Higher Order Concerns: Is Your Document Sound?

Summary:
When you are revising your résumé or other business messages, there are priorities of concerns in choosing
what to look for and work on. This handout provides tips for reviewing the content and quality of your
business documents.
Contributors:Sachiko Sakamuro, H. Allen Brizee and Katy A. Schmaling, Dana Lynn Driscoll
Last Edited: 2018-03-23 03:03:26

In revising your business documents, begin with the Higher Order Concerns (HOCs). The HOCs are
aspects of the writing most responsible for the content of the document. This section focuses on the
following four main HOCs: Focus and Purpose; Audience; Organization and Document Design;
Development.

Focus and purpose

Business writing is action-oriented, rhetorical, and user-centered. It aims to effect positive change,
through both persuasive and informative strategies. It is essential that you have a clear understanding
of the purpose of your document.

 What is your purpose in writing the document?

 What purpose should the document serve for your reader?
 Is your main point stated early in the document?
 What do you want your reader to do when they finish reading the document?

Audience

For professional communication writing, it is very important to keep your audience in mind.
Considering your audience will help you make a better argument.

 Have you done enough research about your audience and the organization to which they
belong?
 Is your document tailored to the needs of a specific audience (user-centered)?
 Are your tone and language appropriate for your audience?
 Will you have persuaded your reader by the end of the document?

Also see the Audience Analysishandout.

Organization and document design

Organization

Effective organization is crucial to the success of a business message. User-centered, logical

presentation of your ideas makes the document professional. In addition, you need to organize your
document so that your arguments are clear to the reader. Finally, your document's design (visual
appearance) impacts the persuasiveness of the communication.

 Does your document begin by explaining your point and forecasting the communication's main
ideas?
o Your introduction should answer these three questions from the perspective of the
reader:
2. What is this?
 3. Why am I getting it?
4. What do you want me to do?
 Does your communication proceed in a logical and organized way, moving from general to
specific information?
 Is information arranged in order of importance to your audience?
 Is similar information kept together?
 Is each section organized around only one main idea?
 Do key sentences begin each paragraph?

Ask others to read your document and explain your most important ideas.

Document Design

A clean, correct, and professional-looking document portrays you as professional. Effective document
design increases the usability and persuasiveness of your communication and highlights important
information, which helps busy readers.

 Does your document conform to the genre expectations of the document you are composing?
(résumé, cover letter, memo, report, etc.)
 Can your readers find information where they expect to see it?
 Are key points emphasized by using boldface, underlining, or italics?
 Do you have clear and specific headings?
 Is there any place where you can improve the readability of the document by using
indentation or bullets?

Please see the HATS PowerPoint Presentation for details on document design.

Development

Anticipate that your audience will read your document carefully, questioning its validity and claims.
Your document should be informative and persuasive, and yet concise enough not to waste your
readers' time.

 Do you provide enough background information for the message?

 Have you included specific examples, numbers, dates, names and percentages to support your
claims?
 Do you have graphics (charts, graphs, diagrams, and tables) where appropriate?
 Have you eliminated unnecessary and/or obvious information to your audience?

Ask someone to read the document and comment if something is unclear and needs more description,
explanation, or support.

Anticipate, also, that your audience may consist of many different readers. Each of these readers will
have different needs. Your communication should be designed in a modular fashion, so that different
readers can find information they need quickly and easily.

In Technical Communication: A Reader-Centered Approach, Paul V. Anderson explains modular

communication in this way:

"Modular designs enable you to create a single communication that

addresses different readers who have different questions. Dividing
your text into modules provides access to a diversity of readers
 allowing each reader to go directly to the section or sections that are
most relevant to him or her" (Companion Site). Communications with
complex audiences should contain sections for decisions makers (brief
summaries or abstracts) and sections for advisers (the body of the
report, technical or budgetary details) (107).

Lower Order Concerns: Does Your Document Look

Professional?
Summary:
When you are revising your résumé or other business messages, there are priorities of concerns in choosing
what to look for and work on. This handout provides tips for reviewing the content and quality of your
business documents.
Contributors:Sachiko Sakamuro, H. Allen Brizee and Katy A. Schmaling, Dana Lynn Driscoll
Last Edited: 2013-03-01 08:36:07

Save the Lower Order Concerns, the LOCs, for the last draft, when you are ready to look closely at
specific points of grammar and mechanics. Many authors overlook the importance of LOCs, thinking
that grammar and mechanics don't matter to busy professionals. However, language, tone, grammar
and mechanics influence your communication's readability and persuasiveness. If your audience can't
read your sentences because they are riddled with errors, your persuasiveness will decrease and your
credibility will suffer. Though you are looking for LOCs after you deal with HOCs, LOCs are just as
important as the HOCs in business writing.

Sentence Structure, Punctuation, Word Choice, and Spelling

Clarity, consistency, and conciseness are essential to business writing that presents information
accurately, efficiently, and persuasively. Your attention to details will increase the rhetorical
effectiveness of your document.

 Have you used clear language?

o Use the BLUF method: you don't want to bluff your audience, so put the Bottom Line
Up Front. See the Paramedic Method page for details on clarity.
 Have you used parallelism, the use of similar structures for similar ideas, to make your
document consistent?
 Have you chosen appropriate voice, active or passive, for each sentence?
 Have you checked for possible spelling and grammatical errors?
o Proofread out loud. Give your document to someone else to proof. If possible, have
your audience read the document and provide feedback. See the Audience
Analysis page for details on readers.

Paramedic Method: A Lesson in Writing Concisely

Summary:
This handout provides steps and exercises to eliminate wordiness at the sentence level.
Contributors:Allen Brizee
Last Edited: 2010-04-17 05:35:15
Use the Paramedic Method (originally developed by Richard Lanham in Revising Prose) to edit any kind
of professional writing. Editing your professional writing using the Paramedic Method will make your
prose easier to read. Sentences that are easy to read are more persuasive and more user-centered.

Professional writers understand the need for clear, concise prose. An industry standard for helping
workplace writers achieve user-centered, persuasive, and clear prose is the Paramedic Method. When
you use the Paramedic Method, you will reduce your word count by eliminating unnecessary words.
The Paramedic Method also helps you activate your sentences by eliminating passive voice and
redundancies. The Paramedic Method is an easy to learn, systematic way to make your sentences
more persuasive and more user-centered.

Follow the seven steps below to improve the readability of your sentences.

The Paramedic Method

1. Circle the prepositions (of, in, about, for, onto, into)

2. Draw a box around the "is" verb forms
3. Ask, "Where's the action?"
4. Change the "action" into a simple verb
5. Move the doer into the subject (Who's kicking whom)
6. Eliminate any unnecessary slow wind-ups
7. Eliminate any redundancies.

