How To Put Your Gut Feeling Into Words

Have you started writing yet?  Or have you given up because it is difficult to put your thoughts down on paper.  I know that you have tried.  You want to get good grades, to impress your boss or to express your opinions in a blog.  It could even be because you want to leave a well thought out comment in someone else’s blog.  With the spread of social media, the reasons for writing now are no longer limited to letters.

I believe it is possible to start writing immediately with only a few basic knowledge of grammar, and I also know from experience that you will be forced to struggle with every single word, especially if English is not your mother tongue.  Yet being a non-English native does not mean that you should compromise your grammar and vocabulary skills because ultimately your end product will decide who will read your work.  If your article is fraught with colloquial styles of expression, you may turn away a big number of readers.

Let’s try to rephrase that last sentence in Minglish (Malaysian-English): If your article full of common local words, many readers may not want to read it.  Notice the difference in feel and meaning.  The Minglish sentence feels a lot less academic and serious (good for a blog, bad for your thesis).  Also the phrase ‘colloquial styles of expression’ (she go eating) and ‘common local words’ (she go makan) carry different meanings.  Hence knowing the exact meaning of words is important else your opinions will be misunderstood.  (I used to think that ‘noisome’ means noisy, until an editor asked why I use a word that means ‘stinky’ to describe sound.  Can you feel me blush?)

The next important element to writing is self-knowledge.  You must know what makes you tick.  For example, I find it easy to write stories but I struggle with articles, sometimes taking weeks just to write one.  I deal with this problem by asking myself questions.  Since I don’t ‘structure’ the flow in my stories, I also don’t ‘structure’ the type of questions I ask myself.  This is because, the ideas I write will come out with their own questions, and all I have to do is to continue entertaining this imaginary conversation.

When an idea is particularly difficult to explain, I just keep asking myself ‘why’ until I get a satisfactory answer.  Grammar is fun – why – it helps me connect ideas – why – to make my ideas more coherent – why – some ideas are emotional, not logical – why – these are life experiences – why – my experience is important – why – someone else may be inspired – why – to increase public awareness etc. etc.  The system may appear tedious, but it is a good way to vocalize your thoughts in coherent words.  In addition to that, the explanations you come out with will be uniquely yours.

Using the example above, I may write: I love grammar because it helps me connect emotional ideas that are difficult to explain logically.  Grammar helps me express these ideas through my life experiences, and this is important because my experience may inspire someone else.  At the very least, my thoughts will create awareness to any problem I write about.

Before I end this post, I would like to tell you about my e-book Iban Dream which narrates the life and adventures of a headhunter in Borneo, and where the word ‘noisome’ is now properly replaced with ‘noisy’.  You can get a copy at Amazon UK or Kobobooks.  You can also read a description of the e-book here.  I hope that you will support me by visiting one of these links as well as recommend the e-book to your friends.  Thank you so much for reading my posts.

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The ‘The’ Dilemma

The first part of the post on articles is simple enough -plural or singular, one or many, specific or non specific- but for those of you struggling with articles, you know that they are the least of your problem.

My school teacher used to tell me that the only way to know when to use ‘the’ is to read extensively.  After a while, its usage will come natural to you.  Not all of us have the luxury of time, however, because our work or research may require that we know it now.  Below are a few tips to help you decide to ‘the’ or not to ‘the’.

  • Using ‘the’ before a proper noun (names of people or places)
    • Use for plural forms of proper noun – the Smiths, the Himalaya Mountains.
    • Don’t use for singular forms – Adam Smith, Mt. Everest.
  • Using ‘the’ before a common noun (a general group)
    • Use for a specific group – The students of Malaya University
    • Don’t use for general meanings – Students must study hard
  • Use ‘the’ with the name of
    • a historical event – The French Revolution, The American Civil War.
    • a historical period – The middle ages, The Bronze Age.
    • a building – The Petronas Twin Tower, The Empire State Building.
    • a hotel – The Hilton, The Holiday Inn.
    • a museum – The Sarawak Museum, The British Museum
    • a river – The Rejang River, The Nile.
    • an ocean – The Pacific, The Indian Ocean
    • a sea – The South China Seas
    • a point on the globe – The equator, the middle east
    • a desert – The Sahara, The Gobi
    • a forest – The Amazon Rainforest, The Borneo Rainforest
    • gulf or peninsula – The Gulf of Mexico, the Malay Peninsula
    • the name of a country if the name is plural – The Netherlands
    • the name of a country if it is a phrase – The United Kingdom, the People’s Republic of China (exception: New Zealand)
    • Clubs, resorts, political parties etc. – In most cases ‘the’ is used, but you will also notice ‘the’ being omitted once in a while.  When unsure, fall back on the specificity rule.
  • Use ‘the’ when repeating the same word.
    • He caught a rat.  The rat was fat.
  • Use ‘the’ before an ordinal number.
    • The second sequel, the first time.
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Is it ‘A’ or ‘An’?

