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Week Ten—Quotations and Quotation Marks

Day 1

Quotation Marks

Titles Short stories, poems, essays, articles, songs, TV episodes, and chapters and parts of books and periodicals are placed inside quotation marks. (Titles of books, long poems, and long musical works are italicized. But this entry is about quotation marks.)

Ex: One of my favorite Annie Dillard essays is called “This Is the Life.” This essay was printed in the fall issue of Image: A Journal of the Arts and Religion.

Practice—Week 10, Day 1

Put quotation marks around the titles that are short stories, poems, essays, etc., and underline any title you know to be a book, long poem, etc.

1. I’ve heard of Pride and Prejudice, but have you ever heard of Pride and Prejudice and Zombies?

2. The Tell Tale Heart was a gruesome tale. I guess that’s true for most of Poe’s short stories.

3. My 8th-grade English class read To Kill a Mockingbird; I loved it.

4. Hot for Teacher is a dumb song title (ew), but it’s the first Van Halen tune I learned to play on the drums.

Week Ten—Quotations and Quotation Marks

Day 2

Quotation Marks

On week 6, day 2, I lied. Periods don’t ALWAYS go inside quotation marks. When you are researching and cite a source, the period goes after the parentheses rather than inside the quotation marks.

Ex: The best first line of any book I’ve ever read came from Anna Karenina: “Happy families are all alike; every unhappy family is unhappy in its own way” (Tolstoy 1).

The same is true if it’s a paraphrase or summary: the period goes after the parentheses even though there are no quotation marks. (I know this is a digression; this entry is about when quotation marks are present, not absent. Still you should at least see what it looks like.)

Ex: Original text from Graceanne DeCandido’s dissertation: “In the third season, Giles was officially relieved from his Watcher duties, but he ignores that and continues as Buffy’s trainer, confidant, and father-figure” (44).

Paraphrase: Despite his termination, Giles maintains his “trainer, confidant, and father-figure” role for Buffy (DeCandido 44).

Here’s a twist on the digression, however. If the quotation is a block quote (longer than 4 lines—we’ll talk about this on Day 3), the period DOES go on the inside. (And still, we’re talking about NO quotation marks.)

Ex: At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of their actions:

The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the island; great, shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage of the island; and infected by that emotion, the other little boys began to shake and sob too. (Golding 186)

Note: This is NOT the correct spacing for a block quote. It’s indented 1” on the left, and MLA papers are double spaced throughout, including block quotations. The above example is for periods.

Practice—Week 10, Day 2

Teacher will provide practice materials as they apply to classroom work and teaching the research paper.

Week Ten—Quotations and Quotation Marks

Day 3

Exceptional Circumstances for Quotations

If something inside a quotation already has quotation marks, you need single quotation marks inside the double quotation marks.

Ex: According to Andreas Hale, “Witnessing Floyd Mayweather completely dismantle Robert ‘The Ghost’ Guerrero…brought to the realization one very important thing: Floyd Mayweather had the potential to be called the greatest boxer of all-time but won’t be.”

In MLA, if a quotation is longer than four lines, it is indented 1” from the left margin, quotation marks are removed, and it is still double spaced (like the rest of the paper).

For this example, I’ll leave the margins as is so you can see what it looks like on a normal page:

At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of their actions:

The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the island; great, shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage of the island; and infected by that emotion, the other little boys began to shake and sob too. (Golding 186)

Practice—Week 10, Day 3

Teacher will provide practice materials as they apply to classroom work and teaching the research paper.

Week Eleven—Ellipses, Brackets, Parentheses

Day 1

Ellipses

Ellipses show when something has been omitted in a quotation.

Sample quotation: According to Time magazine, “Michael Jordan, who is now retired, was the greatest basketball player of all time. Shaq was a close second. He moved to Miami to close out his career” (Johnston 89).

Ex: According to Time magazine, “Michael Jordan…was the greatest basketball player of all time” (Johnston 89). *

*Notes on ellipses: Use three periods (…) when at the beginning or in the middle of a sentence. Use four periods (….) when at the end of a sentence (unless there’s a parenthetical citation after—then use only three periods). Also, if the author you’re quoting is also using ellipses, you must put brackets around the ellipses you’ve added. (See Brackets on Week 11, Day 2.)

Practice—Week 11, Day 1

Teacher will provide practice materials as they apply to classroom work and teaching the research paper.

Week Eleven—Ellipses, Brackets, Parentheses

Day 2

Brackets

Brackets show when something has been added to a quotation.