Paramedic Method Example

Now You Try

Use the Paramedic Method in the sentences below to practice.

Use the Paramedic Method in the sentences below to practice making your sentences more concise.
After you use the Paramedic Method on these sentences, check your results against the sentences at
the bottom of this handout.

1. The point I wish to make is that the employees working at this company are in need of a much
better manager of their money.
2. It is widely known that the engineers at Sandia Labs have become active participants in the
Search and Rescue operations in most years.
3. After reviewing the results of your previous research, and in light of the relevant information
found within the context of the study, there is ample evidence for making important,
significant changes to our operating procedures.

Example Concise Solutions:

1. Employees at this company need a better money manager. (Original word count: 26. New
word count: 10).
2. In recent years, engineers at Sandia Labs have participated in the Search and Rescue
operations. (Original word count: 24. New word count: 16).
 3. After reviewing the results of your research, and within the context of the study, we find
evidence supporting significant changes in our operating procedures. (Original word count: 36.
New word count: 25).

This handout adapted from a larger piece by Richard Johnson-Sheehan

Reverse Paramedic Method

Summary:
This resource will help you write clear, concise sentences while remaining in the passive voice. Passive voice
is used quite often in scientific writing.
Contributors:Daniell Cordaro, Allen Brizee
Last Edited: 2018-02-14 04:22:48

The paramedic method is an editing exercise originally described in Richard Lanham’s Revising Prose.
The original exercise helps people recognize wordy sentences written in the passive voice. This
adaptation reverses one purpose of the activity and assists in recognizing and implementing passive
voice, which is often used in scientific writing. This reverse method should still help writers make
sentences less wordy and more concise.

Activity

Prepare for the activity by asking students to bring in a sample of their writing from a current
assignment, or provide students with the example below. Briefly explain the following grammar
concepts:

1. Preposition: A preposition is any word or group of words that relates a noun or pronoun to
another word in a sentence. Some common prepositions: about, after, among, behind, down up, from,
of, off, past, before, underneath, with, above, during, beyond, in, since, until, within, according to,
along, at beside, by except, into, on, through, up, without, across, amid, before, besides, concerning,
for, like, over toward, upon.

2. “To be” or “is” verbs: These words describe the “states of being” of people or things in a
sentence. Examples: is, was, has been, will be, are, become.

3. The “action” of the sentence: The action of the sentence describes what who is doing what to
whom. For example, in the following sentence, the action would be “placed:” The team placed the
gyroscope laterally.

4. Finding the subject: The subject of the sentence is the person or thing doing the action. In the
following sentence, the subject is “the team.” “The team placed the gyroscope laterally.”

5. Windups: Windups are phrases, usually prepositional phrases, that set up an idea to be expressed
in a sentence. Some windups are necessary or important to the meaning of the sentences they
introduce, but others just make sentences wordy or unnecessarily complex. Deciding whether a
windup is necessary or not depends on the context.

Examples of windups:

 “According to the results...”

 “In the next part of the lab...”
  “In order to understand X concept...”

6. Redundancies: redundancies are patterns or words that are repeated in a sentence. Using
redundancies leads to awkward and lengthy sentences, which can make your sentences and your
ideas hard to understand. The following sentence contains redundancies (was conducted, with):

"The experiment was conducted at 1330 GMT and was conducted with an increased basal rate with a
double bolus."

Eliminating redundancies reduces word count and makes sentences easier to understand:

"The experiment was conducted at 1330 GMT using an increased basal rate and a double bolus."

7. Active and passive voice: Active voice is a structure of writing that emphasizes the doer and uses
active verbs rather than forms of the verb "to be" (see above). Here is an example of a sentence
written in active voice:

"Morgan Latour attended the baseball game."

The sentence above is constructed in the subject-verb-object pattern. Note that the doer (Morgan)
precedes the verb (attended).

Passive voice does not emphasize the doer and may even use past tense. Passive voice is usually used
in scientific writing because the emphasis is placed on what was done rather than on who did it. Here
is an example of the same sentence written in passive voice:

"The baseball game was attended by Morgan Latour."

In some cases, the doer is not even mentioned in scientific writing:

"The experiment was conducted at 1330 GMT."

Once students appear to understand these basic concepts, get them started on the exercise. The
purpose of this exercise is to teach students to emphasize the experiment rather than the researchers.

Procedure for the Reverse Paramedic Method

1. Circle the prepositions. Eliminate any unnecessary prepositions.

2. Identify any references to the researchers (the doer).
3. Replace references to the researchers with a passive construction that emphasizes the
experiment (what was done).
4. Eliminate any unnecessary slow wind-ups.
5. Eliminate any redundancies.

Example before applying the reverse paramedic method:

 Original: In the following experiment, we used the feline cell line, W9, to evaluate cell growth
in the presence of the growth factor.
 Revised: The feline cell line W9 was used to evaluate cell growth in the presence of growth
factor.
 Original: During the procedure, we cultured the cells for 48 hours in media that we modified
with 78, 80, 90, and 110 ng/mL BMP.
  Revised: Cells were cultured for 48 hours in media modified with 78, 80, 90, and 110 ng/mL
BMP.
 Original: At 48 hours, we harvested cells from the cell culture dish and counted. We used a
hemocytometer.
 Revised: At 48 hours, cells were harvested from the culture dish and counted using
hemocytometer.

Visual-Textual Devices for Achieving Emphasis

Summary:
This handout provides information on visual and textual devices for adding emphasis to your writing
including textual formatting, punctuation, sentence structure, and the arrangement of words.
Contributors:Dana Lynn Driscoll, Allen Brizee
Last Edited: 2013-03-01 10:44:32

In the days before computerized word processing and desktop publishing, the publishing process
began with a manuscript and/or a typescript that was sent to a print shop where it would be prepared
for publication and printed. In order to show emphasis—to highlight the title of a book, to refer to a
word itself as a word, or to indicate a foreign word or phrase—the writer would use underlining in the
typescript, which would signal the typesetter at the print shop to use italic font for those words.

Even today, perhaps the simplest way to call attention to an otherwise unemphatic word or phrase is
to underline or italicize it.

Flaherty is the new committee chair, not Buckley.

This mission is extremely important for our future: we must not fail!

Because writers using computers today have access to a wide variety of fonts and textual effects, they
are no longer limited to underlining to show emphasis. Still, especially for academic writing, italics or
underlining is the preferred way to emphasize words or phrases when necessary. Writers usually
choose one or the other method and use it consistently throughout an individual essay.

