A Usage List

Source: Bedford

You have most of these in the back of your book which you purchased.  I have added and deleted entries to suit your needs. 

The ones we see the most in essays are marked in red.

a
a, an
Use an before a vowel sound, a before a consonant sound: an apple, a peach. Problems sometimes arise with words beginning with h. If the h is silent, the word begins with a vowel sound, so use an: an hour, an heir, an honest senator, an honorable deed. If the h is pronounced, the word begins with a consonant sound, so use a: a hospital, a hymn, a historian, a hotel. When an abbreviation or acronym begins with a vowel sound, use an: an EKG, an MRI, an AIDS patient.
 
accept, except
Accept is a verb meaning “to receive.” Except is usually a preposition meaning “excluding.” I will accept all the packages except that one. Except is also a verb meaning “to exclude.” Please except that item from the list.
 
adapt, adopt
Adapt means “to adjust or become accustomed”; it is usually followed by to. Adopt means “to take as one’s own.” Our family adopted a Vietnamese orphan, who quickly adapted to his new surroundings.
 
adverse, averse
Adverse means “unfavorable.” Averse means “opposed” or “reluctant”; it is usually followed by to. I am averse to your proposal because it could have an adverse impact on the economy.
 
advice, advise
Advice is a noun, advise a verb. We advise you to follow John’s advice.
 
affect, effect
Affect is usually a verb meaning “to influence.” Effect is usually a noun meaning “result.” The drug did not affect the disease, and it had adverse side effects. Effect can also be a verb meaning “to bring about.” Only the president can effect such a change.
 
aggravate
Aggravate means “to make worse or more troublesome.” Overgrazing aggravated the soil erosion. In formal writing, avoid the colloquial use of aggravate meaning “to annoy or irritate.” Her babbling annoyed (not aggravated) me.
 
agree to, agree with
Agree to means “to give consent.” Agree with means “to be in accord” or “to come to an understanding.” He agrees with me about the need for change, but he won’t agree to my plan.
 
ain’t
Ain’t is nonstandard. Use am not, are not (aren’t), or is not (isn’t). I am not (not ain’t) going home for spring break.
 
all ready, already
All ready means “completely prepared.” Already means “previously.” Susan was all ready for the concert, but her friends had already left.
 
all right
All right is written as two words. Alright is nonstandard.
 
all together, altogether
All together means “everyone gathered.” Altogether means “entirely.” We were not altogether certain that we could bring the family all together for the reunion.
 
allude
To allude to something is to make an indirect reference to it. Do not use allude to mean “to refer directly.” In his lecture the professor referred (not alluded) to several pre-Socratic philosophers.
 
allusion, illusion
An allusion is an indirect reference. An illusion is a misconception or false impression. Did you catch my allusion to Shakespeare? Mirrors give the room an illusion of depth.
 
a lot
A lot is two words. Do not write alot. We have had a lot of rain this spring. See also lots, lots of.  Better yet, don't use this in your essays...ever...thanks a lot!
 
amongst
In American English, among is preferred.
 
amoral, immoral
Amoral means “neither moral nor immoral”; it also means “not caring about moral judgments.” Immoral means “morally wrong.” Until recently, most business courses were taught from an amoral perspective. Murder is immoral.
 
amount, number
Use amount with quantities that cannot be counted; use number with those that can. This recipe calls for a large amount of sugar. We have a large number of toads in our garden. (See 30a and 30b.)
 
and etc.
Et cetera (etc.) means “and so forth”; therefore, and etc. is redundant. See also etc.
 
and/or
Avoid the awkward construction and/or except in technical or legal documents.
 
angry at, angry with
To write that one is angry at another person is nonstandard. Use angry with instead.
 
ante-, anti-
The prefix ante- means “earlier” or “in front of”; the prefix anti- means “against” or “opposed to.” William Lloyd Garrison was a leader of the antislavery movement during the antebellum period. Anti- should be used with a hyphen when it is followed by a capital letter or a word beginning with i.
 
anxious
Anxious means “worried” or “apprehensive.” In formal writing, avoid using anxious to mean “eager.” We are eager (not anxious) to see your new house.
 
anybody, anyone
Anybody and anyone are singular. (See 21e and 22a.)
 
anymore
Reserve the adverb anymore for negative contexts, where it means “any longer.” Moviegoers are rarely shocked anymore by profanity. Do not use anymore in positive contexts. Use now or nowadays instead. Interest rates are so low now (not anymore) that more people can afford to buy homes.
 
anyone
See anybody, anyone.
 
anyone, any one
Anyone, an indefinite pronoun, means “any person at all.” Any one, the pronoun one preceded by the adjective any, refers to a particular person or thing in a group. Anyone from Chicago may choose any one of the games on display.
 
anyplace
Anyplace is informal for anywhere. Avoid anyplace in formal writing.
 
anyways, anywheres
Anyways and anywheres are nonstandard. Use anyway and anywhere.
 
as
As is sometimes used to mean “because.” But do not use it if there is any chance of ambiguity. We canceled the picnic because (not as) it began raining. As here could mean “because” or “when.”
 
as to
As to is jargon for about. He inquired about (not as to) the job.
 
awful
The adjective awful and the adverb awfully are too colloquial for formal writing.
 