Using the sample text from Week 11, Day 1, and assuming there were ellipses in the original Time article: According to Time magazine, “Michael Jordan […] was the greatest basketball player of all time. Shaq was a close second. He [Shaq] moved to Miami to close out his career” (Johnston 89).

Using the sample text from Week 10, Day 3: According to Andreas Hale, “Witnessing Floyd Mayweather completely dismantle Robert ‘The Ghost’ Guerrero…brought to the realization one very important thing: Floyd Mayweather had the potential to be called the greatest boxer of all-time [sic] but won’t be.” *

*FYI: [sic] means “as it appears” or “in this manner.” This is usually inserted into citations when the writer finds discrepancy, misspelling, or poor grammar in the material he/she is quoting. Don’t use sic to make fun of a writer, their grammar, or their style.

Practice—Week 11, Day 2

Teacher will provide practice materials as they apply to classroom work and teaching the research paper.

Week Eleven—Ellipses, Brackets, Parentheses

Day 3

Parentheses

Parentheses are used for two things: 1) to separate nonessential information and 2) to indicate parenthetical citation. You’ve already seen several examples of parenthetical citation:

Ex: “That’s all I have to say about that” (Gump 2).

Let’s think about nonessential information. On Week 4, Day 1, we learned about nonessential commas. Nonessential information can also be set apart with parentheses or dashes. Each method has its own reason: commas are used as more of an interruption: the included information doesn’t change the meaning. Parentheses are used more like an aside in theatre: it’s nice information to have, but it’s not necessary. Dashes are used when you want to call attention to the nonessential: “look at me, look at me, look at me!” This is not a tone or volume you’ll take very often in an academic papers. Let’s look at the hierarchy in a visual way:

Ex: The most common nonessential, which doesn’t change the meaning, uses commas.

This nonessential (more like a secret or an aside) is nice information to have, but barely worth a mention, and the least emphatic choice of the three.

The nonessential here—pay attention!—is very noticeable, but also must be used very sparingly in academic writing. *

Now, let’s look at real sentences:

Ex: My best friend, Sally, is nice.

The population of Lincoln (now over 265,000) has doubled in 50 years.

The Guthrie’s production of A Midsummer Night’s Dream—my all-time favorite—used all red costumes and a red, Plexiglas stage.

*Dashes are typed by using two hyphens, no spaces, or by using option+shift+hyphen

Practice—Week 11, Day 3

Insert parentheses, commas, or dashes around the following nonessential elements.

1. Those who produce and distribute clothing for pre-teens not just the “tweens” themselves need to realize the current styles are more appropriate for an older age group.

2. For more than twenty years 1990-present “sagging” has been in fashion.

3. Levi’s which introduced denim and riveted pockets to the world were designed for miners who were carrying heavy gold in their pockets.

4. According to Elle magazine a fashion magazine “Crop tops and overalls are here to stay” for Spring 2014.

Week Twelve—Agreement

Day 1

Noun-pronoun agreement (actually called noun-antecedent agreement; an antecedent is just the noun or pronoun to which it refers—in case you’re trying to look it up elsewhere) is making the noun and pronoun agree in person, number, and gender.

Ex: Lonnie Lindell brought his son to the annual company banquet.

Bad ex: Someone left their books on my desk.

This indicates that “someone” is plural, but we know that isn’t the case. (See Week 12, Day 3.)

** When we don’t know the gender, we use gender neutral “his.”

Someone left his books on my desk.

**“And” always indicates plural

Matt and Chris gave their parents an anniversary gift. (plural)

** With “or” and “nor,” the pronoun must agree with the nearer part.

Neither Sarah nor Tiffany bought her movie ticket ahead of time. (singular)

Neither Sarah nor her daughters want their seats to be too close to the screen. (singular and plural)

** Collective nouns, such as groups, teams, committees, voting delegations, etc., use a singular pronoun when they act as a unit and a plural pronoun when they act independently.

The faculty voted on its new lounge.

The family are likely to squabble over their different property lines.

Practice—Week 12, Day 1

Circle the correct antecedent.

1. Every athlete deserves (his or her/their) own locker.

2. All athletes should buy padlocks for (his or her/their) lockers.

3. The Huskers and (its/their) coach are excited for (its/their) new basketball facility.

4. The Boomerang and The Patriot are roller coasters known for (its/their) speed, height, and steep drops.

5. Either The Boomerang or The Patriot drops (its/their) riders 12 stories! I can’t remember which.

6. Someone left (his or her/their) backpack on the bench outside the rollercoaster ride the last time I went to Worlds of Fun.