In the final, published version of an article or book, italics are usually used. Writers in academic
discourses and students learning to write academic papers are expected to express emphasis primarily
through words themselves; overuse of various emphatic devices like changes of font face and size,
boldface, all-capitals, and so on in the text of an essay creates the impression of a writer relying on
flashy effects instead of clear and precise writing to make a point.

Boldface is also used, especially outside of academia, to show emphasis as well as to highlight items
in a list, as in the following examples.

The picture that television commercials portray of the American home is far from realistic.

The following three topics will be covered:

 topic 1: brief description of topic 1

 topic 2: brief description of topic 2
 topic 3: brief description of topic 3
Some writers use ALL-CAPITAL letters for emphasis, but they are usually unnecessary and can cause
writing to appear cluttered and loud. In email correspondence, the use of all-caps throughout a
message can create the unintended impression of shouting and is therefore discouraged.

Strategies for Variation

Summary:
This resource presents methods for adding sentence variety and complexity to writing that may sound
repetitive or boring. Sections are divided into general tips for varying structure, a discussion of sentence
types, and specific parts of speech which can aid in sentence variety.
Contributors: Ryan Weber, Allen Brizee
Last Edited: 2018-02-07 02:33:08

Adding sentence variety to prose can give it life and rhythm. Too many sentences with the same
structure and length can grow monotonous for readers. Varying sentence style and structure can also
reduce repetition and add emphasis. Long sentences work well for incorporating a lot of information,
and short sentences can often maximize crucial points. These general tips may help add variety to
similar sentences.

1. Vary the rhythm by alternating short and long sentences.

Several sentences of the same length can make for bland writing. To enliven paragraphs, write
sentences of different lengths. This will also allow for effective emphasis.

Example:

The Winslow family visited Canada and Alaska last summer to find some native American art. In Anchorage

stores they found some excellent examples of soapstone carvings. But they couldn't find a dealer selling any of

the woven wall hangings they wanted. They were very disappointed when they left Anchorage empty-handed.

Revision:

The Winslow family visited Canada and Alaska last summer to find some Native American art, such as soapstone

carvings and wall hangings. Anchorage stores had many soapstone items available. Still, they were disappointed

to learn that wall hangings, which they had especially wanted, were difficult to find. Sadly, they left empty-

handed.

Example:

Many really good blues guitarists have all had the last name King. They have been named Freddie King and

Albert King and B.B. King. The name King must make a bluesman a really good bluesman. The bluesmen named

King have all been very talented and good guitar players. The claim that a name can make a guitarist good may

not be that far-fetched.

Revision:

What makes a good bluesman? Maybe, just maybe, it's all in a stately name. B.B. King. Freddie King. Albert King.

It's no coincidence that they're the royalty of their genre. When their fingers dance like court jesters, their guitars

gleam like scepters, and their voices bellow like regal trumpets, they seem almost like nobility. Hearing their

music is like walking into the throne room. They really are kings.

2. Vary sentence openings.

If too many sentences start with the same word, especially The, It, This, or I, prose can grow tedious
for readers, so changing opening words and phrases can be refreshing. Below are alternative openings
for a fairly standard sentence. Notice that different beginnings can alter not only the structure but also
the emphasis of the sentence. They may also require rephrasing in sentences before or after this one,
meaning that one change could lead to an abundance of sentence variety.

Example:

The biggest coincidence that day happened when David and I ended up sitting next to each other at the Super

Bowl.

Possible Revisions:

 Coincidentally, David and I ended up sitting right next to each other at the Super Bowl.

 In an amazing coincidence, David and I ended up sitting next to each other at the Super Bowl.

 Sitting next to David at the Super Bowl was a tremendous coincidence.

 But the biggest coincidence that day happened when David and I ended up sitting next to each other at the

Super Bowl.

 When I sat down at the Super Bowl, I realized that, by sheer coincidence, I was directly next to David.

 By sheer coincidence, I ended up sitting directly next to David at the Super Bowl.

 With over 50,000 fans at the Super Bowl, it took an incredible coincidence for me to end up sitting right next

to David.

 What are the odds that I would have ended up sitting right next to David at the Super Bowl?

 David and I, without any prior planning, ended up sitting right next to each other at the Super Bowl.

 Without any prior planning, David and I ended up sitting right next to each other at the Super Bowl.

 At the crowded Super Bowl, packed with 50,000 screaming fans, David and I ended up sitting right next to

each other by sheer coincidence.

  Though I hadn't made any advance arrangements with David, we ended up sitting right next to each other at

the Super Bowl.

 Many amazing coincidences occurred that day, but nothing topped sitting right next to David at the Super

Bowl.

 Unbelievable, I know, but David and I ended up sitting right next to each other at the Super Bowl.

 Guided by some bizarre coincidence, David and I ended up sitting right next to each other at the Super Bowl.

Appropriate Language: Overview

Summary:
This handout will cover some of the major issues with appropriate language use: levels of language
formality, deceitful language and euphemisms, slang and idiomatic expressions; using group-specific jargon;
and biased/stereotypical language.
Contributors:OWL Content Development Staff
Last Edited: 2018-02-28 04:37:48

When writing, it is very important to use language that fits your audience and matches purpose.
Inappropriate language uses can damage your credibility, undermine your argument, or alienate your
audience. This handout will cover some of the major issues with appropriate language use: levels of
language formality, deceitful language and euphemisms, slang and idiomatic expressions; using
group-specific jargon; and biased/stereotypical language.

The following is a short overview of the different aspects of using appropriate language. Review the
other sections of this handout for a more complete discussion.

1. Levels of formality: Writing in a style that your audience expects and that fits your purpose
is key to successful writing.

2. In-Group jargon: Jargon refers to specialized language used by groups of like-minded

individuals. Only use in-group jargon when you are writing for members of that group. You
should never use jargon for a general audience without first explaining it.

3. Slang and idiomatic expressions:Avoid using slang or idiomatic expressions in general

academic writing.

4. Deceitful language and euphemisms: Avoid using euphemisms (words that veil the truth,
such as "collateral damage" for the unintended destruction of civilians and their property) and
other deceitful language.
 5. Biased language: Avoid using biased language including language with a racial, ethnic,
group, or gender bias or language that is stereotypical.

Active and Passive Voice

Summary:
This handout will explain the difference between active and passive voice in writing. It gives examples of
both, and shows how to turn a passive sentence into an active one. Also, it explains how to decide when to
choose passive voice instead of active.
Contributors: April Toadvine, Allen Brizee, Elizabeth Angeli
Last Edited: 2018-02-07 02:38:28

Using Active Versus Passive Voice

In a sentence using active voice, the subject of the sentence performs the action expressed in the
verb.