awhile, a while
Awhile is an adverb; it can modify a verb, but it cannot be the object of a preposition such as for. The two-word form a while is a noun preceded by an article and therefore can be the object of a preposition. Stay awhile. Stay for a while.

b
back up, backup
Back up is a verb phrase. Back up the car carefully. Be sure to back up your hard drive. Backup is a noun meaning “a duplicate of electronically stored data.” Keep your backup in a safe place. Backup can also be used as an adjective. I regularly create backup disks.
 
bad, badly
Bad is an adjective, badly an adverb. (See 26a and 26b.) They felt bad about being early and ruining the surprise. Her arm hurt badly after she slid headfirst into second base.
 
being as, being that
Being as and being that are nonstandard expressions. Write because instead. Because (not Being as) I slept late, I had to skip breakfast.
 
beside, besides
Beside is a preposition meaning “at the side of” or “next to.” Annie Oakley slept with her gun beside her bed. Besides is a preposition meaning “except” or “in addition to.” No one besides Terrie can have that ice cream. Besides is also an adverb meaning “in addition.” I’m not hungry; besides, I don’t like ice cream.
 
between, among
Ordinarily, use among with three or more entities, between with two. The prize was divided among several contestants. You have a choice between carrots and beans.
 
bring, take
Use bring when an object is being transported toward you, take when it is being moved away. Please bring me a glass of water. Please take these flowers to Mr. Scott.
 
burst, bursted; bust, busted
Burst is an irregular verb meaning “to come open or fly apart suddenly or violently.” Its principal parts are burst, burst, burst. The past-tense form bursted is nonstandard. Bust and busted are slang for burst and, along with bursted, should not be used in formal writing.

c
can, may
The distinction between can and may is fading, but some writers still observe it in formal writing. Can is traditionally reserved for ability, may for permission. Can you ski down the advanced slope without falling? May I help you?
 
capital, capitol
Capital refers to a city, capitol to a building where lawmakers meet. Capital also refers to wealth or resources. The capitol has undergone extensive renovations. The residents of the state capital protested the development plans.
 
censor, censure
Censor means “to remove or suppress material considered objectionable.” Censure means “to criticize severely.” The library’s new policy of censoring controversial books has been censured by the media.
 
cite, site
Cite means “to quote as an authority or example.” Site is usually a noun meaning “a particular place.” He cited the zoning law in his argument against the proposed site of the gas station. Locations on the Internet are usually referred to as sites. The library’s Web site improves every week.
 
climactic, climatic
Climactic is derived from climax, the point of greatest intensity in a series or progression of events. Climatic is derived from climate and refers to meteorological conditions. The climactic period in the dinosaurs’ reign was reached just before severe climatic conditions brought on an ice age.
 
coarse, course
Coarse means “crude” or “rough in texture.” The coarse weave of the wall hanging gave it a three-dimensional quality. Course usually refers to a path, a playing field, or a unit of study; the expression of course means “certainly.” I plan to take a course in car repair this summer. Of course, you are welcome to join me.
 
compare to, compare with
Compare to means “to represent as similar.” She compared him to a wild stallion. Compare with means “to examine similarities and differences.” The study compared the language ability of apes with that of dolphins.
 
complement, compliment
Complement is a verb meaning “to go with or complete” or a noun meaning “something that completes.” Compliment as a verb means “to flatter”; as a noun it means “flattering remark.” Her skill at rushing the net complements his skill at volleying. Mother’s flower arrangements receive many compliments.
 
conscience, conscious
Conscience is a noun meaning “moral principles.” Conscious is an adjective meaning “aware or alert.” Let your conscience be your guide. Were you conscious of his love for you?
 
continual, continuous
Continual means “repeated regularly and frequently.” She grew weary of the continual telephone calls. Continuous means “extended or prolonged without interruption.” The broken siren made a continuous wail.
 
could care less
Could care less is a nonstandard expression. Write couldn’t care less instead. He couldn’t (not could) care less about his psychology final.
 
could of
Could of is nonstandard for could have. We could have (not could of) had steak for dinner if we had been hungry.
 
council, counsel
A council is a deliberative body, and a councilor is a member of such a body. Counsel usually means “advice” and can also mean “lawyer”; counselor is one who gives advice or guidance. The councilors met to draft the council’s position paper. The pastor offered wise counsel to the troubled teenager.
 
criteria
Criteria is the plural of criterion, which means “a standard or rule or test on which a judgment or decision can be based.” The only criterion for the scholarship is ability.

d
data
Data is a plural noun technically meaning “facts or propositions.” But data is increasingly being accepted as a singular noun. The new data suggest (or suggests) that our theory is correct. (The singular datum is rarely used.)
 
different from, different than
Ordinarily, write different from. Your sense of style is different from Jim’s. However, different than is acceptable to avoid an awkward construction. Please let me know if your plans are different than (to avoid from what) they were six weeks ago.
 
differ from, differ with
Differ from means “to be unlike”; differ with means “to disagree.” She differed with me about the wording of the agreement. My approach to the problem differed from hers.
 
disinterested, uninterested
Disinterested means “impartial, objective”; uninterested means “not interested.” We sought the advice of a disinterested counselor to help us solve our problem. He was uninterested in anyone’s opinion but his own.
 
don’t
Don’t is the contraction for do not. I don’t want any. Don’t should not be used as the contraction for does not, which is doesn’t. He doesn’t (not don’t) want any. (See 27c.)
 
