COMMUNICATION SKILLS

A Revision

Project Training Team

PROGRAM COVERS THE FOLLOWING TOPICS:
This will improve your professional communication skills, writing skills along with your English Grammar
Broadly it will cover the below topics:
• English grammar required to write correct English
• Business writing
• Writing better Emails or reply to emails
• Communication over phone/ video call
• Conflict management
• Conduct effective meeting
It will cover the following content:

1. Welcome and objective of training

2. Basic grammar for writing
a. Introducing basic building blocks of English grammar
b. Sentence clauses and sentence fragments
c. Conjunctions
d. Fixing run-on sentences
e. Simple and clear sentences
f. Sentence structures
g. Comma rules for better writing
h. Semicolon rules
i. Colon rules
j. Question marks
k. Use of quotation marks
l. Punctuation quiz
3. Common word choice
a. Common word choice errors: Fewer vs. less, Its vs. it's, than vs. then & more
b. Use of lets vs. let's
c. Who vs. Whom?
d. Common word error quiz
4. Common mistakes
a. Example of email to boss
b. Phrases
c. Quiz
5. Email writing
a. Email written between employees of the same company
b. Clear, crisp, concise and concrete email
c. Bad pitch vs good pitch
d. Email quiz
6. Writing business letter
a. Introduction to business letters
b. Cover letter for a resume and a job application
c. Basic business fonts
d. Business letter quiz
7. Listening Skills
a. Listening mistakes
b. Active listening
c. Listening to and getting feedback, even if negative
8. Phone/ video call communication skills
a. Doing calls vs. written communication
b. Phone communication basics
c. Video call preparation
 d. Call communication quiz
9. Conflict management and resolution
a. Conflict management introduction
b. Conflict handling or conflict resolution styles
c. After conflict
d. Avoiding conflict during frustration from expectations or deadlines not met
e. Conflict quiz
10. Productive and effective communication in meeting
a. How to open the meeting
b. Managing the time/flow of the meeting during the meeting
c. Note-taking techniques
d. Meetings quiz
11. Ending note

Personality development program

1. Understanding Personality
a. Defining Personality
b. Who made our personality?
c. How and why change the personality
2. Transforming personality
a. The physical aspects
b. The bodily wellness
3. Mental aspects
a. Staying calm
b. Right attitude
c. Self confidence
d. Handling Stress/Conflicts & Nurturing Good Relationships
e. Concentration
f. The spiritual roots of a good personality
g. Magnetic and dynamic personality
4. Books and references for further reading
CONTENTS

Program covers the following topics: ........................................................................................................................0

PARTS OF SPEECH ..........................................................................................................................................................4
Sentences ......................................................................................................................................................................5
Types of sentences ....................................................................................................................................................5
Punctuation Marks ........................................................................................................................................................7
Comma ......................................................................................................................................................................7
Semicolon ..................................................................................................................................................................8
Colon .......................................................................................................................................................................10
Question Marks .......................................................................................................................................................10
Common Word Choice ................................................................................................................................................13
Substitutes for common words ...............................................................................................................................13
Strategies for successful word choice .....................................................................................................................14
BASIC BUILDING BLOCKS OF ENGLISH
PARTS OF SPEECH
There are eight parts of speech in the English language: noun, pronoun, verb, adjective, adverb, preposition,
conjunction, and interjection. The part of speech indicates how the word functions in meaning as well as
grammatically within the sentence. An individual word can function as more than one part of speech when used in
different circumstances. Understanding parts of speech is essential for determining the correct definition of a word
when using the dictionary.

1. NOUN
• A noun is the name of a person, place, thing, or idea.
man... college... house... happiness
A noun is a word for a person, place, thing, or idea. Nouns are often used with an article (the, a, an), but not
always. Proper nouns always start with a capital letter; common nouns do not. Nouns can be singular or plural,
concrete or abstract. Nouns show possession by adding 's. Nouns can function in different roles within a sentence; for
example, a noun can be a subject, direct object, indirect object, subject complement, or object of a preposition.
The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