The arrow points from the subject performing the action (the dog) to the individual being acted upon (the
boy). This is an example of a sentence using the active voice.

Sample active voice sentence with the subject performing the action described by the verb.
The active voice sentence subject (watching a framed, mobile world) performs the action of reminding the
speaker of something.

Each example above includes a sentence subject performing the action expressed by the verb.

View examples of active verb tenses.

Active and Passive Voice

Summary:
This handout will explain the difference between active and passive voice in writing. It gives examples of
both, and shows how to turn a passive sentence into an active one. Also, it explains how to decide when to
choose passive voice instead of active.
Contributors: April Toadvine, Allen Brizee, Elizabeth Angeli
Last Edited: 2018-02-07 02:38:28

Using Active Versus Passive Voice

In a sentence using active voice, the subject of the sentence performs the action expressed in the
verb.

The arrow points from the subject performing the action (the dog) to the individual being acted upon (the
boy). This is an example of a sentence using the active voice.
Sample active voice sentence with the subject performing the action described by the verb.

The active voice sentence subject (watching a framed, mobile world) performs the action of reminding the
speaker of something.

Each example above includes a sentence subject performing the action expressed by the verb.

View examples of active verb tenses.

Active Verb Tenses

Summary:
This handout explains and describes the sequence of verb tenses in English.
Contributors:Chris Berry, Allen Brizee, Elizabeth Angeli, Maryam Ghafoor
Last Edited: 2011-07-13 11:11:55

Simple Present
Present or Action Condition General Truths

 I hear you.
 There are thirty days in September.
 Here comes the bus.

Non-action; Habitual Action Future Time

 I like music.
 The train leaves at 4:00 p.m.
 I run on Tuesdays and Sundays.

Present Progressive

Activity in Progress Verbs of Perception

 I am playing soccer now.  He is feeling sad.

Simple Past

Completed Action Completed Condition

 We visited the museum yesterday.  The weather was rainy last week.

Past Progressive

Past Action that took place over a period of time Past Action interrupted by another

 They were climbing for twenty-seven

 We were eating dinner when she told me.
days.

Future

With will/won't — Activity or event that will or With going to — future in relation to
won't exist or happen in the future circumstances in the present

 I'll get up late tomorrow.  I'm hungry.

  I won't get up early  I'm going to get something to eat.

Present Perfect

With verbs of state that begin in the past and

To express habitual or continued action
lead up to and include the present

 He has lived here for many years  He has worn glasses all his life.

With events occurring at an indefinite or unspecified time in the past — with ever, never, before
 Have you ever been to Tokyo before?

Present Perfect Progressive

To express duration of an action that began in the past, has continued into the present, and may
continue into the future

 David has been working for two hours, and he hasn't finished yet.

Past Perfect

To describe a past event or condition completed

In reported speech
before another event in the past

 When I arrived home, he had already  Jane said that she had gone to the
called. movies.

Future Perfect

To express action that will be completed by or before a specified time in the future

 By next month we will have finished the job.

 He won't have finished his work until 2:00.
Verb Tense Consistency
Summary:
This handout explains and describes the sequence of verb tenses in English.
Contributors:Chris Berry, Allen Brizee, Elizabeth Angeli, Maryam Ghafoor
Last Edited: 2013-02-21 10:34:38

Throughout this document, example sentences with nonstandard or inconsistent usage have verbs
in red.

Controlling shifts in verb tense

Writing often involves telling stories. Sometimes we narrate a story as our main purpose in writing;
sometimes we include brief anecdotes or hypothetical scenarios as illustrations or reference points in
an essay.

Even an essay that does not explicitly tell a story involves implied time frames for the actions
discussed and states described. Changes in verb tense help readers understand the temporal
relationships among various narrated events. But unnecessary or inconsistent shifts in tense can
cause confusion.

Generally, writers maintain one tense for the main discourse and indicate changes in time frame by
changing tense relative to that primary tense, which is usually either simple past or simple present.
Even apparently non-narrative writing should employ verb tenses consistently and clearly.

General guideline: Do not shift from one tense to another if the time frame for each action
or state is the same.

Examples:

1. The instructor explains the diagram to students who askedquestions during the lecture.

Explains is present tense, referring to a current state; asked is past, but should be present (ask)
because the students are currently continuing to ask questions during the lecture period.

CORRECTED: The instructor explains the diagram to students who ask questions during the lecture.

2. About noon the sky darkened, a breeze sprang up, and a low rumble announcesthe approaching storm.

Darkened and sprang up are past tense verbs; announces is present but should be past (announced)
to maintain consistency within the time frame.

CORRECTED: About noon the sky darkened, a breeze sprang up, and a low rumble announced the
approaching storm.

3. Yesterday we walk to school but later rode the bus home.

Walk is present tense but should be past to maintain consistency within the time frame
(yesterday); rode is past, referring to an action completed before the current time frame.
CORRECTED: Yesterday we walkedto school but later rode the bus home.

General guideline: Do shift tense to indicate a change in time frame from one action or state
to another.

Examples:

1. The children love their new tree house, which they builtthemselves.

Love is present tense, referring to a current state (they still love it now;) built is past, referring to an
action completed before the current time frame (they are not still building it.)

2. Before they even begandeliberations, many jury members had reached a verdict.

Began is past tense, referring to an action completed before the current time frame; had reached is
past perfect, referring to action from a time frame before that of another past event (the action of
reaching was completed before the action of beginning.)

3. Workers are installing extra loudspeakers because the music in tonight's concert will need amplification.

Are installing is present progressive, referring to an ongoing action in the current time frame (the
workers are still installing, and have not finished;) will need is future, referring to action expected to
begin after the current time frame (the concert will start in the future, and that's when it will need
amplification.)

Controlling shifts in a paragraph or essay

General guideline: Establish a primary tense for the main discourse, and use occasional
shifts to other tenses to indicate changes in time frame.

Hints:

 Rely on past tense to narrate events and to refer to an author or an author's ideas as
historical entities (biographical information about a historical figure or narration of
developments in an author's ideas over time).
 Use present tense to state facts, to refer to perpetual or habitual actions, and to discuss your
own ideas or those expressed by an author in a particular work. Also use present tense to
describe action in a literary work, movie, or other fictional narrative. Occasionally, for dramatic
effect, you may wish to narrate an event in present tense as though it were happening now. If
you do, use present tense consistently throughout the narrative, making shifts only where
appropriate.
 Future action may be expressed in a variety of ways, including the use of will, shall, is going
to, are about to, tomorrow and other adverbs of time, and a wide range of contextual cues.