due to
Due to is an adjective phrase and should not be used as a preposition meaning “because of.” The trip was canceled because of (not due to) lack of interest. Due to is acceptable as a subject complement and usually follows a form of the verb be. His success was due to hard work.

e
 
e.g.
In formal writing, replace the Latin abbreviation e.g. with its English equivalent: for example or for instance.
 
either
Either is singular. (See 21e and 22a.) (For either . . . or constructions, see 21d and 22d.)
 
elicit, illicit
Elicit is a verb meaning “to bring out” or “to evoke.” Illicit is an adjective meaning “unlawful.” The reporter was unable to elicit any information from the police about illicit drug traffic.
 
emigrate from, immigrate to
Emigrate means “to leave one country or region to settle in another.” In 1900, my grandfather emigrated from Russia to escape the religious pogroms. Immigrate means “to enter another country and reside there.” Many Mexicans immigrate to the United States to find work.
 
eminent, imminent
Eminent means “outstanding” or “distinguished.” We met an eminent professor of Greek history. Imminent means “about to happen.” The announcement is imminent.
 
enthused
Many people object to the use of enthused as an adjective. Use enthusiastic instead. The children were enthusiastic (not enthused) about going to the circus.
 
etc.
Avoid ending a list with etc. It is more emphatic to end with an example, and in most contexts readers will understand that the list is not exhaustive. When you don’t wish to end with an example, and so on is more graceful than etc. See also and etc.
 
eventually, ultimately
Often used interchangeably, eventually is the better choice to mean “at an unspecified time in the future” and ultimately is better to mean “the furthest possible extent or greatest extreme.” He knew that eventually he would complete his degree. The existentialist considered suicide the ultimately rational act.
 
everybody, everyone
Everybody and everyone are singular. (See 21e and 22a.)
 
everyday, every day
Everyday is an adjective: Combing your hair is an everyday activityEvery day is a combination of an adjective (every) and noun (day) .  I drink coffee or tea every day. 
everyone, every one
Everyone is an indefinite pronoun. Every one, the pronoun one preceded by the adjective every, means “each individual or thing in a particular group.” Every one is usually followed by of. Everyone wanted to go. Every one of the missing books was found.
 
expect
Avoid the colloquial use of expect meaning “to believe, think, or suppose.” I think (not expect) it will rain tonight.
 
explicit, implicit
Explicit means “expressed directly” or “clearly defined”; implicit means “implied, unstated.” I gave him explicit instructions not to go swimming. My mother’s silence indicated her implicit approval.

f
farther, further
Farther usually describes distances. Further usually suggests quantity or degree. Chicago is farther from Miami than I thought. You extended the curfew further than you should have.
 
fewer, less
Fewer refers to items that can be counted; less refers to general amounts. Fewer people are living in the city. Please put less sugar in my tea.
 
finalize
Finalize is jargon meaning “to make final or complete.” Use ordinary English instead. The architect prepared final drawings (not finalized the drawings).
 
firstly
Firstly sounds pretentious, and it leads to the ungainly series firstly, secondly, thirdly, fourthly, and so on. Write first, second, third instead.

g
get
Get has many colloquial uses. In writing, avoid using get to mean the following: “to evoke an emotional response” (That music always gets to me); “to annoy” (After a while his sulking got to me); “to take revenge on” (I got back at him by leaving the room); “to become” (He got sick); “to start or begin” (Let’s get going). Avoid using have got to in place of must. I must (not have got to) finish this paper tonight.
 
good, well
Good is an adjective, well an adverb. (See 26.) He hasn’t felt good about his game since he sprained his wrist last season. She performed well on the uneven parallel bars.
 
graduate
Both of the following uses of graduate are standard: My sister was graduated from UCLA last year. My sister graduated from UCLA last year. It is nonstandard, however, to drop the word from: My sister graduated UCLA last year. Though this usage is common in informal English, many readers object to it.
 
grow
Phrases such as to grow the economy or to grow a business are jargon. Usually the verb grow is intransitive (it does not take a direct object). Our business has grown very quickly. When grow is used in a transitive sense, with a direct object, it means “to cultivate” or “to allow to grow.” We plan to grow tomatoes this year. John is growing a beard.

h
hanged, hung
Hanged is the past-tense and past-participle form of the verb hang meaning “to execute.” The prisoner was hanged at dawn. Hung is the past-tense and past-participle form of the verb hang meaning “to fasten or suspend.” The stockings were hung by the chimney with care.
 
hardly
Avoid expressions such as can’t hardly and not hardly, which are considered double negatives. I can (not can’t) hardly describe my elation at getting the job. (See 26d.)
 
has got, have got
Got is unnecessary and awkward in such constructions. It should be dropped. We have (not have got) three days to prepare for the opening.
 
he
At one time he was commonly used to mean “he or she.” Today such usage is inappropriate. (See 17f and 22a.)
 
he/she, his/her
In formal writing, use he or she or his or her. For alternatives to these wordy constructions, see 17f and 22a.
 
hisself
Hisself is nonstandard. Use himself.
 
hopefully
Hopefully means “in a hopeful manner.” We looked hopefully to the future. Some usage experts object to the use of hopefully as a sentence adverb, apparently on grounds of clarity. To be safe, avoid using hopefully in sentences such as the following: Hopefully, your son will recover soon. At least some educated readers will want you to indicate who is doing the hoping: I hope that your son will recover soon.
 
