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common phrases
//www.nsknet.or.jp/~peterr-s/zemi/kiso_seminar_phrases.html
Phrases for Starting a conversation or discussion, and for asking someone's opinion:
I'd like to know...
I'm interested in...
Could I ask...? [formal]
Could you tell me...? [formal]
Perhaps you could tell... [formal]
What do you think of...
Phrases for interrupting:
Excuse me...
Sorry, but...
Excuse me for interrupting, but... [formal]
May I interrupt for a moment? [formal]
Just a second... [informal]
Can I add something?
Can I say something here?
I'd like to say something, if I may. [formal]
Can I ask a question?
May I ask a question? [formal]
Phrases to use when you are explaining your opinion:
First of all,...
The main reason is...
The main thing is...
The most important thing is...
Secondly,...
The other reason is...
Another reason is...
Besides that, ...
And on top of that,...
And finally,...
Phrases to use when you want to refer to a point in someone's argument:
The trouble is...
The problem is...
The trouble with...
The problem with...
The point is...
Don't forget that...
Phrases to use when you want to say something you think is new information:
Do you realize that...
Believe it or not,...
You may not believe it, but...
It may sound strange, but...
The surprising thing is...
Surprisingly,...
Oddly enough,...
Funnily enough,... [informal]
Phrases to use when what you are going to say may surprise or shock:
Actually,...
The only thing is...
To tell you the truth,...
To be honest,...
Frankly,...
Phrases to use when you want to change the subject:
Talking of...
Speaking of...
That reminds me...
By the way,... [informal]
Oh, before I forget,...
While we are on the subject,...
Phrases to use when giving your opinion, but when you are not certain:
I think...
I suppose...
I suspect that...
I'm pretty sure that...
I'm fairly certain that...
I wonder if...
Phrases to use when you are certain of your opinion:
I'm certain that...
I'm sure that
It's my opinion that...
I'm convinced that...
I honestly believe that...
I strongly believe that...
Without a doubt...
I'm positive...
I'm absolutely certain that...
Phrases to use when you want to emphasize that what you are going to say is your own opinion:
In my opinion,...
I personally believe...
I personally think...
I personally feel...
Not everyone will agree with me, but...
In my opinion,...
From my point of view,...
Well, personally,...
In my case...
more common phrases
try //www.world-english.org/common_phrases.htm
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Writing Guide: Excerpt from Strunk and White's The Elements of Style (part II)
Elementary Principles of Composition
12. Choose a suitable design and hold to it.
In most cases planning must be a deliberate prelude to writing. Determine the basic structural shape of the essay and pursue that shape.
13. Make the paragraph the unit of composition
The paragraph is the essential unit of thought in writing. Although it may consist of a single sentence, it is usually a group of sentences that develop one main point or controlling idea.
The reader expects a paragraph to be coherent (with its organization following a definite plan), developed (with its sentences adequately explaining or qualifying the main point), and unified (with all its sentences relevant to the main point).
After the paragraph has been written, examine it to see whether division will improve it.
As a rule, begin each paragraph either with a sentence that suggests the topic or with a sentence that helps the transition.
14. Use the active voice.
The active voice is usually more direct and vigorous than the passive:
I shall always remeber my first visit to Boston.
This is much better than
My first visit to Boston will always be remembered by me.
If the writer tries to make it more concise by omitting "by me"
My first visit to Boston will always be remembered.
It becomes indefinite: is it the writer or some undisclosed person or the world at large that will always remeber this visit?
This rule does not mean that the writer should entirely discard that passive voice, which is frequently convenient and sometimes necessary.
The dramatists of the Restoration are little esteemed today.
Modern readers have little esteem for the dramatists of the Restoration.
The first would be the prefered form in a paragraph on the dramatists of the Restoration, the second in a paragraph on the tastes of modern readers. The need to make a particular word the subject of the sentence will often, as in these examples, determine which voice is to be used.
Many tame sentence of description or exposition can be made lively and emphatic by substituting a transitive in the active voice for some such perfunctory expression as there is or could be heard.
[There are a great number of dead leaves lying on the ground.]
Dead leaves covers the ground.
[At dawn the crowing of a rooster could be heard.]
The cock's crow came with dawn.
[The reason he left college was that his health became impaired.]
Failing health compelled him to leave college.
[It was not long before she was very sorry that she has said what she had.]
She soon repented her words.
15. Put statements in positive form
Make definite assertion. Avoid tame, colorless, hesitating, noncommittal language.