Using other tenses in conjunction with simple tenses

It is not always easy (or especially helpful) to try to distinguish perfect and/or progressive tenses from
simple ones in isolation, for example, the difference between simple past progressive ("She was eating
an apple") and present perfect progressive ("She has been eating an apple"). Distinguishing these
sentences in isolation is possible, but the differences between them make clear sense only in the
context of other sentences since the time-distinctions suggested by different tenses are relative to the
time frame implied by the verb tenses in surrounding sentences or clauses.

Example 1: Simple past narration with perfect and progressive elements

On the day in question...

By the time Tom noticed the doorbell, it had already rung three times. As usual, he had been listening to loud

music on his stereo. He turned the stereo down and stood up to answer the door. An old man was standing on the

steps. The man began to speak slowly, asking for directions.

In this example, the progressive verbs had been listening and was standing suggest action underway
at the time some other action took place. The stereo-listening was underway when the doorbell rang.
The standing on the steps was underway when the door was opened. The past perfect progressive
verb had been listeningsuggests action that began in the time frame prior to the main narrative time
frame and that was still underway as another action began.

If the primary narration is in the present tense, then the present progressive or present perfect
progressive is used to indicate action that is or has been underway as some other action begins. This
narrative style might be used to describe a scene from a novel, movie, or play, since action in fictional
narratives is conventionally treated as always present. For example, we refer to the scene in Hamlet in
which the prince first speaks (present) to the ghost of his dead father or the final scene in Spike
Lee's Do the Right Thing, which takes place (present) the day after Mookie has smashed (present
perfect) the pizzeria window. If the example narrative above were a scene in a play, movie, or novel,
it might appear as follows.

Example 2: Simple present narration with perfect and progressive elements

In this scene...

By the time Tom notices the doorbell, it has already rung three times. As usual, he has been listening to loud

music on his stereo. He turns the stereo down and stands up to answer the door. An old man is standing on the

steps. The man begins to speak slowly, asking for directions.

In this example as in the first one, the progressive verbs has been listening and is standing indicate
action underway as some other action takes place. The present perfect progressive verb has been
listening suggests action that began in the time frame prior to the main narrative time frame and that
is still underway as another action begins. The remaining tense relationships parallel those in the first
example.

In all of these cases, the progressive or -ing part of the verb merely indicates ongoing action, that is,
action underway as another action occurs. The general comments about tense relationships apply to
simple and perfect tenses, regardless of whether there is a progressive element involved.

It is possible to imagine a narrative based on a future time frame as well, for example, the predictions
of a psychic or futurist. If the example narrative above were spoken by a psychic, it might appear as
follows.

Example 3: Simple future narration with perfect and progressive elements

Sometime in the future...

By the time Tom notices the doorbell, it will have already rung three times. As usual, he will have been listening

to loud music on his stereo. He will turn the stereo down and will stand up to answer the door. An old man will

be standing on the steps. The man will begin to speak slowly, asking for directions.

In this example as in the first two, the progressive verbs will have been listening and will be
standing indicate ongoing action. The future perfect progressive verb will have been listening suggests
action that will begin in the time frame prior to the main narrative time frame and that will still be
underway when another action begins. The verb notices here is in present-tense form, but the rest of
the sentence and the full context of the narrative cue us to understand that it refers to future time.
The remaining tense relationships parallel those in the first two examples.

General guidelines for use of perfect tenses

In general the use of perfect tenses is determined by their relationship to the tense of the primary
narration. If the primary narration is in simple past, then action initiated before the time frame of the
primary narration is described in past perfect. If the primary narration is in simple present, then action
initiated before the time frame of the primary narration is described in present perfect. If the primary
narration is in simple future, then action initiated before the time frame of the primary narration is
described in future perfect.

Past primary narration corresponds to Past Perfect (had + past participle) for earlier time frames

Present primary narration corresponds to Present Perfect (hasor have + past participle) for earlier
time frames

Future primary narration corresponds to Future Perfect (will have + past participle) for earlier time
frames

The present perfect is also used to narrate action that began in real life in the past but is not
completed, that is, may continue or may be repeated in the present or future. For example: "I have
run in four marathons" (implication: "so far... I may run in others"). This usage is distinct from the
simple past, which is used for action that was completed in the past without possible continuation or
repetition in the present or future. For example: "Before injuring my leg, I ran in four marathons"
(implication: "My injury prevents me from running in any more marathons").

Time-orienting words and phrases like before, after, by the time, and others—when used to relate two
or more actions in time—can be good indicators of the need for a perfect-tense verb in a sentence.

 By the time the Senator finished(past) his speech, the audience had lost (past perfect)
interest.
 By the time the Senator finishes(present: habitual action) his speech, the audience has
lost(present perfect) interest.
 By the time the Senator finishes(present: suggesting future time) his speech, the audience will
have lost (future perfect) interest.

 After everyone had finished (past perfect) the main course, we offered (past) our guests
dessert.
 After everyone has finished(present perfect) the main course, we offer (present: habitual
action) our guests dessert.
  After everyone has finished(present perfect) the main course, we will offer (future: specific
one-time action) our guests dessert.

 Long before the sun rose (past), the birds had arrived (past perfect) at the feeder.
 Long before the sun rises(present: habitual action), the birds have arrived (present perfect) at
the feeder.
 Long before the sun rises(present: suggesting future time), the birds will have arrived (future
perfect) at the feeder.

Sample paragraphs

The main tense in this first sample is past. Tense shifts are inappropriate and are indicated in bold.

The gravel crunched and spattered beneath the wheels of the bus as it swung into the station. Outside the

window, shadowy figures peered at the bus through the darkness. Somewhere in the crowd, two, maybe three,

people were waiting for me: a woman, her son, and possibly her husband. I could not prevent my imagination

from churning out a picture of them, the town, and the place I will soon call home. Hesitating a moment,

I rise from my seat, these images flashing through my mind.

(adapted from a narrative)

Inappropriate shifts from past to present, such as those that appear in the above paragraph, are
sometimes hard to resist. The writer becomes drawn into the narrative and begins to relive the event
as an ongoing experience. The inconsistency should be avoided, however. In the sample, will should
be would, and rise should be rose.

The main tense in this second sample is present. Tense shifts—all appropriate—are indicated in bold.

A dragonfly rests on a branch overhanging a small stream this July morning. It is newly emerged from brown

nymphal skin. As a nymph, it crept over the rocks of the stream bottom, feeding first on protozoa and mites,

then, as it grew larger, on the young of other aquatic insects. Now an adult, it will feed on flying insects and

eventually will mate. The mature dragonfly is completely transformed from the drab creature that

once blendedwith underwater sticks and leaves. Its head, thorax, and abdomen glitter; its wings are iridescent

in the sunlight.