however
In the past, some writers objected to however at the beginning of a sentence, but current experts advise you to place the word according to your meaning and desired emphasis. Any of the following sentences is correct, depending on the intended contrast. Pam decided, however, to attend Harvard. However, Pam decided to attend Harvard. (She had been considering other schools.) Pam, however, decided to attend Harvard. (Unlike someone else, Pam opted for Harvard.)

i
i.e.
In formal writing, replace the Latin abbreviation i.e. with its English equivalent: that is.
 
if, whether
Use if to express a condition and whether to express alternatives. If you go on a trip, whether it be to Nebraska or New Jersey, remember to bring traveler’s checks.
 
implement
Implement is a pretentious way of saying “do,” “carry out,” or “accomplish.” Use ordinary language instead. We carried out (not implemented) the director’s orders with some reluctance.
 
imply, infer
Imply means “to suggest or state indirectly”; infer means “to draw a conclusion.” John implied that he knew all about computers, but the interviewer inferred that John was inexperienced.
 
in, into
In indicates location or condition; into indicates movement or a change in condition. They found the lost letters in a box after moving into the house.
 
in regards to
In regards to confuses two different phrases: in regard to and as regards. Use one or the other. In regard to (or As regards) the contract, ignore the first clause.
 
irregardless
Irregardless is nonstandard. Use regardless.
 
is when, is where
These mixed constructions are often incorrectly used in definitions. A run-off election is a second election held to break a tie (not is when a second election breaks a tie). (See 11c.)
 
it is
It is is nonstandard when used to mean “there is.” There is (not It is) a fly in my soup.
 
its, it’s
Its is a possessive pronoun; it’s is a contraction for it is. (See 36c and 36e.) The dog licked its wound whenever its owner walked into the room. It’s a perfect day to walk the twenty-mile trail.

k
kind(s)
Kind is singular and should be treated as such. Don’t write These kind of chairs are rare. Write instead This kind of chair is rare. Kinds is plural and should be used only when you mean more than one kind. These kinds of chairs are rare.
 
kind of, sort of
Avoid using kind of or sort of to mean “somewhat.” The movie was somewhat (not kind of) boring. Do not put a after either phrase. That kind of (not kind of a) salesclerk annoys me.

l
lead, led
Lead is a metallic element; it is a noun. Led is the past tense of the verb lead. He led me to the treasure.
 
learn, teach
Learn means “to gain knowledge”; teach means “to impart knowledge.” I must teach (not learn) my sister to read.
 
leave, let
Leave means “to exit.” Let means “to permit.” Let (not Leave) me help you with the dishes.
 
less
See fewer, less.
 
let, leave
See leave, let.
 
liable
Liable means “obligated” or “responsible.” Do not use it to mean “likely.” You’re likely (not liable) to trip if you don’t tie your shoelaces.
 
lie, lay
Lie is an intransitive verb meaning “to recline or rest on a surface.” Its principal parts are lie, lay, lain. Lay is a transitive verb meaning “to put or place.” Its principal parts are lay, laid, laid. (See 27b.)
 
like, as
Like is a preposition, not a subordinating conjunction. It can be followed only by a noun or a noun phrase. As is a subordinating conjunction that introduces a subordinate clause. In casual speech you may say She looks like she hasn’t slept or You don’t know her like I do. But in formal writing, use as. She looks as if she hasn’t slept. You don’t know her as I do. (See prepositions and subordinating conjunctions, 62f and 62g.)
 
loose, lose
Loose is an adjective meaning “not securely fastened.” Lose is a verb meaning “to misplace” or “to not win.” Did you lose your only loose pair of work pants?
 
lots, lots of
Lots and lots of are colloquial substitutes for many, much, or a lot. Avoid using them in formal writing.

 
maybe, may be
Maybe is an adverb meaning “possibly.” May be is a verb phrase. Maybe the sun will shine tomorrow. Tomorrow may be a brighter day.
 
may of, might of
May of and might of are nonstandard for may have and might have. We may have (not may of) had too many cookies.
 
media, medium
Media is the plural of medium. Of all the media that cover the Olympics, television is the medium that best captures the spectacle of the events.
 
most
Most is colloquial when used to mean “almost” and should be avoided. Almost (not Most) everyone went to the parade.
 
 
myself
Myself is a reflexive or intensive pronoun. Reflexive: I cut myself. Intensive: I will drive you myself. Do not use myself in place of I or me. He gave the flowers to Melinda and me (not myself). (See also 24.)

n
neither
Neither is singular. (See 21e and 22a.) For neither . . . nor constructions, see 21d and 22d.
 
none
None may be singular or plural. (See 21e.)


o
of
Use the verb have, not the preposition of, after the verbs could, should, would, may, might, and must. They must have (not of) left early.
 
off of
Off is sufficient. Omit of. The ball rolled off (not off of) the table.
 