Week Twelve—Agreement

Day 2

Subject-verb agreement—making the subject and verb agree in number

Ex: The data are collected. (singular form of data = datum)

The media is a greedy group. (This refers to a single unit.)

The media are wrong. (This refers to multiple members of the media.)

**“And” always indicates plural

Matt and Chris drive too fast. (plural)

** With “or” and “nor,” the pronoun must agree with the nearer part.

Neither Sarah nor Tiffany eats meat. (singular)

Neither Sarah nor her daughters want to go out for pizza tonight. (plural)

** Collective nouns, such as groups, teams, committees, voting delegations, etc., use a singular verb when they act as a unit and a plural verb when they act independently.

The committee likes to sit together.

The old gang are going their separate ways.

Practice—Week 12, Day 2

Circle the correct verb.

1. Neither child psychologists nor parents (has/have) yet figured out how children work

2. Of course, the family (has/have) tremendous influence on the development of a child in its midst.

3. Each of the members of the immediate family (exerts/exert) his or her unique pull on the child.

4. Genetics and physiology also (influences/influence) the development of children.

5. Just about everyone (has/have) his or her strong opinion on these issues, often backed up by evidence.

6. Neither the popular press nor scholarly journals (devotes/devote) much of their space to the wholeness of the child.

Week Twelve—Agreement

Day 3

Now that we’ve learned about nouns and pronouns and subjects and verbs, we must look at how indefinite pronouns affect both noun/pronoun agreement and subject/verb agreement. Indefinite pronouns don’t refer to specific people or things; thus, they can be singular, plural, or both (depending on the prepositional phrase that follows). Here’s a list of indefinite pronouns:

singular plural can be either

each both most

every few some

either many all

neither several any

someone/body enough

anyone/body none

no one/body plenty

everyone/body

nothing

By definition, then, indefinite pronoun agreement is making the indefinite pronoun agree in number with its antecedent and its verb

Ex: Each of the students is missing his or her free pie.

Many of the teachers brought their pie to share.

Most of the pie is gone.

Most of the students are sad about that.

Practice—Week 12, Day 3

Circle the correct verb.

1. Everyone I know (talks/talk) like a pirate on Pirate Day.

2. All of the chickens (is/are) lost forever.

3. Either of the iguanas (is/are) unfriendly.

4. Each of the girls (enjoys/enjoy) roller derby.

5. Few of her friends (is/are) leaving town.

6. Both of her friends (has/have) a broken arm.

7. Most of the wigs (looks/look) good on me.

8. One of the animals (has/have) been caught.

9. Somebody in the car (knows/know) the answer.

10. Nobody in the first three rows (has/have) a parking pass.

Week Thirteen—Agreement, Spelling

Day 1

Verb tense agreement—making the verb tenses agree with each other. The basic rule here is don’t change needlessly from one tense to another.

Bad ex: Cara fielded the ball and throws the runner out.

Ex: Cara fielded the ball and threw the runner out.

**Note: When discussing literature, it’s as if the events in the book are happening now because you are currently reading or thinking about them. Use present tense throughout.

Practice—Week 13, Day 1

Change the verb to make the tenses consistent. These sentences will read as a complete paragraph.

1. To my surprise, Nancy Chang has decided to drop by about 5:00 last Friday.

2. What she wanted is a fishing companion.

3. She has been thinking about going fishing all week.

4. As I was getting my gear together, I have become excited and, in my imagination, see the fish on my line.

5. On our way out to the lake, clouds begin to form, and we knew we are in for trouble.

6. It rains all right, for the whole weekend; the fish were safe for another week.

Week Thirteen—Agreement, Spelling

Day 2

Everyone knows the “i” before “e” rule.

ex: achieve, fiend, brief, priest, grievance, patience, pierce

But here are the exceptions: 1) except after “c”

ex: deceive, received, receipt

2) except in words that sound like “a”

ex: eight, neighbor, weigh, sleigh, feint, freight

3) except in words from this sentence:

The weird foreigner neither seizes leisure nor forfeits height.

Practice—Week 13, Day 2

Insert ie or ei.