[He was not very often on time.]
He usually came late.
[She did not think that studying Latin was a sensible way to use one's time]
She thought the study of Latin a waste of time.
[The Taming of the Shrew is rather weak in spots. Shakespeare does not portray katharine as a very admirable character, nor does Brianca remain long in memory as an important character in Shakespeare's works.]
The women in The Taming of the Shrew are unattractive. Katharine is disagreeable, Brianca insignificant.
It is better to express even a negative in positive form.
not honest : dishonest
not important : trifling
did not remember : forgot
did not pay attention to : ignore
did not have much confidence in : distrusted
Placing negative and positive in opposition makes for a stronger structure.
Not charity, but simple justice.
Not that I loved Caesar less, but that I loved Rome more.
Ask not what your country can do for you--ask what you can do for your country.
Negative words other than not are usually strong.
Her loveliness I never knew / Until she smiled on me.
Statements qualified with unnecessary auxiliaries or conditionals sound irresolute.
[If you would let us know the time of your arrival, we would be happy to arrange your transportation from the airport.]
If you will let us know the time of your arrival, we shall be happy to arrange your transportation from the airport.
[Applicants can make a good impression by being neat and punctual.]
Applicants will make a good impression if they are neat and punctual.
[Plath may be ranked among those modern poets who died young.]
Plath was one of those modern poets who died young.
If your every sentence admits a doubt, your writing will lack authority. Save the auxiliaries would, should, could, may, might, and can for situation involving real uncertainty.
16. Use definite, specific, concrete language.
Prefer the specific to the general, the definite to the vague, the concrete to the abstract.
[A period of unfavorable weather set in.]
It rained every day for a week.
[He showed satisfaction as he took possession of his well-earned reward.]
He grinned as he pocketed the coin.
It is not that every detail is given--that would be impossible, as well as to no purpose--but that all the significant details are given, and with such accuracy and vigor that readers, in imagination, can project themselves into the scene.
In exposition and in argument, the writer must likewise never lose hold of the concrete; and even when dealing with general principles, the writer must furnish particular instances of their application.
[In proportion as the manners, customs, and amusements of a nation are cruel and barbarous, the regulations of its penal code will be severe.]
In proportion as men delight in battles, bullfightings, and combats of gladiators, will they punish by hanging, burning, and the rack."
17. Omit needless words.
Vigorous writing is concise.
[the question as to whether]
whether
the question whether
[there is no doubt but that]
no doubt
doubtless
[used for fuel purpose]
used for fuel
[he is a man who]
he
[in a hasty manner]
hastily
[this is a subject that]
this subject
[Her story is a strange one.]
Her story is strange.
[The reason why is that]
because
"The fact that" is an especially debilitating expression. It should be revised out of every sentence in which it occurs.
[owing to the fact that]
since
because
[in spite of the fact that]
though
although
[call your attention to the fact that]
remind you
notify you
[I was unaware of the fact that]
I was unaware that
I did not know
[the fact that he had not succeeded]
his failure
[the fact that I had arrived]
my arrival
A common way to fall into wordiness is to present a single complex idea, step by step, in a series of sentences that might to advantage be combined into one.
[Macbeth was very ambitious. This led him to wish to become king of Scotland. The witches told him that this wish of his would come true. The king of Scotland at this time was Duncan. Encouraged by his wife, Macbeth murdered Duncan. He was thus enabled to succeed Duncan as king.]
Encouraged by his wife, Macbeth achieved his ambition and realized he prediction of the witches by murdering Duncan and becoming king of Scotland in his place.
18. Avoid a succession of loose sentences.
This rule refers especially to loose sentences of a particular type: those consisting of two clauses, the second introduced by a conjunction or relative.
A writer who has written a series of loose sentences should recast enough of them to remove the monotony, replacing them with simple sentences, sentences of two clauses joined by a semicolon, periodic sentences of two clauses, or sentences (loose or periodic) of three clauses--whichever best represent the real relations of the thought.
19. Express coordinate ideas in similar form.
This principle, that of parallel construction, requires that expressions similar in content and function be outwardly similar.
[Formerly, science was taught by the textbook method, while now the laboratory method is employed.]
Formerly, science was taught by the textbook method; now it is taught by the laboratory method.
Some words require a particular preposition in certain idiomatic uses. When such words are joined in a compound construction, all the appropriate prepositions must be included, unless they are the same.
[His speech was marked by disagreement and scorn for his opponent's position.]
His speech was marked by disagreement with and scorn for his opponent's position.