OK, O.K., okay
All three spellings are acceptable, but in formal speech and writing avoid these colloquial expressions for consent or approval.

p
parameters
Parameter is a mathematical term that has become jargon for “fixed limit,” “boundary,” or “guideline.” Use ordinary English instead. The task force was asked to work within certain guidelines (not parameters).
 
passed, past
Passed is the past tense of the verb pass. Mother passed me another slice of cake. Past usually means “belonging to a former time” or “beyond a time or place.” Our past president spoke until past midnight. The hotel is just past the next intersection.
 
percent, per cent, percentage
Percent (also spelled per cent) is always used with a specific number. Percentage is used with a descriptive term such as large or small, not with a specific number. The candidate won 80 percent of the primary vote. Only a small percentage of registered voters turned out for the election.
 
phenomena
Phenomena is the plural of phenomenon, which means “an observable occurrence or fact.” Strange phenomena occur at all hours of the night in that house, but last night’s phenomenon was the strangest of all.
 
plus
Plus should not be used to join independent clauses. This raincoat is dirty; moreover (not plus), it has a hole in it.
 
precede, proceed
Precede means “to come before.” Proceed means “to go forward.” As we proceeded up the mountain path, we noticed fresh tracks in the mud, evidence that a group of hikers had preceded us.
 
principal, principle
Principal is a noun meaning “the head of a school or organization” or “a sum of money.” It is also an adjective meaning “most important.” Principle is a noun meaning “a basic truth or law.” The principal expelled her for three principal reasons. We believe in the principle of equal justice for all.

q
quote, quotation
Quote is a verb; quotation is a noun. Avoid using quote as a shortened form of quotation. Her quotations (not quotes) from Shakespeare intrigued us.

r
raise, rise
Raise is a transitive verb meaning “to move or cause to move upward.” It takes a direct object. I raised the shades. Rise is an intransitive verb meaning “to go up.” It does not take a direct object. Heat rises.
 
real, really
Real is an adjective; really is an adverb. Real is sometimes used informally as an adverb, but avoid this use in formal writing. She was really (not real) angry. (See 26a.)
 
reason is because
Use that instead of because. The reason I’m late is that (not because) my car broke down. (See 11c.)
 
reason why
The expression reason why is redundant. The reason (not The reason why) Jones lost the election is clear.
 
relation, relationship
Relation describes a connection between things. Relationship describes a connection between people. There is a relation between poverty and infant mortality. Our business relationship has cooled over the years.
 
respectfully, respectively
Respectfully means “showing or marked by respect.” Respectively means “each in the order given.” He respectfully submitted his opinion to the judge. John, Tom, and Larry were a butcher, a baker, and a lawyer, respectively.

s
sensual, sensuous
Sensual means “gratifying the physical senses,” especially those associated with sexual pleasure. Sensuous means “pleasing to the senses,” especially those involved in the experience of art, music, and nature. The sensuous music and balmy air led the dancers to more sensual movements.
 
 
shall, will
Shall was once used as the helping verb with I or we: I shall, we shall, you will, he/she/it will, they will. Today, however, will is generally accepted even when the subject is I or we. The word shall occurs primarily in polite questions (Shall I find you a pillow?) and in legalistic sentences suggesting duty or obligation (The applicant shall file form 1080 by December 31).
 
should of
Should of is nonstandard for should have. They should have (not should of) been home an hour ago.
 
since
Do not use since to mean “because” if there is any chance of ambiguity. Since we won the game, we have been celebrating with a pitcher of root beer. Since here could mean “because” or “from the time that.”
 
somebody, someone
Somebody and someone are singular. (See 21e and 22a.)
 
something
Something is singular. (See 21e.)
 
sometime, some time, sometimes
Sometime is an adverb meaning “at an indefinite or unstated time.” Some time is the adjective some modifying the noun time and is spelled as two words to mean “a period of time.” Sometimes is an adverb meaning “at times, now and then.” I’ll see you sometime soon. I haven’t lived there for some time. Sometimes I run into him at the library.
 
suppose to
Write supposed to.
 
sure and
Sure and is nonstandard for sure to. We were all taught to be sure to (not and) look both ways before crossing a street.

t
than, then
Than is a conjunction used in comparisons; then is an adverb denoting time. That pizza is more than I can eat. Tom laughed, and then we recognized him.
 
that, which
Many writers reserve that for restrictive clauses, which for nonrestrictive clauses. (See 32e.)
 
theirselves
Theirselves is nonstandard for themselves. The two people were able to push the Volkswagen out of the way themselves (not theirselves).
 
them
The use of them in place of those is nonstandard. Please send those (not them) flowers to the patient in room 220.
 
there, their, they’re
There is an adverb specifying place; it is also an expletive. Adverb: Sylvia is lying there unconscious. Expletive: There are two plums left. Their is a possessive pronoun. Fred and Jane finally washed their car. They’re is a contraction of they are. They’re later than usual today.
 
they
The use of they to indicate possession is nonstandard. Use their instead. Cindy and Sam decided to sell their (not they) 1975 Corvette.
 
to, too, two
To is a preposition; too is an adverb; two is a number. Too many of your shots slice to the left, but the last two were right on the mark.
 
toward, towards
Toward and towards are generally interchangeable, although toward is preferred in American English.
 
try and
Try and is nonstandard for try to. The teacher asked us all to try to (not and) write an original haiku.

u
unique
Avoid expressions such as most unique, more straight, less perfect, very round. Something either is unique or it isn’t. It is illogical to suggest degrees of uniqueness. (See 26c.)
 
usage
The noun usage should not be substituted for use when the meaning intended is “employment of.” The use (not usage) of computers dramatically increased the company’s profits.
 