1. Br___f

2. Dec___ve

3. Rec___pt

4. S___ze

5. For___gn

6. Pr___st

7. Gr___vance

8. F___nd

9. L___surely

10. Ach___ve

11. Pat___nce

12. P___rce

13. H___ght

14. Fr___ght

15. F___nt

16. S___ve

Week Thirteen—Agreement, Spelling

Day 3

Forming plurals sounds easy enough. You just add “s,” right? (ex: chicken(chickens)

Here are the exceptions: 1) except when the word ends in x, z, s, sh, ch; then add “es”

ex: boxes, churches, kisses, buzzes, dashes

2) except when the word ends in “o”; add “s” if the letter before the “o” is a vowel; add “es” if the letter before the “o” is a consonant.

ex: echoes, potatoes, tomatoes, zoos, boos

3) except when the word is classified as “irregular”

ex: fish, teeth, mice, children, men, women, moose, feet, geese, data, criteria, deer, cacti, cupfuls, miles per hour, sisters-in-law

4) except when the word ends in “f” or “fe” (then change the “f” or “fe” to “ve” and add “s”)

ex: lives, leaves

5) except when the word ends in “y” and the letter before the “y” is a consonant; then change “y” to “i” and add “es” (otherwise, just add “s” as the rule states)

ex: monkey(monkeys, party(parties, Murphy(Murphys

Practice—Week 13, Day 3

Make the following words plural.

1. Pile

2. Beauty

3. Day

4. Donkey

5. Beach

6. Summary

7. Box

8. Switch

9. Thief

10. Goose

11. Hiss

12. Folly

13. Supply

14. Minsky

15. Appendix

Week Fourteen—Spelling

Day 1

The seed rule is practically like getting a day off! The idea is to notice how “seed” words end. There’s only one “seed,” one “sede,” and three “ceed.” Everything else is “cede.”

seed- seed

sede- supersede

ceed- proceed, succeed, exceed

cede- precede, secede, etc. (i.e., everything else!)

Practice—Week 14, Day 1

Like I said, take the day off.

Week Fourteen—Spelling

Day 2

Doubling consonants

When a word ends in a single consonant with a single vowel in front of it, double the consonant. A good way to remember this is that the vowel sound is usually “short.” Here’s the caveat: if it’s more than one syllable, the accent must be on the LAST syllable.

Ex: drip + ing = dripping shop + ed = shopped

allot + ed = allotted admit + ance = admittance

propel + er = propeller

Otherwise, simply add the suffix.

Ex: conceal + ed = concealed claim + ed = claimed

repair + ed = repaired accommodate + ed = accommodated

Practice—Week 14, Day 2

Combine the following words and endings, doubling final consonants as necessary.

1. Pair + ing

2. Refer + ed

3. Benefit + ed

4. Tip + ed

5. Begin + ing

6. Relent + ed

7. Slap + ing

8. Declaim + ed

9. Parallel + ing

10. Occur + ence

Week Fourteen—Spelling

Day 3

Keeping or dropping final “e”

Keep the “e”; 1) if the next letter is a consonant

Ex: advance + ment = advancement

2) if the letter before the “e” is a soft “g” or soft “c”

Ex: courage + ous = courageous, service + able = serviceable

Exceptions: judgment, argument

Drop the “e”; 1) if the next letter is a vowel

Ex: advance + ing = advancing

2) if the letter before the “e” is a vowel

Ex: true + ly = truly

Exceptions: mileage, dyeing

Practice—Week 14, Day 3

Combine the following words and endings, keeping or dropping a final “e” as necessary.

1. Malice + ious

2. Love + able

3. Retire + ment

4. Sue + ing

5. Outrage + ous

6. Virtue + ous

7. Note + able

8. Battle + ing

9. Suspense +ion

10. Hope + ing

11. Strange + est

12. Noble + er

13. Knowledge + able

14. Tickle + ish

15. Admire + ation

Week Fifteen—Spelling, Vague Pronoun Reference, Poor Word Choice

Day 1

Finally, there are some last pieces of advice for all spellers—but especially bad spellers.

1. Memorize words that you know you frequently misspell. I am generally a good speller (this is something passed on to me genetically and does not measure intelligence AT ALL). These are words I know I misspell on a regular basis:

-pastime

-parameter

-lieutenant

-cemetery

-rendezvous

-laundromat

-collectible

-irresistible

-irritable

2. Pronounce words carefully to avoid common spelling mistakes:

-athletic, not atheletic

-sophomore, not sophmore

-recognize, not reconize

-February, not Febuary

-height, not heighth

3. Learn pairs and the differences between them:

-stationery, as in letters (notice the “e”)

-stationary, as in stand still, like a stationary bike (notice the “a”)

-capitol, as in the building; imagine the O of a dome when you look up (most capitols have a dome)

-capital, money or seat of government (The capitol building is in the capital of Nebraska: Lincoln.)