Correlative expressions (both, and; not, but; not only, but also; or; first, second, first; and the like) should be followed by the same grammatical construction. Many violations of this rule can be corrected by rearranging the sentence.
[It was both a long ceremony and very tedious.]
The ceremony was both long and tedious.
[A time not for words but action.]
A time not for words but for action.
[Either you must grant his request or incur his ill will.]
You must either grant his request or incur his ill will.
[My objections are, first, the injustice of the measure; second, that it is unconstitutional.]
My objections are, first, that the measure is unjust; second, that it is unconstitutional.
20. Keep related words together.
The position of the words in a sentence is the principal means of showing their relationship. Confusion and ambiguity result when words are badly placed.
the writer must, therefore, bring together the words and groups of words that are related in thought and keep apart those that are not so related.
[He noticed a large stain in the rug that was right in the center.]
He noticed a large stain right in center of the rug.
[You can call your mother in London and tell her all about George's taking you out to dinner for just two dollors.]
For just two dollars you can call your mother in London and tell her all about George's taking you out to dinner.
The subject of a sentence and the principal verb should not, as a rule, be separated by a phrase or clause that can be transferred to the beginning.
[Toni Morrison, in Beloved, writes about characters who have escaped from slavery but are haunted by its heritage.]
In Beloved, Toni Morrison writes about characters who have escaped from slavery but are haunted by its heritage.
[A dog, if you fail to dissipline him, becomes a household pest.]
Unless disciplined, a dog becomes a household pest.
The relative pronoun should come, in most instances, immediately after its antecedent.
[There was a stir in the audience that suggested disapproval.]
A stir that suggested disapproval swept the audience.
[He wrote three articles about his adventures in Spain, which were published in Harper's Magazine.]
He published three articles in Harper's Magazine about his adventures in Spain.
[This is a portrait of Benjamin Harrison, who became President in 1889. He was the grandson of William Henry Harrison.]
This is a portrait of Benjamin Harrison, grandson of William Henry Harrison, who became President in 1889.
If the antecedent consists of a group of words, the relative comes at the end of the group, unless this would cause ambiguity.
The Superintendent of the Chicago division, who ... (No ambiguity)
[A proposal to amend the Sherman Act, which has been variously judged ... ] (ambiguity)
A proposal, which has been variously judged, to amend the Sherman Act ...
[The grandson of William Henry Harrison, who ]
William Henry Harrison's grandson, Benjamin Harrison, who
A noun in apposition may come between antecedent and relative, because in such a combination no real ambiguity can arise.
The Duke of York, his brother, who was regarded with hostility by the Whigs.
Modifiers should come, if possible, next to the words they modify. If several expressions modify the same word, they should be arranged so that no wrong relation is suggested.
[All the members were not present.]
Not all the members were present.
[She only found two mistakes.]
She found only two mistakes.
[The director said he hoped all members would give generously to the Fund at a meeting of the committee yesterday.]
At a meeting of the committee yesterday, the director said he hoped all members would give generously to the Fund.
[Major R. E. Joyce will give a lecture on Tuesday evening in Bailey Hall, to which the public is invited on "My Experiences in Mesopotamia" at 8pm.]
On Tuesday evening at eight, Major R.E. Joyce will give a lecture in Bailey Hall on "My Experiences in Mesopotamia." The public is invited.
21. In summaries, keep to one tense.
In summarizing the action of a drama, use the present tense. In summarizing a poem, story, or novel, also use that present, though you may use the past if it seems more natural to do so.
If the summary is in the present tense, antecedent action should be expressed by the perfect; if in the past, by the past perfect.
Chance prevents Friar John from delivering Friar Lawrence's letter to Romeo. Meanwhile, owing to her father's arbitrary change of the day set for her wedding, Juliet has been compelled to drink the potion on Tuesday night ...
But whichever tense is used in the summary, a past tense in indirect discourse or in indirect question remains unchanged.
The Friar confesses that it was he who married them.
In presenting the statements or the thought of someone else, as in summarizing an essay or reporting a speech, do not overwork such expressions as "he said," "she stated," "the speaker added," "the speaker then went on to say,"the author also thinks." Indicate clearly at the outset, once for all, that what follows is summary, and then waste no words in repeating the notification.
22. Place the emphatic words of a sentence at the end.
The proper place in the sentence for the word or group of words that the writer desires to make most prominent is usually the end.
[Humanity has hardly advanced in fortitude since that time, though it has advanced in many other ways.]