use to
Write used to.
 
utilize
Utilize means “to make use of.” It often sounds pretentious; in most cases, use is sufficient. I used (not utilized) the best workers to get the job done fast.

w
wait for, wait on
Wait for means “to be in readiness for” or “await.” Wait on means “to serve.” We’re waiting for (not waiting on) Ruth to take us to the game.
 
ways
Ways is colloquial when used to mean “distance.” The city is a long way (not ways) from here.
 
weather, whether
The noun weather refers to the state of the atmosphere. Whether is a conjunction used for a choice between alternatives. We wondered whether the weather would clear up in time for our picnic.
 
where
Do not use where in place of that. I heard that (not where) the crime rate is increasing.
 
while
Avoid using while to mean “although” or “whereas” if there is any chance of ambiguity. Although (not While) Gloria lost money in the slot machine, Tom won it at roulette. Here While could mean either “although” or “at the same time that.”
 
who, which, that
Do not use which to refer to persons. Use who instead. That, though generally used to refer to things, may be used to refer to a group or class of people. The player who (not that or which) made the basket at the buzzer was named MVP. The team that scores the most points in this game will win the tournament. (See 23e.)
 
who, whom
Who is used for subjects and subject complements; whom is used for objects. (See 25.)
 
who’s, whose
Who’s is a contraction of who is; whose is a possessive pronoun. Who’s ready for more popcorn? Whose coat is this? (See 36c and 36e.)
 
will
See shall, will.
 
would of
Would of is nonstandard for would have. She would have (not would of) had a chance to play if she had arrived on time.

y
you
In formal writing, avoid you in an indefinite sense meaning “anyone.” (See 23d.) Any spectator (not You) could tell by the way John caught the ball that his throw would be too late.
 
your, you’re
Your is a possessive pronoun; you’re is a contraction of you are. Is that your new motorcycle? You’re on the list of finalists. (See 36c and 36e.)


Writing Mnemonics

Writing the AP Essay

The Truth

The prompt and text will give your essay its shape and direction.  That's it.  No tricks; no gimmicks.

You need to analyze (break into pieces, examine, then relate to the whole).  You need to frame your analysis in the terms appropriate to literary study (terms and rhetoric).  You need to point that analysis through those terms toward a greater meaning (usually the theme).


That said, there are literary terms and sequences of analysis that are common.  You should learn the first two and any others that you like. 

But, again--when you take the exam, begin with the prompt and the text.  Let it guide.  If your mnemonic fits well, great.  If not, that's fine.  The College Board wants you to write your own essay, not follow a recipe (be it TP-CASTT, the Shaffer model, or the five-paragraph form). 


Tricks and Gimmicks

1. My favorite: SOAPSTone (usual analysis reminders, especially for poetry)
(A general writing mnemonic)
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Speaker 
  • Tone

2. SQUIDS (basic composition reminder)
(A reminder of the steps in the process of analysis and commentary)
  • S = Select
  • Q = Quotation: a specific line (or passage) from the text
  • U = Understand
  • I = Identify (explain, hold forth)
  • D = Define/Describe/Deconstruct (tie to terms) its
  • S = Significance

3. TP-CASTT Poetry Analysis (focusing on the shift)
  • Title: Ponder the title before reading the poem
  • Paraphrase: Translate the poem into your own words (this not part of the essay!)
  • Connotation: Contemplate the poem for meaning beyond the literal
  • Attitude: Observe both the speaker's and the poet's attitude (tone)
  • Shifts: Note shifts in speakers and in attitudes 
    • Devices that help readers discover shift:
      • Key words (but, yet, however, although)
      • Punctuation (dashes, periods, colons, ellipsis)
      • Stanza or paragraph divisions
      • Changes in line or stanza length, or both
      • Irony (sometimes irony hides shifts)
      • Structure (how the work is written can affect its meaning)
      • Changes in sound (may indicate changes in meaning)
      • Changes in diction (ex: slang to formal language)
  • Title: Examine the title again, this time on an interpretive level
  • Theme: Determine what the poet is saying

4. DIDLSS (for elements of tone in prose)
  • Diction: the connotation of the word choice 
    • Consider the following when discussing diction (word choice).
      • monosyllabic / polysyllabic
      • colloquial / informal / formal
      • denotative / connotative
      • concrete / abstract
      • euphonious / cacophonous
  • Images: vivid appeals to understanding through the senses
  • Details: facts that are included or omitted
  • Language: the overall use of language, such as formal, clinical, jargon, slang
  • Sentence Structure or Syntax: how structure affects the reader's attitude
  • So what? 
5. STAARs

Aspect           Aspect seen in the example paragraph

Subject   --   the death of a moth
Thematic Subject   --   the author’s observation of a moth fighting to stay alive and its final death
Attitude   --   pensive, compassionate, solemn
Audience   --   educated people
Rhetorical Strategy --   diction: “pity” “helplessness” “animation” “extraordinary”

     Virginia Woolf’s philosophical essay “The Death of the Moth” pensively and compassionately describes the insignificant life of a moth and its struggle to beat a solemn death. In the essay, the author watches the “animation” of a moth and feels “pity” for its “helplessness” and its “extraordinary” struggle against death. The author’s word choice of “animation” creates a feeling of life and energy. It implies the moth living life to its fullest capacity within the boundaries that it has. The author feels “pity” for this moth, explain her benevolence and elevating the moth above humanity. She respects the moth’s hard struggle to stay alive which is something that most people are unaware of and find insignificant. The “extraordinary” struggle describes the remarkable and amazing fight the moth gives at the end, as death gets closer. This fills the author with compassion and respect. The essay describes the wonder of life and the unexpected events that change it and influence our views and emotions in our own lives.

