non-essential phrases
– Example: The test, which was given Thursday, was
difficult.
Among vs. Between
Between
– Use with two.
– Example: He split the Calzone between Tim and Susan,
because it was bigger than Tim’s head.
Among
– Use with three or more.
– Example: We divided the money among the five children.
Affect vs. effect
Affect
– A verb that means influence
– Example: The drought will affect the color of the
fall foliage.
Effect
– A noun that means result
– Example: The medicine has unpleasant side
effects.
Compose vs. comprise
Compose
– Means to make up
– Example: The class is composed of 25 students.
Comprise
– Means to include
– Example: Our class comprises five women and six
men.
Making sense of sentences
Avoid
–
–
–
–
Fragments
Run-on sentences
Faulty parallelism
Modifier misplacement
Fragments
He waited but.
The man in the plaid suit said.
A march for justice.
Run-ons
We visited the hospital, and we saw the
doctor, and he said to come back
tomorrow, and we did, and then he said
to come back the next day, and we did,
and then he said we were too late, so
we went home.
Faulty parallelism:
Some more examples
J He planned his story, wrote the article and
turned in his paper on time.
L He enjoys reading and to go skiing.
L Our trip includes stops in:
– London, England
– A stop in Paris, France
– Washington, D.C.
Misplaced modifiers
L The tourists saw a herd of sheep on their
way to their hotel.
J On their way to their hotel, the tourists saw a
herd of sheep.
L Needing oil, the mechanic drove the car into
the garage.
JThe car needed oil, so the mechanic drove it
into the garage.
Confusing Words
To; Two; Too
What Each One Means:
‘To’ : Shows movement towards: e.g. He is
going to school.
‘To’ also indicates the infinitive of a verb.
E.g. She hopes to win a prize.
‘Two’ : Is a number. E.g. The two boys are
with two lovely girls.
‘Too’ : Means ‘also’, ‘enough’ ‘more than
enough’, ‘likewise’
Example: The inspector asked too many
difficult questions.
Why not try writing the
correct form of ‘to,too two’
in the following sentences.
1. David is ……….ill ……… go…………… the pop concert.
2. The last…….. days were………..wet……… play games.
3. The teacher told me…….. leave for home at….. o’clock.
4. My……… sisters travel………school by bus.
5. I am…….. young ………be admitted……the dance.
6. It is ……early ………retire …….bed.
7. The question was………… hard ………… answer.
8. If you are going…..the pop concert may I come…..?
9. It is ………soon after dinner……go swimming.
10. He showed us…….ways……..solve the problem.
Now Check Your Answers!
1. Too, to, to.
2. Two, too, to.
3. To, two.
4. Two, to.
5. Too, to, to.
6. Too, to, to.
7. Too, to.
8. To, too.
9. Too. To
10. Two, to.
The Writing Process
Steps in Writing an Essay
Revising and
Editing
Drafting
Pre-Writing
Planning and
Organizing
© 2001 by Ruth Luman
References
Final Draft!
Introduction
What is the writing process ?
Writing an essay takes time. That’s why writing is often
referred to as a process. In other words, there are several
steps to go through before you have a complete essay ready
to turn in for a grade. In this lesson we will talk about those
steps. They are:

Pre-Writing

Organizing

Drafting

Revising and Editing

Handing in a Final Copy
Pre-Writing
Step One
Pre-writing literally means, “before writing.” Before you
actually begin writing your essay, you will need to do the
following things:



choose a topic to write on
brainstorm or generate ideas for
your topic
focus in on central ideas
Organizing
Step Two
Making an outline can help you organize what you want to
write. This is a rough plan for your essay and can help make
the process of writing much easier.
Essay Outline
I.
Introduction
Thesis: _____________________
II.
Body
1. Topic Sentence: _____________
- supporting idea
- supporting idea
2. Topic Sentence: ____________
- supporting idea
- supporting idea
3. Topic Sentence: ____________
- supporting idea
- supporting idea
III.
Conclusion
Drafting
Step Three
After getting ideas and making an outline of your essay,
it is time to start writing the essay. When you begin writing
your rough draft, try to remember the following guidelines.

Don’t worry about writing the ‘perfect’ paper
the first time.

Your goal in writing a rough draft is to develop
and support the ideas listed in your outline.

Don’t focus on spelling and grammar as you
write your rough draft. You can check this later
in the writing process.
Revising and Editing
Step Four
After you write your first draft, go back over it and look for
ways to improve your essay in content and organization.
This step is called revision. After you revise for content and
organization, begin editing your draft for spelling, grammar,
punctuation, and sentence structure errors.
Revision
Content and
Organization
Editing
Spelling,
Grammar,
Punctuation,
etc.
The Final Copy
Step Five
The last step is turning in your essay to be graded. Look
at the guidelines below for turning in the final draft of your
essay.
 word-processed
 all new paragraphs indented five spaces
 8 ½ by 11 inch white paper
 double spaced, size 12 font
 one inch margins on all sides
Evaluation
Now, you are ready to review what you’ve learned. Click on the button
below to return to Unit A. Do the interactive exercise. Then click on
the essay rubric link to see how your essay will be evaluated.