-born, as in birth

-borne, as in carried

4. The following words are commonly misspelled. (This is not exhaustive, but it’s good to know lists exist.)

committee misspelled serviceable separate

accommodate harass truly cemetery

weird governor appalling necessary

courageous proceed occurrence attendance

5. Buy a bad speller’s dictionary. Most bad spellers can’t generate correct spellings on their own, but recognize the word when they see it. A bad speller’s dictionary is alphabetized according to bad spellings or how you think it should be spelled. Generally, these dictionaries don’t even have definitions, so they’re very compact and will fit in a pocket or backpack.

Practice—Week 15, Day 1

Nothing to practice here.

Week Fifteen—Spelling, Vague Pronoun Reference, Poor Word Choice

Day 2

Remember noun/antecedent agreement? Vague Pronoun Reference (VPR) is like that. Pronouns are supposed to refer to the noun immediately to the left that agrees in number and gender. VPR is when the pronoun agrees, but it’s hard to tell what the pronoun is referring to.

Bad ex: Physicians must always tell their patients their diagnoses so they can choose an appropriate, effective therapy.

VPR can be fixed by using a 1:1 ratio (only allowing a pronoun to replace a noun one time, then the noun has to be restated again) OR by using a plurality distinction:

A physician must always tell her patients their diagnoses so the patients can choose an appropriate, effective therapy.

Practice—Week 15, Day 2

Rewrite the following sentences so the pronoun reference is clear.

1. To keep birds from eating seeds, soak them in blue food coloring.

2. Mark told Jim he wasn’t invited.

3. Many children begin reading on their own by watching television, but parents shouldn’t count on it.

4. Emily Dickinson is sometimes compared with Jane Austen, but she was quite different.

5. Jody found a lamp in the attic that her aunt had used.

Week Fifteen—Spelling, Vague Pronoun Reference, Poor Word Choice

Day 3

The next six days will be about learning which words are most appropriate in which contexts. The practice will come at the end of week 17.

Word choice—

accept/except

accept = take or receive; Ex: I accept your proposal.

except = besides or excluding; Ex: I like all fruits, except for pears.

affect/effect

affect = verb; Ex: Poor night vision will affect your ability to drive at night.

effect = noun; Ex: The medicine seemed to have no effect at all.

already/all ready

already = previously; Ex: I already finished my assignment.

all ready = prepared; Ex: Shelly and Tim are all ready to boogie.

altogether/all together

altogether = entirely; Ex: This book is altogether boring.

all together = collectively; Ex: My family is all together in the kitchen.

alright/all right

alright = not a word

all right = all correct, okay

a lot/allot/a lot

a lot = plenty; Ex: David has a lot of things to say about world travel. (I prefer “a great many” or “a number of”; these choices are more formal than “a lot.”)

allot = verb that means to assign; Ex: I allot $200 each week for groceries.

alot = This is not a real word! DON’T USE IT!

Week Sixteen—Poor Word Choice

Day 1

among/between

among = references 3 or more “things”; Ex: The five girls agreed among themselves.

between = references 2 “things”; Ex: There was a heated debate between Darcy and Tom.

amount/number

amount = immeasurable; Ex: There is a large amount of snow on the ground.

number = countable; Ex: A number of cars are blocking the intersection.

capital/capitol

capital = money, seat of government

capitol = building

ensure/insure

ensure = to make sure; Ex: Please leave early to ensure that you won’t be late.

insure = to cover or secure; Ex: It’s expensive to insure a sports car.

bad/badly

bad = adjective; Ex: I have a bad feeling about this.

badly = adverb; Ex: Her tooth ached badly.

hanged/hung

hanged = execution only; Ex: You will be hanged by the neck until dead.

hung = objects; Ex: Darryl hung the pictures on the wall.

Week Sixteen—Poor Word Choice

Day 2

hopefully

hopefully = adverb; Ex: She waited hopefully for her friend to return.

**Hopefully means “with hope.” It is NOT to be used as an introductory element.

imply/infer

imply = to suggest; Ex: Are you implying that I’m an idiot?

infer = to conclude; Ex: I infer that you are correct.