Since that time, humanity has advanced in many ways, but it has hardly advanced in fortitude.
[This stell is principally used for making razors, because of its hardness.]
Because of its hardness, this steel is used principally for making razor.
The other prominent position in the sentence is the beginning. Any element in the sentence other than the subject becomes emphatic when placed first.
Deceit or treachery she could never forgive.
A subject coming first in its sentence may be emphatic, but hardly by its position alone.
In the sentence Great kings worshiped at his shrine.
the emphasis upon "kings" arises largely from its meaning and from the context.
To receive special emphasis, the subject of a sentence must take the position of the predicate.
Through the middle of the valley flowed a winding stream.
The principle that the proper place for what is to be made most prominent is the end applies equally to the paragraphs of a composition.
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Writing Guide: Excerpt from Strunk and White's The Elements of Style (part I)
The Elements of Style, 4th edition
W Strunk jr. and E B White, Allyn and Bacon, Massachusetts, USA, 2000
Elementary rules of usage
"Rules 3, 4, 5, and 6 cover the most important principles that govern punctuation. They should be so thoroughly mastered that their application becomes second nature."
1. Form the possessive singular of noun by adding 's
Charles's frind
Burns's poems
the witch's malice
Exception: the possessives of ancient proper names ending in -es and -is, the possessive Jesus', and such forms as for conscience' sake, for righteousness' sake.
But the laws of Moses and the temple of Isis
2. In a series of three or more terms with a single conjunction, use a comma after each term except the last.
red, white, and blue
gold, silver, or copper
3. Enclose parenthetic expressions between commas.
The best way to see a country, unless you are pressed for time, is to travel on foot.
This rule is difficult to apply; it is frequently hard to decide whether a single word, such as however, or a brief phrase is or is not parenthetic. If the interruption to the flow of the sentence is but slight, the commas may be safely omitted.
The abbreviation etc., i.e., and e.g., the abbreviation for academic degrees, and titles that follow a name are parenthetic and should be punctuated accordingly.
Letters, packages, etc., should go here.
Horace Fulsome, Ph.D., presided.
Rachel Simonds, Attorney
No comma, however, should separate a noun from a restrictive term of identification.
Billy the Kid
The novelist Jane Austen
William the Conqueror
Nonrestrictive relative clauses are parenthetic, as are similar clauses introduced by conjunctions indicating time or place. Commas are therefore needed. A nonrestrictive clause is one that does not serve to identify or define the antecedent noun.
The audience, which had at first been indifferent, became more and more interested.
In 1769, when Napoleon was born, Corsica had but recently been acquired by France.
Nether Stowey, where Coleridge wrote "The Rime of the Ancient Mariner", is a few miles from Bridgewater.
Restrictive clauses, by contrast, are not parenthetic and are not set off by commas.
People who live in glass houses shouldn't throw stones.
People sitting in the rear couldn't here.
Uncle Bert, being slightly deaf, moved forward. (nonrestrictive)
My cousin Bob is a talented harpist.(restrictive)
Our oldest daughter, Mary, sings.(nonrestrictive)
When the main clause of a sentence is preceded by a phrase or a subordinate clause, use a comma to set off these elements.
Partly by hard fighting, partly by diplomatic skill, they enlarged their dominions to the east and rose to royal rank with the possession of Sicily.
4. Place a comma before a conjunction introducing an independent clause.
The early records of the city have disappeared, and the story of its first years can no longer be reconstructed.
The situation is perilous, but there is still one chance of escape.
If a dependent clause, or an introductory phrase requiring to be set off by a comma, precedes the second independent clause, no comma is needed after the conjunction.
The situation is perilous, but if we are prepared to act promptly, there is still one chance of escape.
When the subject is the same for both clauses and is expressed only once, a comma is useful if the connective is but. When the connective is and, the comma should be omitted if the relation between the two statements is close or immediate.
I have heard the arguments, but am still unconvinced.
He has had several years' experience and is thoroughly competent.
5. Do not join independent clauses with a comma.
If two or more clauses grammatically complete and not joined by a conjunction are to from a single compound sentence, the proper mark of punctuation is a semicolon.
Mary Shelley's works are entertaining; they are full of engaging ideas.
It is nearly half past five; we cannot reach town before dark.
It is equally correct to write each as two sentences.
Mary Shelley's works are entertaining. They are full of engaging ideas.
It is nearly half past five. We cannot reach town before dark.