Venn Diagram for Articles

The articles ‘a’, ‘an’ and ‘the’ must be some of the most misused modifiers I’ve ever come across. Psst, I have a problem with this too. As shown in the Venn Diagram to the right, an article always comes before a noun (a dress) or a noun phrase (an expensive blue dress), but not all nouns/ noun phrases have an article in front of it.

NOTE: The tips below are explained from a Malay language perspective as ‘one’ (satu) is used in place of ‘a’ and ‘an’.


The article ‘a’ and ‘an’ are called indefinite articles. You use them in the same way you use one. For example: cats (many cats), a cat (one cat); apples (many apples), an apple (one apple). To know when to use either ‘a’ or ‘an’, follow the rules below.
Rule 1: Sound

  • Use ‘a’ with words that begin with consonant sounds: a bus, a uniform (yu-ni-form), a train.
  • Use ‘an’ with words that begin with vowel sounds: an apple, an herb (erb), an ‘L’ (ell).

Rule 2: Only when it counts as ‘one’

  • Use ‘a’ or ‘an’ with singular nouns: a pencil, an apple, a table.
    • A dog is good company.
  • Don’t use them with plural nouns: pencils, apples, tables.
    • Dogs are good company.
  • Don’t use them with uncountable nouns: rice, flour, joy.
    • Rice is common in Asia.

Rule 3: Non Specific

  • Use ‘a’ or ‘an’ when you mean ‘one’ for a singular, countable noun – a school or an elephant.
  • Use ‘the’ when you mean ‘this one’ – the school or the elephant.

Rule 4: Don’t use articles before,

  • the names of languages – He teaches English.
  • the names of sports – She plays football.
  • the names of fields of study – He studies Law.
  • a pronoun – My car is old.
  • quantity words – Many students are in the hall.

The next post will focus on ‘the’.

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Adding Meat to Bare Bone Sentences

We’ve all been there, those times when the presentable sentence will not come to us. We have an idea, we know what to say, but for all our volumes of thesauruses and dictionaries, we can’t seem to make it sound interesting. So far I’ve only found one way out of this predicament, and this solution relies on the fact that your idea has basis.

Let me explain with an example. First, write out what you want to express.

I paint to release my tension.

There are three parts in the sentence, upon which you can ask three questions.

  1. Subject: Which side of I? – The sensitive side
  2. Verb: How or when do you paint? – After everyone has gone to sleep
  3. Prepositional Phrase: What kind of tension? – My stress of trying to live up to the ideal of superparent.

Depending on what you want to achieve, you can ask the questions any way you wish, or you can only ask one question. The important thing is to lay out the ideas so that you can expand your sentence.

Focus on Subject alone: My sensitive side paints to release tension.

Focus on Verb alone: After everyone has gone to sleep, I paint to release tension.

Focus on Phrase alone: I paint to release tension, my stress of trying to live up to the ideal of superparent.

Focus on all three: After everyone has gone to sleep, the sensitive side of me will paint to release tension, my stress of trying to live up to the ideal of a superparent.

You can use this same technique for anything, such as a resume. Writing one can be harrowing, even if it is not your fist job application. You are experienced, qualified and you know you have the right attitude but you have trouble putting all this down in writing. As with the example above, first write out your bare bone fact.

I worked ten years in XYZ Pte. Ltd. as an Office Administrator.

What kind of administrative work did you do?

  • Clerical
  • Recording of meeting minutes
  • Negotiation of prices for entertainment and travel
  • Updating of statutory licenses
  • Etc.

Choose three of the experience most relevant to the new company you are applying to, then rewrite the sentence.

I worked ten years in XYZ Pte Ltd as an Office Administrator, my duties ranging from clerical work, to the recording of meeting minutes and the negotiation of prices for entertainment and travel.

Adding specific information to your sentence will make you stand out. This is because the information itself has an emotional or physical form that the reader can relate to, which makes it easier to visualize. Hence if you tell someone that you are an office administrator, they will see the title, but they won’t grasp what is it you do specifically. However, if you add in specific details of the job you do they will be able to relate to them, which makes it easier for them to visualize your role in their company.

Try it. You might amaze yourself.

Not sure how to format or write a resume. Try Resume Sample or Resume Sample for Fresh School-leavers.

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Grammar Pointers: The Perfect Tense Re-explained

I know I have touched on the Perfect Tense before this in Grammar Pointers: Present Perfect Tenses and Grammar Pointers: Past and Future Perfect Tenses but I am not happy with either post. I hope this one will be a bit clearer.