Irregardless/regardless

irregardless = This is not a real word! DON’T USE IT!

regardless = Regardless of the consequences, I will do as I like.

lay/lie

lay = to place something; Ex: Lay your tools aside.

lie = to recline; Ex: Please lie there quietly while I finish fixing your cavity.

might have/might of

might have = Jenny might have just lost the competition.

might of = This is NOT correct. DON’T USE IT!

precede/proceed

precede = before; Ex: Spring precedes Summer.

proceed = forward progress; Ex: Please proceed to the front of the room.

Week Sixteen—Poor Word Choice

Day 3

there/their/they’re

there = location; Ex: Joel parked his car over there.

their = possession; Ex: The dogs wagged their tails.

they’re = they are; Ex: They’re going to the game tonight.

then/than

then = sequence; Ex: Please put on your name tag then find a seat.

than = comparison; Ex: An orange is smaller than a grapefruit.

two/to/too

two = number; Ex: Jeremy has two cats, Fluffy and Daffy.

to = prepositional phrase; Ex: Lindsey had to go to the office.

too = also; Ex: I want to go, too.

toward/towards

toward = Henry headed toward the buffet with a fork.

towards = There is NO final “s” in America. (You may use “towards” in England, however.)

decimate/annihilate

decimate = to destroy in part; Ex: The earthquake decimated seventy-five percent of the city.

annihilate = to destroy completely; Ex: The entire forest was annihilated by the fire.

fortuitous/fortunate

fortuitous = accidental or by chance; Ex: It was not fortuitous that Shelly aced the test; she studied a great deal.

fortunate = lucky; Ex: Winning the lottery was a fortunate event for Tod.

Week Seventeen—Poor Word Choice

Day 1

can/may

can = ability; Ex: I can walk and chew gum at the same time.

may = permission; Ex: May I use the restroom?

chord/cord

chord = music; Ex: The chords in this song are beautiful.

cord = a string or cable; Ex: You must be careful not to trip over the cord.

deserts/desserts

deserts = deserve; Ex: Hitler got his just deserts.

desserts = sweets; Ex: The desserts on the buffet look delicious.

e.g./i.e.

e.g. = for example; Ex: They have much in common, e.g., their favorite food.

i.e. = that is or as in; Ex: Julie and James have one obvious difference, i.e., their gender.

farther/further

farther = physical distance; Ex: Ashton swears that he can’t run any farther.

further = greater extent; Ex: “I don’t want to discuss it any further,” she said.

fewer/less

fewer = individual items; Ex: There are fewer marbles in this bag.

less = smaller quantity; Ex: Abe has less money now than a year ago.

Week Seventeen—Poor Word Choice

Day 2

stationary/stationery

stationary = fixed or still; Ex: What’s the point of riding a stationary bike if it won’t move?

stationery = paper; Ex: If you bring me my stationery, I’ll write you a note.

since/because

since = time; Ex: Since Thursday, we’ve had four fire drills.

because = as a result; Ex: Because we spoke, I’m having second thoughts.

who/whom

who = he/they; Ex: Who won the game?

whom = him/them; Ex: To whom should I give the trophy? (Notice the underlined “m”; use “whom” wherever you can substitute “him” or “them.”)

while/although

while = time; Ex: While Trevor rode the rollercoaster, his sister waited in line.

although = even though; Ex: Although I like fruit, I don’t care for plums.

that/which

that = essential; Ex: The house that has many windows is Josh’s.

which = nonessential; Ex: Josh’s house, which is brown, has many windows.

Week Seventeen—Poor Word Choice

Day 3

Practice—Choose the word that makes the sentence correct.

1. The painting, which/that hangs on the west wall, is by Degas.

2. While/Although today is only Thursday, it feels like it should be Friday.

3. Ask not for who/whom the bell tolls; it tolls for thee.

4. I hope to win lots of money this weekend since/because we’re going to Deadwood.

5. Hopefully/I hope we’ll win against Crawford tonight.

6. The paper which/that I turned in yesterday will be counted late, won’t it?

7. Among/Between you and I/me, that secret is not worth keeping.

8. Who/Whom knows more about parliamentary procedure than he/him?

9. The dog, which/that is black, is the only one in our back yard.

10. While/Although I like the look of a Porsche, I wouldn’t want to own one.

11. Since/Because the semester is over in 45 days, we better get a move on!

12. The affect/effect of the flowers was that I sneezed.

Week 18 is intentionally blank: catch up, finals, etc.

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