If a conjunction is inserted, the proper mark is a comma. (Rule 4)
Mary Shelley's works are entertaining, for they are full of engaging ideas.
It is nearly half past five, and we cannot reach town before dark.
Note that if the second clause is preceded by an adverb, such as accordingly, besides, then, therefore, or thus, and not by a conjunction, the semicolon is still required.
I had never been in the place before; besides, it was dark as a tomb.
Exception: A comma is preferable when the clauses are very short and alike in form, or when the tone of the sentence is easy and conversational.
Man proposes, God disposes.
6. Do not break sentences in two.
Do not use periods for commas.
I met them on a Cunard liner many years ago, coming home from Liverpool to New York.
She was an interesting talker, a woman who had traveled all over the world and lived in half a dozen countries.
7. Use a colon after an independent clause to introduce a list of particulars, an appositive, an amplification, or an illustrative quotation.
A colon tells the reader that what follows is closely related to the preceding clause. The colon has more effect than the comma, less power to separate than the semicolon, and more formality than the dash.
Your dedicated whittler requires three props: a knife, a piece of wood, and a back porch.
Join two independent clauses with a colon if the second interprets or amplifies the first.
But even so, there was a directness and dispatch about animal burial: there was no stopover in the undertaker's foul parlor, no wreath or spray.
A colon may introduce a quotation that supports or contributes to the preceding clause.
The squalor of the streets reminded her of a line from Oscar Wilde: "We are all in the gutter, but some of us are looking at the stars."
8. Use a dash to set off an abrupt break or interruption and to announce a long appositive or summary.
A dash is a mark of separation stronger than a comma, less formal than a colon, and more relaxed than parentheses.
His first thought on getting out of bed--if he had any thought at all--was to get back in again.
The rear axle began to make a noise--a grinding, chattering, teeth-gritting rasp.
Use a dash only when a more common mark of punctuation seems inadequate.
Violence, the kind you see on television, is not honestly violent. There lies its harm.
9. The number of the subject determines the number of the verb.
Words that intervene between subject and verb do not affect the number of the verb.
The bittersweet flavor of youth--its trials, its joys, its adventures, its challenges--is not soon forgotten.
Use a singular verb form after each, either, everyone, everybody, neither, nobody, someone.
Everybody thinks he has a unique sense of humor.
With none, use the singular verb when the word means "no one" or "not one".
None of us is perfect.
A plural verb is commonly used when none suggests more than one thing or person.
None are so fallible as those who are sure they're right.
Certain compounds, often clichés, are so inseparable; they are considered a unit and so take a singular verb, as do compound subjects qualified by each or every.
The long and the short of it is ...
"The long and the short of it" means the most important point.
Bread and butter was all she served.
Give and take is essential to a happy household.
Every window, picture, and mirror was smashed.
A singular subject remains singular even if other nouns are connected to it by with, as well as, in addition to, except, together with, and no less than.
His speech as well as his manner is objectionable.
A linking verb agrees with the number of its subject.
What is wanted is a few more pairs of hands.
The trouble with truth is its many varieties.
10. Use the proper case of pronoun
When who introduces a subordinate clause, its case depends on its function in that clause.
Virgil Soames is the candidate who we think will win. [We think he will win.]
Virgil Soames is teh candidate whom we hope to elect. [We hope to elect him.]
A pronoun in a comparison is nominative if it is the subject of a stated or understood verb.
Sandy writes better than I. (than I write.)
In general, avoid "understood" verbs by supplying them.
I think Horace admires Jessica more than I do.
Polly loves cake more than she loves me.
Use the simple personal pronoun as a subject.
[Blake and myself stayed home.]
Blake and I stayed home.
Gerunds usually require the possessive case.
Mother objected to our driving on the icy roads.
A present participle as a verbal, on the other hand, takes the objective case.
They heard him singing in the shower.
11. A participial phrase at the beginning of a sentence must refer to the grammatical subject.
Walking slowly down the road, he saw a woman accompanied by two children.
The word walking refers to the subject of the sentence, not the woman.
On arriving in Chicago, he was met at the station by his friends.
A soldier of proved valor, he was entrusted with the defense of the city.
Young and inexperience, I thought the task easy.
Other web resources
A short version of these 11 rules of writing with examples
Online version of The elements of style
//www.refdesk.com/factgram.html
//www.perfectyourenglish.com/writing/english-writing.htm
//www.askoxford.com/worldofwords/quotations/quotefrom/azusage/
//search.techrepublic.com.com/search/english+usage.html
//www.bartleby.com/141/
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