2. PRONOUN
• A pronoun is a word used in place of a noun.
She... we... they... it
A pronoun is a word used in place of a noun. A pronoun is usually substituted for a specific noun, which is called its
antecedent. In the sentence above, the antecedent for the pronoun she is the girl. Pronouns are further defined by
type: personal pronouns refer to specific persons or things; possessive pronouns indicate ownership; reflexive
pronouns are used to emphasize another noun or pronoun; relative pronouns introduce a subordinate clause; and
demonstrative pronouns identify, point to, or refer to nouns.
The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

3. VERB
• A verb expresses action or being.
jump... is... write... become
The verb in a sentence expresses action or being. There is a main verb and sometimes one or more helping verbs.
("She can sing." Sing is the main verb; can is the helping verb.) A verb must agree with its subject in number (both are
singular or both are plural). Verbs also take different forms to express tense.
The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

4. ADJECTIVE
• An adjective modifies or describes a noun or pronoun.
pretty... old... blue... smart
An adjective is a word used to modify or describe a noun or a pronoun. It usually answers the question of which one,
what kind, or how many. (Articles [a, an, the] are usually classified as adjectives.)
The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

5. ADVERB
• An adverb modifies or describes a verb, an adjective, or another adverb.
gently... extremely... carefully... well
An adverb describes or modifies a verb, an adjective, or another adverb, but never a noun. It usually answers the
questions of when, where, how, why, under what conditions, or to what degree. Adverbs often end in -ly.
The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

6. PREPOSITION
• A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in
the sentence.
by... with.... about... until
(by the tree, with our friends, about the book, until tomorrow)
A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the
sentence. Therefore a preposition is always part of a prepositional phrase. The prepositional phrase almost always
functions as an adjective or as an adverb. The following list includes the most common prepositions:
The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

7. CONJUNCTION
• A conjunction joins words, phrases, or clauses.
and... but... or... while... because
A conjunction joins words, phrases, or clauses, and indicates the relationship between the elements
joined. Coordinating conjunctions connect grammatically equal elements: and, but, or, nor, for, so, yet. Subordinating
conjunctions connect clauses that are not equal: because, although, while, since, etc. There are other types of
conjunctions as well.
The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

8. INTERJECTION
• An interjection is a word used to express emotion.
Oh!... Wow!... Oops!
An interjection is a word used to express emotion. It is often followed by an exclamation point.
The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

SENTENCES

A set of words that is complete in itself is called a sentence.

TYPES OF SENTENCES

What Are the Four Types of Sentences?

• A declarative sentence simply makes a statement or expresses an opinion. In other words, it makes a
declaration. This kind of sentence ends with a period.
Examples of this sentence type:
“I want to be a good writer.” (makes a statement)
“My friend is a really good writer.” (expresses an opinion)
• What is an imperative sentence?
An imperative sentence gives a command or makes a request. It usually ends with a period but can, under
certain circumstances, end with an exclamation point.
Examples of this sentence type:
“Please sit down.”
“I need you to sit down now!”
• What is an interrogative sentence?
An interrogative sentence asks a question. This type of sentence often begins with who, what, where,
when, why, how, or do, and it ends with a question mark.
 Examples of this sentence type:
“When are you going to turn in your writing assignment?”
“Do you know what the weather will be tomorrow?”
• What is an exclamatory sentence?
An exclamatory sentence is a sentence that expresses great emotion such as excitement, surprise,
happiness and anger, and ends with an exclamation point.
Examples of this sentence type:
“It is too dangerous to climb that mountain!”
“I got an A on my book report!”

COMPLETE SENTENCE
A complete sentence expresses a complete thought.
Example: I love India. I will be late if I stay longer. My watch is slow.

SENTENCE FRAGMENTS
Sentence fragments are groups of words that don’t express complete thoughts. They are only fragments of sentences.
If a sentence is missing a subject or a verb or subject and verb or a subordinate clause it is a fragment or clause.
Example: On the table. Over there. If I walk home.
We can use the fragments in a conversation of informal writing.
Here is an example of a fragment with a missing subject.
Example of a fragment: Shows no improvement in any of the vital signs.

The sentence above is a fragment since there is no subject (Who shows no improvement?). Fragments can be
corrected by identifying the missing element and including it.
Revision: The patient shows no improvement in any of the vital signs.

Here is an example of a fragment with a missing predicate, or action:

Example of a fragment: The doctors, who were using peer-reviewed research articles that contributed to the body of
knowledge in their fields, which was obstetrics.