6. SATTT
(For a narrative work)
Ask yourself these questions about what you have read.
  • Setting: When and where is the event occurring? Could there be any symbolic significance to the author's choice of setting?
  • Action: What is occurring in the passage? Why did the author choose those particular actions?
  • Time: How much time elapses? How is the passage of time (if any) depicted? How is it significant to the text?
  • Tone: What is the author's attitude toward the subject? What does that suggest about the author? The topic?
  • Theme: What message is the author trying to convey? What lesson is being taught?

7. SMELL (AP Language)
(Analyzing persuasive texts or advertisements)
  • Sender-receiver relationship
  • Message
  • Effect
  • Logic
  • Language

8. S.O.L.L.I.D.D. (Analyzing rhetorical elements & author’s style; AP Language)
Syntax: Sentence structure
Organization: The structure of sections within a passage and as a whole.Movement in the
passage between tones, ideas, defining literary/rhetorical strategies
Literary Devices: Metaphor, simile, personification, irony (situational, verbal and dramatic),
hyperbole, allusion, alliteration, etc.
Levels of Discourse: Cultural levels of language act, with attendant traits (does the
narrator’s voice represent a particular social, political, or cultural viewpoint or perspective?)
Imagery: Deliberate vivid appeal to the audience’s understanding through the five senses (visual,
auditory, tactile, olfactory, gustatory)
Diction: Word choice and its denotative and connotative significance
Detail: Descriptive items selected for inclusion. Concrete aspects of the poem or passage. What is
included; what is omitted


M.C. Testing Stems



Rhetorical Analysis / Close Reading:  Multiple-Choice Stems

From the AP Literature and Composition exam:

 1.        What is the author's attitude toward the subject of this passage?
 2.        What is this passage about?
 3.        What does the phrase, ______________, mean?
 4.        How would you characterize the style of the passage?
 5.        Which of the following best summarizes the main point in lines _____?
 6.        What is the main point in _____?  (the passage, the second paragraph, etc.)
 7.        How would you restate the meaning of _______________?
 8.        How would you define the phrase ___________?
 9.        What is the speaker’s purpose in _____________?
10.       What thought is reflected in the allusion ____________?
11.       What is the tone of the passage?
12.       How would you define the word ____________?
13.       How would you describe the diction and style of the passage?
14.       In lines _____, what is the speaker asserting?
15.       Why is  ___________ described as __________?
16.       What is significant about the structure of sentence #____ in lines ____?
17.       In sentences _____, what contrasts are developed or implied?
18.       In lines ________, why does the author pair quotations?
19.       In lines ________, what is the effect of pairing quotations?
20.       What is the dominant technique used in lines ______?
21.       In lines ______, what is the effect of using a metaphor?
22.       In lines _____, juxtaposing _________ and ___________ serves the purpose of ________________.
23.       What does the speaker accomplish in using __________?
24.       By using the words _______, the speaker shows the belief that _____.
25.       In lines _____, how is the speaker portrayed?
26.       The shift in point of view from...has the effect of...
27.       What is the theme of the ____________ (e.g., second paragraph, whole piece)?
28.       In lines ____, the passage shifts from _________ to __________.
29.       Why does the author represent _______________ as ______________ in lines ____?
30.       What is the purpose of the syntax in sentence _____?
31.       What does __________________ symbolize in lines ____?
32.       The speaker's attitude toward ___________ is best described as one of _________________.
33.       In _____, the author is asserting that __________________.
34.       The term _____ conveys the speaker's belief that ______________.
35.       The speaker assumes that the audience's attitude toward ____________will be one of ____________.
36.       In the _______ (e.g., first, second, last) paragraph, the speaker seeks to interest us in the subjects of the discussion by stressing the __________.
37.       It can be inferred by ____________ that __________________.
38.       The ________ (e.g., first, second) sentence is unified by metaphorical references pertaining to _________________.
39.       The speaker's mention of _________is appropriate to the development of the argument as an illustration of ______________.
40.       As the sentence in lines _____ is constructed, _____________ is parallel to ___________________.
41.       It can be inferred from the description of  __________ that the qualities of  ______________  are valued by the speaker.
42.       According to the passage, ___________ is ____________ because ______________________________.
43.       In the context of the passage, __________is best interpreted as ______.
44.       Sentence _________ is best described as _______________.
45.       The antecedent for ________in line ________is ________.
46.       What type of argument does the writer employ in lines ______?
47.       Why does the speaker use the sequence of ideas in lines _____?
48.       We can infer from ______________ that __________________.
49.       What pattern of exposition does the writer use in this passage?
50.       What is the point of view in this passage/poem?
51.       What is the purpose of the statement in lines _____?
52.       What atmosphere or mood is established in lines _______?
53.       The _______ (e.g., first, fourth) sentence is coherent because of its use of _______________.
54.       What qualities are present in the scene described in lines _____?
55.       What words and details suggest a _________ (adjective) attitude on the part of the author?
56.       In line _______, the use of __________instead of ___________accomplishes _____________.
57.       In line__________, the author emphasizes _______because he/she_______.
58.       The use of _________suggests that ____________.
59.       What is the function of the __________ (sentence, detail, clause, phrase, and so on) in lines _______?
60.       The subject of the sentence in lines _________is ________.
61.       What assertions does the author make in the passage, and what is his/her purpose in doing this?
62.       By ________, the author most probably means ______.
63.       What meanings are contained in the word ______ in line _____?
64.       What can we infer from the passage about _________________________?
65.       The author apparently believes that __________________________.
66.       In lines________, the phrase_________ is used to refer to _______.
67.       The author believes that we should_______________________________.
68.       The _________ (e.g., first, last, third) sentence of the passage is chiefly remarkable for its____________________________________.
69.       What does the author want to encourage in a person?
70.       What is the function of ______________ in relation to __________?


