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Category : Mechanics

Subordinating Conjunctions

Subordinating conjunctions – e.g., “while,” “though,” “because,” “since,” “after” – introduces a subordinating clause, which is also know as a dependent clause. These clauses cannot stand on their own, and they complement or add to the meaning of the sentence as a whole. In some instances, they are used to indicate exceptions to a rule or highlight an alternative as in the following:

While he was happy in his new home, he missed his friends and family.

The same sentence could just as easily be written as:

Though he was happy in his new home …
Although he was happy in his new home …

Here’s another example:

While there are numerous ways to learn a language, the best is through a combination of study and application.
Though there are numerous ways to learn a language …
Although there are numerous ways to learn a language …

Following is another example:

While he preferred to go to the park, he agreed to go to the movies.
He agreed to go to the movies though he preferred to go the park.
Although he preferred to go to the park, he agreed to go to the movies.

In this case, while the subject’s preference exists, it is still possible that he will act in a way that doesn’t agree with this preference. Also, note that if the clause appears at the beginning of the sentence, you should use a comma to set it off. However, if the clause appears at the end of the sentence, no comma is used.

Thus, therefore, because, since, as, hence

“Thus”, “because”, “since”, and “as” are used to imply that one condition follows from (i.e., is caused by) another.

Because he had the flu, he did not go to work.
Since he had the flu, he did not go to work.
As he had the flu, he did not go to work.

Tags : subordinating conjunctions

Posted under : Mechanics

Compound Verbs

by EKurtz | 55 Comments

A compound verb is a combination of two verbs: 1) A so-called “auxiliary” verb – meaning, basically, an “additional” verb, and 2) a participle – past or present – that is essentially the “main” verb and that follows the auxiliary verb. For example:

Sarah was walking to the store when it started to rain.

“Walking” is the present participle (of “to walk”), and “was” is the auxiliary verb used in addition to “walking” (which is the main activity), to indicate that the walking Sarah did was ongoing.

The past participle of “to walk” can also be used in compound verbs, as in:

By the time Sarah had walked to the store, it had started to rain.

In this example, “had” is the auxiliary verb, and “walked” and “started” are the past participles (of “to walk” and “to start”).

Here are some other examples of compound verbs:

The point that Joan was trying to make was lost on her audience.
The meeting will reconvene in ten minutes.
Our professor has been talking for a very long time.
Our professor had been talking for a very long time when the bell rang.

Note that the auxiliary verb always orients the action in time – indicating whether the action is occurring, has already occurred, or will occur at some point in the future. Also, consider that:

“Had” (as in “had been talking”) is generally used to indicate that an action “had already occurred” (the “already” is implicit) – usually by the time that some other action took place.

“Has” (as in “has been talking”) is typically used to indicate that an action has already occurred and imply continuity (implied in “our professor has been talking for a very long time” is the thought “and may continue to keep talking”).

Tags : auxiliary verbs, compound verbs, participles

Posted under : Mechanics

i.e. vs. e.g.

by Jane | 43 Comments

Consider the following pairs of examples:

Here is a variety of dry fruits, i.e., fruits that are dried to remove moisture.

Eddy is fond of eating dry fruits, e.g., fig, apricot, raisins, prunes, dates, etc.

The hospital is working towards prevention of communicable diseases, i.e., infectious diseases that are transmitted from person to person.

The hospital is working towards prevention of communicable diseases, e.g., malaria, gastroenteritis, dengue, measles, etc.

My kids love wind instruments, i.e., instruments that produce music by the vibrating sounds of air.

My kids love musical instruments, i.e., clarinet, harmonica, trumpet, flute, etc.

In the first example in each of the above pairs, “i.e.” is followed by a specific explanation to what has been said preceding it (i.e.). So the second part of the sentence (after i.e.) talks about the first part as a matter of explaining the preceding part.

In the second example in each of the above pairs, “e.g.” is followed by specific examples about what has been said before it (e.g.). So the second part of the sentence (after e.g.) talks about the first part by way of citing examples.

Both i.e. and e.g. are Latin abbreviations for “id est” (meaning, that is) and “exempli gratia” (meaning, for example) respectively, but their usage has been established in English as well. So “i.e.” and “e.g.” are written without italics. In American English, i.e. and e.g. are invariably followed by a comma while forming sentences.

A good tip to remember their exact usage:

i.e. = in other words

e.g. = example

Tags : i.e. vs. e.g.

Posted under : Mechanics