(adapted from an article in the magazine Wilderness)

This writer uses the present tense to describe the appearance of a dragonfly on a particular July
morning. However, both past and future tenses are called for when she refers to its previous actions
and to its predictable activity in the future.

Click here for exercises on verb tense.

Exercise : Tense Consistency Exercise 1

Recognizing Shifts in Sentences

Check the following sentences for confusing shifts in tense. If the tense of
each underlined verb expresses the time relationship accurately, write S
(satisfactory). If a shift in tense is not appropriate, write U (unsatisfactory)
and make necessary changes. In most cases with an inappropriate shift,
there is more than one way to correct the inconsistency. Reading the
sentences aloud will help you recognize differences in time.

___ 1. If the club limited its membership, it will have to raise its dues.

___ 2. As Barbara puts in her contact lenses, the telephone rang.

___ 3. Thousands of people will seethe art exhibit by the time it closes.

___ 4. By the time negotiations began, many pessimists have

expressed doubt about them.

___ 5. After Capt. James Cook visitedAlaska on his third voyage, he is

killed by Hawaiian islanders in 1779.

___ 6. I was terribly disappointed with my grade because I studied very

hard.

___ 7. The moderator asks for questions as soon as the speaker has
finished.

___ 8. Everyone hopes the plan would work.

___ 9. Harry wants to show his friends the photos he took last summer.

___ 10. Scientists predict that the sun will die in the distant future.

___ 11. The boy insisted that he has paid for the candy bars.

___ 12. The doctor suggested bed rest for the patient, who suffers from a
bad cold.
Answer : Tense Consistency Exercise 1

In most cases with an inappropriate shift below, there is more than one way
to correct the inconsistency. Each suggested change is probably not the only
correct one for the sentence.

Correct responses are in bold, and incorrect responses are in italics.

_U_ 1. If the club limited its membership, it will have to raise its dues.
(change will to would)

_U_ 2. As Barbara puts in her contact lenses, the telephone rang.

(change puts to put) OR As Barbara puts in her contact lenses, the
telephone rings. (change rang to rings to illustrate ongoing action)

_S_ 3. Thousands of people will seethe art exhibit by the time it closes.

_U_ 4. By the time negotiations began, many pessimists haveexpressed

doubt about them. (change have to had)

_U_ 5. After Capt. James Cook visited Alaska on his third voyage,
he is killed by Hawaiian islanders in 1779. (change is to was)

_U_ 6. I was terribly disappointed with my grade because I studied very

hard. (change studied to had studied)

_S_ 7. The moderator asks for questions as soon as the speakerhas

finished. (asks as habitual action; will ask is also possible)

_U_ 8. Everyone hopes the plan would work. (change hopes to hoped)

_S_ 9. Harry wants to show his friends the photos he took last summer.

_S_ 10. Scientists predict that the sun will die in the distant future.

_U_ 11. The boy insisted that he haspaid for the candy bars.
(change hasto had)

_U_ 12. The doctor suggested bed rest for the patient, who suffers from a
bad cold. (change suffers to was suffering)
Exercise : Tense Consistency Exercise 2
Completing Sentences

Complete these sentences, using the tense suggested.

1. We stand patiently, hoping that ____________________. (use future

tense)

2. Advertisers seem to believe that ______________________. (use

present tense)

3. By the time the fog lifted, ___________________________. (use past

perfect tense)

4. We will leave for Florida as soon as __________________. (use present

tense)

5. One student keeps repeating what __________________. (use present

perfect tense)

6. Yesterday our track team competed in a meet that

___________________. (use past tense)

7. Before the crew paves a driveway, they always ____________________.

(use present tense [habitual action])

8. Before the crew paves the driveway, they ______________________.

(use future tense [one-time action])

9. By the time the letter arrives, _____________________. (use future

perfect tense)

10. When the final report is published, _____________________. (use

future tense)

Answer : Tense Consistency Exercise 2

Many answers are possible for this exercise. However, we are providing two
sentences here to show a sample of what you could have written.

1. We stand patiently, hoping that change will occur. (use future tense)

2. Advertisers seem to believe that consumers blindly purchase whatever

they see in TV commercials. (use present tense)
Exercise : Tense Consistency Exercise 3

In the following passage from Alex Haley's Roots, some of the verbs have
been deliberately omitted. Supply the appropriate tense for each missing
verb, the plain form of which is given in brackets.

In Banjuh, the capital of Gambia, I met with a group of Gambians. They

[tell] me how for centuries the history of Africa has been preserved. In the
older villages of the back country, there are old men called griots, who [be]
in effect living archives. Such men [memorize] and, on special occasions,
[recite] the cumulative histories of clans or families or villages as those
histories [have] long been told. Since my forefather [have] said his name
was Kin-tay (properly spelled Kinte), and since the Kinte clan [be] known in
Gambia, the group of Gambians would see what they could do to help me. I
was back in New York when a registered letter [arrive] from Gambia.

Words [have] been passed in the back country, and a griot of the Kinte clan
[have], indeed, been found. His name, the letter said, [be] Kebba Kanga
Fofana. I [return] to Gambia and [organize] a safari to locate him.

Go to Answers

Answer : Tense Consistency Exercise 3

The verbs in bold in the following passage are each in the correct tense.

In Banjuh, the capital of Gambia, I met with a group of Gambians.

They told me how for centuries the history of Africa has been preserved. In
the older villages of the back country, there are old men called griots,
who are in effect living archives. Such men memorize and, on special
occasions, recite the cumulative histories of clans or families or villages as
those histories have long been told. Since my forefather hadsaid his name
was Kin-tay (properly spelled Kinte), and since the Kinte clan was known in
Gambia, the group of Gambians would see what they could do to help me. I
was back in New York when a registered letter arrived from Gambia.

Word had been passed in the back country, and a griot of the Kinte
clanhad, indeed, been found. His name, the letter said, was Kebba Kanga
Fofana. I returned to Gambia and organized a safari to locate him.
Exercise : Tense Consistency Exercise 4
Controlling Shifts in Paragraphs

Although the main tense in the following paragraph is past, the writer
correctly shifts to present tense twice. Find these two verbs in present tense.
If you encounter difficulty, try reading the paragraph aloud.

The Iroquois Indians of the Northeast regularly burned land to increase

open space for agriculture. In fact, the early settlers of Boston found
so few trees that they had to row out to the islands in the harbor to
obtain fuel. Just how far north this practice extended is uncertain, but
the Saco River in southern Maine appears to have been the original
northern boundary of the agricultural clearings. Then, pressured by
European settlement, the Iroquois extended their systematic burning
far northward, even into the Maritime Provinces of Canada.(abridged
from Hay and Farb, The Atlantic Shore)

Read the following paragraph through, and determine the main tense. Then
reread it and circle the three verbs that shift incorrectly from the main
tense.