Rhetorical Analysis / Close Reading:  Multiple-Choice Stems

From the AP Language and Composition exam:

1.            What is the author's attitude toward the subject?
2.            The word _________ in context (line ____ ) is best interpreted to mean . . .
3.            What does the phrase ______mean?
4.            The phrase _________ functions primarily as . . .
5.            The word/phrase _____________  in line ____ refers to which of the following?
6.            How would you characterize the style of the passage?
7.            The style of the passage as a whole is most accurately characterized as . . .
8.            What is the main point of the passage?
9.            Restate the phrase, ________.
10.         Define the phrase, _________.
11.         What does the speaker accomplish in this passage?
12.         What is the speaker's purpose in writing this passage?
13.         What is the speaker's purpose in lines _______.
14.         The speaker’s reference to _______________ serves primarily to . . .
15.         Lines ___ can be interpreted to mean . . .
16.         In lines ___, the speaker employs which of the following rhetorical strategies?
17.         In the sentence beginning  _________, the speaker employs all of the following EXCEPT . . .
18.         The type of argument employed by the speaker is most similar to which of the following?
19.         The speaker describes ____________ in an order best described as from the . . .
20.         Why does the writer use the allusion to______________?
21.         Which of the following best summarizes the main topic of the passage?
22.         The attitude of the entire passage (or parts of the passage) is one of  . . .
23.         What is the tone of the passage?
24.         How would you characterize the diction and style of the passage?
25.         What is the speaker asserting in lines________?
26.         In relation to the passage as a whole, the statement in the first sentence presents . . . [syntax]
27.         The second sentence (line ___ ) is unified by metaphorical references pertaining to . . .
28.         The sentence ___________________________ in lines  ____ contains which of the following?
29.         Describe the structure of the sentence in lines_____.
30.         What contrast does the speaker develop in lines _______?
31.         What effect is achieved by the speaker's using the phrases _______?
32.         What dominant technique is the speaker using in lines ______?
33.         In lines _______, ________________is a metaphorical way of saying _________________________________.
34.         What does the author achieve by juxtaposing ___________________ and _______________________________?
35.         What does the choice of words show about the speaker's beliefs?
36.         Where is there a shift of tone in the passage?
37.         The reason for the shift in tone is due to . . .
38.         The tone of the passage shifts from one of __________ to one of  ______________.
39.         The syntax in lines ________serves to ___________________________.
40.         What is the speaker's attitude toward the subject?
41.         What assumptions does the speaker make about the audience?
42.         It can be inferred by the description of ___________ that which of the following qualities are valued by the speaker?
43.         How does the author seek to interest us in the first paragraph?
44.         What method does the author use to develop the argument?
45.         Line ________is parallel to what other line in the passage?
46.         What can you infer about the author's attitudes toward the subject?
47.         What is the antecedent for _______?
48.         What type of argument is the author using in this passage?
49.         What pattern of exposition is the author using in this passage?
50.         What is the atmosphere established in lines _______?
51.         Why is the sentence in lines _______ coherent, despite its length?
52.         In line______, the use of _______ instead of _________ accomplishes what?
53.         What is the function of _______________________in the passage?
54.         What is the subject of the sentence in lines ______?
55.         The primary rhetorical function of lines _____ is to . . .
56.         The main rhetorical strategy of the _____ paragraph is for the purpose of . . .
57.         What does the author apparently believe about the subject?
58.         What does the author believe we should do in response to this passage?
59.         The author uses this (certain image) for the purpose of . . .
60.         The principal contrast employed by the author in the passage/paragraph is between _______________ and __________________
61.         Why is the sentence in lines ________ remarkable?
62.         The antecedent for _______ in the clause ______________________ is . . .
63.         The pattern of exposition exemplified in the passage is best described as . . .
64.         The point of view indicated in the phrase ________________ in line _____ is that of . . .
65.         The atmosphere established in the ___ sentence of paragraph ___is mainly one of . . .
66.         The function of the clauses introduced by ___________)_ in lines _____ is to.  . .
67.         What is the function of paragraph _________?  of line _______?
68.         In the passage, the speaker makes all of the following assumptions about his/her readers EXCEPT
69.         The diction in the passage is best described as
70.         One prominent stylistic characteristic of the ___ paragraph is the use of _________






From Jane Schaffer  on the AP ListServ <JaneCSchaffer@cs.com>