There are four types of format that you can apply to the Perfect Tense. I will compare each of the examples below to their basic tense formats. Please bear with me and I will explain why later in the post.

1. The indicative (Presentation of fact)

Tense Simple Perfect
Present I am a writer. I have been a writer since 2002.
Past I was a writer. I had been a writer in my schooldays.
Future I shall be a writer. I shall have been a writer by 2013.

2. The Active Verb (Description of an act)

Tense Simple Perfect
Present I love writing. I have loved writing since 2002.
Past I loved writing. I had loved writing in my schooldays.
Future I shall love writing. I shall have loved writing by 2012.

3. The Progressive Form

Tense Simple Perfect
Present I am writing a story. I have been writing stories since 2002.
Past I was writing a story. I had been writing stories in my schooldays.
Future I shall be writing a story. I shall have been writing stories for ten years by 2013.

4. The Passive Verb

Tense Simple Perfect
Present I am called a serious writer. I have been called a serious writer since 2002.
Past I was called a serious writer. I had been called a serious writer in my schooldays.
Future I shall be called a serious writer. I shall have been called a serious writer by 2013.

The simple form of the verb indicates either a specific point in time or a fact. The perfect form, on the other hand has to indicate a time range. For that reason, the simple form can be written without much explanation, but the perfect form will usually have more information in the predicate because it needs to explain how far the time range spreads.

Deciding either to use the simple or the perfect form will depend largely on how you wish to present your information. If time is an important aspect of your sentence then you should consider using the Perfect Tense. For example;

  1. Fungi grow on the walls because nobody lives in that house.
  2. Fungi have grown on the walls since people stopped living in that house.

Both sentences say the same thing, yet they are both different. Sentence (1) is a snapshot, a photograph of the house in its current condition. Sentence (2) is a video show of what has happened to the house.

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The Auxiliary Verb – Little Helpers

The little helpers in verbs are used to help you add more depth into your sentence, and if used properly they can show how you feel emotionally about something.

Let’s take the statement ‘ I write in English’ and add the helpers.

  1. I do write in English (stress).
  2. I have written in English (experience).
  3. I have been writing in English (explanation).
  4. I can write in English (ability).
  5. I will write in English (expectation).
  6. I shall write in English (promise).
  7. I must write in English (purpose).
  8. I have to write in English (motivation).
  9. I may write in English (possibility).

Now, what if we change the statement into a past tense – I wrote in English.

  1. I did write in English.
  2. I had written in English.
  3. I had been writing in English.
  4. I could write in English.
  5. I would write in English.
  6. I should write in English.
  7. I must write in English.
  8. I had to write in English.
  9. I might write in English.

Note: ‘should’ and ‘might’ are treated as past tense formats of ‘shall’ and ‘may’ in the above examples, not as comparatives.

Notice something strange?  The past tense format is in the auxiliary itself, not in the simple or participle verb.  Meaning that, you only add the past tense once.   When you use more than one verb that share the same auxiliary, the same rule applies.

  • I do write and sing in English.
  • I did write and sing in English.

Be extra careful when you write long sentences because it is easy to forget to apply this structure to any verb that comes after the first one.

For example:   I did write long letters in English and sang in the choir when I was in boarding school.

The above structure is wrong because the first and second verb do not align.  The correct structure should be either,

  • I did write long letters in English and sing in the choir…., or
  • I wrote long letters in English and sang in the choir….

Reread the post on Simple Present and Past Tenses.

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The Phrase as a Modifier

A clause is a structure that includes both the subject and verb. There is another form of structure called a phrase that does not include both subject and verb at the same time. It is a structure that adds interest and information to any plain sentence. I tend to use a phrase when I want to create a sense of urgency or tension.

Noun Phrase

Is a group of words that can be replaced with a pronoun.

  1. She threw it – She threw the blue rubber ball.
  2. He caught them. – The new janitor caught them.

Participle Phrase

Is made up of two kinds; one beginning with a gerund verb and the other a past participle verb.

  1. Gerund: Humming under his breath, Robert began painting the fence. (Or Robert, humming under his breath, began painting the fence.)
  2. Past Participle: Shocked by her admission, Tom broke off the engagement. (Or Tom, shocked by her admission, broke off the engagement.)

Note:

You can also change the phrases above into clauses, just by adding a subject to them. Notice how different the sentences feel after you do it. Neither is better than the other, and being clear about your purpose for writing a sentence will help you decide which structure to use.

  1. Robert hummed under his breath and began painting the fence.
  2. Tom was shocked by her admission so he broke off their engagement.

Infinitive Phrase

Begins with the infinitive ‘to’ that points to a verb.

  1. To come sooner, Brandon used the subway. (Or Brandon used the subway to come sooner.)
  2. To pass the Math test, Susan got a personal tutor. (Or Susan got a personal tutor to pass the Math test.)