For the past seven years, I have called myself a swimmer. Swimming,
my one sport, provides a necessary outlet for my abundant energy. I
have always drawn satisfaction from exertion, straining my muscles to
their limits. I don't know why pushing forward in the water, as my
muscles cried out in pain, sets off a booming cheer in my head. Many
times when I rounded the turn for the last lap of a race, my
complaining muscles want to downshift and idle to the finish. My mind,
however, presses the pedal to the floor and yells, "FASTER!" The
moment that I touched the wall my muscles relax; the pain subsides. I
am pleased to have passed the point of conflict. (adapted from
Brendon MacLean, "Harder!")

You will notice several shifts in tense in the following paragraph describing
action in a fictional narrative. Find the six faulty shifts in tense.

In "The Use of Force" William Carlos Williams describes a struggle

involving a doctor, two parents, and their young daughter. The doctor
must obtain a throat culture from the girl, who was suspected of
having diphtheria. This ordinarily simple task is hindered by the
frightened and uncooperative patient, Mathilda Olson. Adding to the
doctor's difficulties were the parents, who had to struggle with their
own conflicting emotions. They want their daughter helped, but they
did not trust the doctor to do the right thing. Sensitive to the parents'
 uncertainty, the doctor became more and more frustrated by
Mathilda's resistance. Williams gives considerable attention to how
each of the Olsons react, but it is clear that his main interest was in
the doctor and his responses. (adapted from a student essay)

Answer : Tense Consistency Exercise 4

In this first paragraph, the two verbs in present tense--both appropriate for
the situation--are indicated in bold.

The Iroquois Indians of the Northeast regularly burned land to increase

open space for agriculture. In fact, the early settlers of Boston found
so few trees that they had to row out to the islands in the harbor to
obtain fuel. Just how far north this practice extended isuncertain, but
the Saco River in southern Maine appears to have been the original
northern boundary of the agricultural clearings. Then, pressured by
European settlement, the Iroquois extended their systematic burning
far northward, even into the Maritime Provinces of Canada. (abridged
from Hay and Farb, The Atlantic Shore)

The main tense in this next paragraph is present. Incorrect shifts to past
tense are indicated in bold.

For the past seven years, I have called myself a swimmer. Swimming,
my one sport, provides a necessary outlet for my abundant energy. I
have always drawn satisfaction from exertion, straining my muscles to
their limits. I don't know why pushing forward in the water, as my
muscles cried out in pain, sets off a booming cheer in my head. Many
times when I rounded the turn for the last lap of a race, my
complaining muscles want to downshift and idle to the finish. My mind,
however, presses the pedal to the floor and yells, "FASTER!" The
moment that I touched the wall my muscles relax; the pain subsides.
I am pleased to have passed the point of conflict. (adapted from
Brendon MacLean, "Harder!")

Since the following paragraph describes action in a fictional narrative, the

main tense should be present. The six incorrect shifts to past tense are
underlined.

In "The Use of Force" William Carlos Williams describes a struggle involving

a doctor, two parents, and their young daughter. The doctor must obtain a
throat culture from the girl, who was suspected of having diphtheria. This
ordinarily simple task is hindered by the frightened and uncooperative
patient, Mathilda Olson. Adding to the doctor's difficulties were the parents,
who had to struggle with their own conflicting emotions. They want their
daughter helped, but they did not trust the doctor to do the right thing.
Sensitive to the parents' uncertainty, the doctor became more and more
frustrated by Mathilda's resistance. Williams gives considerable attention to
how each of the Olsons react, but it is clear that his main interest was in the
doctor and his responses. (adapted from a student essay)

Punctuation Exercises
These OWL resources contain information regarding punctuation rules and include exercises to help students
practice using some basic punctuation marks, apostrophes, quotation marks, and commas.

Please use the navigation bar on the left or the links below to access the individual exercises.

Basic Punctuation

This exercise asks you to use different punctuation appropriately. Print the
exercise and click the "Go to Answers" link to see the answers for this
exercise.

Apostrophes

This exercise asks you to apply the different apostrophe rules appropriately.
Print the exercise and click the "Go to Answers" link to see the answers for
this exercise.

Quotation Marks

This exercise asks you to use quotation marks where necessary. Print the
exercise and click the "Go to Answers" link to see the answers for this
exercise.

Commas

These exercises ask you to use commas appropriately in sentences, after

introductions, and with nonessential elements. Print the exercises and click
the "Go to Answers" link to see the answers for this exercise.

Exercise : Punctuation Exercise

Put in semicolons, colons, dashes, quotation marks, Italics (use an

underline), and parentheses where ever they are needed in the following
sentences.

1. The men in question Harold Keene, Jim Peterson, and Gerald Greene
deserve awards.
2. Several countries participated in the airlift Italy, Belgium, France, and
Luxembourg.

3. There's no room for error, said the engineer so we have to double check
every calculation.

4. Judge Carswell later to be nominated for the Supreme Court had ruled
against civil rights.

5. In last week's New Yorker, one of my favorite magazines, I enjoyed

reading Leland's article How Not to Go Camping.

6. Yes, Jim said, I'll be home by ten.

7. There was only one thing to do study till dawn.

8. Montaigne wrote the following A wise man never loses anything, if he has
himself.

9. The following are the primary colors red, blue, and yellow.

10. Arriving on the 8 10 plane were Liz Brooks, my old roommate her
husband and Tim, their son.

11. When the teacher commented that her spelling was poor, Lynn replied
All the members of my family are poor spellers. Why not me?

12. He used the phrase you know so often that I finally said No, I don't
know.

13. The automobile dealer handled three makes of cars Volkswagens,

Porsches, and Mercedes Benz.

14. Though Phil said he would arrive on the 9 19 flight, he came instead on
the 10 36 flight.

15. Whoever thought said Helen that Jack would be elected class president?

16. In baseball, a show boat is a man who shows off.

17. The minister quoted Isaiah 5 21 in last Sunday's sermon.

18. There was a very interesting article entitled The New Rage for Folk
Singing in last Sunday's New York Times newspaper.
19. Whoever is elected secretary of the club Ashley, or Chandra, or Aisha
must be prepared to do a great deal of work, said Jumita, the previous
secretary.

20. Darwin's On the Origin of Species 1859 caused a great controversy when
it appeared.

Go to Answers

Exercise : Apostrophes

Punctuate the following sentences with apostrophes according to the rules

for using the apostrophe.