Prepositional Phrase

Begins with a preposition that (to, on, in, along etc.) points to a noun. Why a noun? Because if the preposition is attached to a verb, it becomes an adverb.

  1. Susan trudged to the exam hall. (Adverb: Susan trudged about)
  2. Tom sang for the children. (Adverb: Tom sang along)
  3. The cat hides under the table. (Adverb: The cat hides inside)

You can review the different types of adjectives at this post. Good luck.

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Describing Your Vision

You know what you want to say, but you don’t know how to say it.  It happens to the best of us.  So what can you do to get out of that rut?

If you take a good look at any subject, you will soon notice that it is made up of many facets.  The physical form of the object itself is three dimensional but there are many other ways to connect to it; such as via time, politics, economy, society and spirituality.  In order to make the connection realistic, you must understand the meaning of symbols and the effect that images have on your readers.

Let me explain with the example of an often caricaturized character.

Name: Brad

Physique: Good looking

Social standing: Everyone wants to be him

Attitude: Heroic and mean spirited

Brad hitched up his figure hugging(1) leather pants (2) and strode past the ogling crowd with shoulders squared (3), smiling benevolently at all who fell under his gaze (4).  Every pair of breasts his eyes fell on would visibly swell as they are pressed up or together involuntarily and every man who received the rare nod would stand straighter and taller (5).  Brad may be an S.O.B., but he was the S.O.B. everyone wanted to be seen with.

1. Flaunting his physique means he is physically good looking

2. Leather gives the impression that he may be a rock star; tweed will give a different feel.

3. Square shoulders indicate confidence, strength

4. The words ‘benevolent’ and ‘fell under’ shows that he is masterful

5. I used the social response to indicate his level of popularity.

Notice that I didn’t describe his physique directly.  I didn’t say that he had rippling muscles or gorgeous hair.  All I did was show his behavior and the response of the people around him.  Life now is so full of visuals; I don’t think that a detailed physical description is necessary.  In fact, I think that it is only warranted when the feature is important to the story, eg. infidelity (that can’t be yours, he’s got yellow hair), or heritage (Oedipus’s limp).

There are exceptions to the rule, however, especially when your story is based on an unfamiliar culture.  So write what is comfortable for you and once you’ve finished the story, come back and redraft.  By then, you should have figured out a more natural way to wove in the details into your story.

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Grammar Pointers: How much is too much ‘and’?

When you use ‘and’ just to connect a single type idea or activity then they can sound a little too much. For example – I opened the door and went into the house and saw a glass of gin on the table and drank it and then I called my mom.

However, if you use the coordinating conjunction to connect two ideas at a time, and those blocks of ideas just happen to be in the same sentence, it should be alright.

Let’s try to build such a sentence just for fun.

1. Objects: cake and pudding
2. Verbs: baked and decorated, chilled and sliced
3. Adjectives: purple and red, fruity and sticky
4. Objects of Preposition ‘for’: Anne’s and Danny’s birthday party
5. Objects of Preposition ‘at’: both the church and school hall

…and we get…

Nancy baked and decorated the purple and red cake, and chilled and sliced the fruity and sticky pudding for Anne’s and Danny’s birthday party at both the church and school hall.

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Grammar Pointers: How to use a Link Verb

A link verb is a word that connects one idea to another literally.  It does not tell you what the subject is doing; it tells you what the subject is be(ing).  To me, it is equivalent to the equal (=) sign in math.  Link verbs are used in two ways,

    1. When the Subject = Adjective
      • I am happy.
      • He is annoying.
      • They are hungry.
      • She looks beautiful.
      • They seem smart.
      • She has been popular.

 

Notice in the above examples that verbs such as look, seem, taste etc. can also be link verbs.  The trick is to use the ‘=’ sign and see if it changes the meaning of the sentence.  If it doesn’t then it is a link verb (refer to Grammar Pointers: Is this verb-look-alike a link verb?)

 

  1. When the Subject = Noun
    • I am a tutor.
    • She is a teacher.
    • They are students.
    • He has been an accountant.

It is no accident that more verbs can be converted into link verbs for adjectives.  Since nouns such as tutor or accountant tend to be based on fact, the speaker will be more direct about expressing the fact.  Adjectives such as smart, beautiful, funny etc. are often used as opinions hence it would not be wrong to use other verb forms such as seems, looks, tastes etc. as the link verb.

Because of this nuances, sometimes I will come across non-native speakers who use more than one link verb at a time.

  1. She is feel happy (wrong)
    • She is happy (link verb)
    • She feels happy (link verb)
    • She is feeling happy (progressive tense)
  2. I am smell bad.
    • I am smelly (link verb)
    • I smell bad (link verb)
    • I am smelling bad (progressive tense – better to use the first 2 forms)
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