1. Whos the partys candidate for vice president this year?

2. The fox had its right foreleg caught securely in the traps jaws.

3. Our neighbors car is an old Chrysler, and its just about to fall apart.

4. In three weeks time well have to begin school again.

5. Didnt you hear that theyre leaving tomorrow?

6. Whenever I think of the stories I read as a child, I remember Cinderellas

glass slipper and Snow Whites wicked stepmother.

7. We claimed the picnic table was ours, but the Smiths children looked so
disappointed that we found another spot.

8. Its important that the kitten learns to find its way home.

9. She did not hear her childrens cries.

10. My address has three 7s, and Tims phone number has four 2s.

11. Didnt he say when he would arrive at Arnies house?

12. Its such a beautiful day that Ive decided to take a sun bath.

13. She said the watch Jack found was hers, but she couldnt identify the
manufacturers name on it.
14. Little girls clothing is on the first floor, and the mens department is on
the second.

15. The dogs bark was far worse than its bite.

16. The moons rays shone feebly on the path, and I heard the insects
chirpings and whistlings.

17. Theyre not afraid to go ahead with the plans, though the choice is not
theirs.

18. The man whose face was tan said that he had spent his two weeks
vacation in the mountains.

19. I found myself constantly putting two cs in the word process.

20. Johns 69 Ford is his proudest possession.

Go to Answers

Answer : Apostrophes

The following sentences are punctuated with apostrophes according to the

rules for using the apostrophe. Correct answers are in bold.

1. Who's the party's candidate for vice president this year?

2. The fox had its right foreleg caught securely in the trap's jaws.

3. Our neighbor's car is an old Chrysler, and it's just about to fall apart.

4. In three weeks' time we'll have to begin school again.

5. Didn't you hear that they're leaving tomorrow?

6. Whenever I think of the stories I read as a child, I

remember Cinderella's glass slipper and Snow White's wicked
stepmother.

7. We claimed the picnic table was ours, but the Smiths' children looked so
disappointed that we found another spot.

8. It's important that the kitten learns to find its way home.
9. She did not hear her children'scries.

10. My address has three 7s, and Tim's phone number has four 2s.

11. Didn't he say when he would arrive at Arnie's house?

12. It's such a beautiful day that I'vedecided to take a sun bath.

13. She said the watch Jack found was hers, but she couldn't identify
the manufacturer's name on it.

14. Little girls' clothing is on the first floor, and the men's department is on
the second.

15. The dog's bark was far worse than its bite.

16. The moon's rays shone feebly on the path, and I heard
the insects'chirpings and whistlings.

17. They're not afraid to go ahead with the plans, though the choice is not
theirs.

18. The man whose face was tan said that he had spent his
two weeks' vacation in the mountains.

19. I found myself constantly putting two c's in the word process.

20. John's '69 Ford is his proudest possession.

Exercise : Quotation Marks Exercise

In the following sentences put in quotation marks wherever they are

needed, and underline words where italics are needed.

1. Mary is trying hard in school this semester, her father said.

2. No, the taxi driver said curtly, I cannot get you to the airport in fifteen
minutes.

3. I believe, Jack remarked, that the best time of year to visit Europe is in
the spring. At least that's what I read in a book entitled Guide to Europe.

4. My French professor told me that my accent is abominable.

5. She asked, Is Time a magazine you read regularly?

6. Flannery O'Connor probably got the title of one of her stories from the
words of the old popular song, A Good Man Is Hard to Find.

7. When did Roosevelt say, We have nothing to fear but fear itself?

8. It seems to me that hip and cool are words that are going out of style.

9. Yesterday, John said, This afternoon I'll bring back your book Conflict in
the Middle East; however, he did not return it.

10. Can you believe, Dot asked me, that it has been almost five years since
we've seen each other?

11. A Perfect Day for Bananafish is, I believe, J. D. Salinger's best short
story.

12. Certainly, Mr. Martin said, I shall explain the whole situation to him. I
know that he will understand.

Answer : Quotation Marks Exercise

1. "Mary is trying hard in school this semester," her father said.

2. "No," the taxi driver said curtly, "I cannot get you to the airport in fifteen
minutes."

3. "I believe," Jack remarked, "that the best time of year to visit Europe is
in the spring. At least that's what I read in a book entitled Guide to Europe."

4. My French professor told me that my accent is abominable. This

sentence is correct as is.

5. She asked, "Is Time a magazine you read regularly?"

6. Flannery O'Connor probably got the title of one of her stories from the
words of the old popular song, "A Good Man Is Hard to Find."

7. When did Roosevelt say, "We have nothing to fear but fear itself"?

8. It seems to me that "hip" and "cool" are words that are going out of
style.
9. Yesterday, John said, "This afternoon I'll bring back your book Conflict in
the Middle East"; however, he did not return it.

10. "Can you believe," Dot asked me, "that it has been almost five years
since we've seen each other?"

11. "A Perfect Day for Bananafish" is, I believe, J. D. Salinger's best short
story.

12. "Certainly," Mr. Martin said, "I shall explain the whole situation to him. I
know that he will understand."

Back to Questions

Spelling Exercises
These OWL resources contain information regarding common spelling errors and include exercises to help students
practice distinguishing between the different uses of these errors.

Please use the navigation bar on the left or the links below to access the individual exercises.

-ible vs. -able

This resource includes two exercises about -ible and -able that you may
print. Once you print the exercise, correct the errors by filling in the blank
with the appropriate ending. Click the "Go to Answers" link to see the
answers for this exercise.

Accept/Except

This resource includes a fill-in-the-blank exercise that you may print and
provide the appropriate word choice of accept and except .

Affect/Effect

This resource discusses the difference between affect and effectand includes
an exercise that you may print and fill in the blank with the appropriate
response. Click the "Go to Answers" link to see the answers for this exercise.

i/e Rules

This resource contains an exercise on the i/e rules and their appropriate use.
Print the five exercises and apply the i/e rules appropriately. Click the "Go to
Answers" link to see the answers for this exercise.
ible vs. -able
This resource includes two exercises about -ible and -able that you may print. Once you print the exercise, correct
the errors by filling in the blank with the appropriate ending. Click the "Go to Answers" link to see the answers for
this exercise.

Please use the navigation bar on the left or the links below to access the individual exercises.

-ible and -able Spelling Exercise 1

This exercise asks you apply your knowledge of -ible and -able by revising
the following sample paragraph. Click the link at the bottom of the page to
see the answers.

-ible and -able Spelling Exercise 2

This exercise asks you apply your knowledge of -ible and -able by adding the
appropriate endings to the words in the sample sentences. Click the link at
the bottom of the page to see the answers.