Notice here that although the sentence is quite long, it still contains no action (What are the doctors doing?). Once
identified, the sentence can be corrected easily.
Revision: The doctors, who were using peer-reviewed research articles that contributed to the body of knowledge in
their field, improved their knowledge of obstetrics.

RUN-ON SENTENCES
A run-on sentence occurs when two or more independent clauses (also known as complete sentences) are connected
improperly.
Example: I love to write papers I would write one every day if I had the time.

There are two complete sentences in the above example:

Sentence 1: I love to write papers.
Sentence 2: I would write one every day if I had the time.

One common type of run-on sentence is a comma splice. A comma splice occurs when two independent clauses are
joined with just a comma.
Example of a comma splice: Participants could leave the study at any time, they needed to indicate their preference.

Sentence 1: Participants could leave the study at any time.

Sentence 2: They needed to indicate their preference.
Some comma splices occur when a writer attempts to use a transitional expression in the middle of a sentence.
Example of a comma splice: The results of the study were inconclusive, therefore more research needs to be done on
the topic.

Sentence 1: The results of the study were inconclusive

Transitional expression (conjunctive adverb): therefore
Sentence 2: More research needs to be done on the topic

To fix this type of comma splice, use a semicolon before the transitional expression and add a comma after it. See
more examples of this on the semicolon page.
Revision: The results of the study were inconclusive; therefore, more research needs to be done on the topic.

You can correct a run-on sentence by connecting or separating its parts correctly. There are several easy ways to
connect independent clauses.

CORRECTING RUN-ON SENTENCES

A run-on sentence can be fixed by connecting its parts correctly. There are several ways to connect independent
clauses.
1. Use a period. The easiest way to fix a run-on is to split the sentence into smaller sentences using a period.
This revision works especially well with longer sentences. Check, however, to make sure that this solution
does not result in short, choppy sentences.
Revision example: I love to write papers. I would write one every day if I had the time.
2. Use a semicolon. Inserting a semicolon between independent clauses creates a grammatically correct
sentence. Using a semicolon is a stylistic choice that establishes a close relationship between the two
sentences.
Revision example: I love to write papers; I would write one every day if I had the time.
3. Use a comma and a coordinating conjunction. A comma, paired with a coordinating conjunction (e.g., "and,"
"but," or "or"), corrects a run-on sentence. This method emphasizes the relationship between the two
clauses.
Revision example: I love to write papers, and I would write one every day if I had the time.
4. Use a subordinating conjunction. Turn one of the independent clauses into a dependent clause. A
subordinating conjunction (e.g., "because," "unless," and "although") connects two clauses to create
a complex sentence. This option works to cement the relationship between the two parts of the sentence
and may improve the flow of the clauses.
Example: Because I love to write papers, I would write one every day if I had the time.
However, you decide to revise for run-on sentences, remember that maintaining sentence variety helps to keep the
writing clear and interesting for your readers.

PUNCTUATION MARKS

Punctuation is used to create sense, clarity and stress in sentences. You use punctuation marks to structure and
organize your writing.

COMMA

A comma marks a slight break between different parts of a sentence. Used properly, commas make the meaning of
sentences clear by grouping and separating words, phrases, and clauses.
cases when you need to use a comma:

• in lists:
You need to put a comma between the different items in a list, as in the following sentences:
Saturday morning started with a hearty breakfast of scrambled eggs, bacon, sausage, and French toast.
• in direct speech:
 When a writer quotes a speaker’s words exactly as they were spoken, this is known as direct speech. If the
piece of direct speech comes after the information about who is speaking, you need to use a comma
to introduce the direct speech. The comma comes before the first quotation mark. Note that the final
quotation mark follows the full stop at the end of the direct speech:
Steve replied, ‘No problem.’
You also need to use a comma at the end of a piece of direct speech, if the speech comes before the
information about who is speaking. In this case, the comma goes inside the quotation mark:
‘I don’t agree,’ I replied.
‘Here we are,' they said.
There are two exceptions to this rule. If a piece of direct speech takes the form of a question or an
exclamation, you should end it with a question mark or an exclamation mark, rather than a comma:
‘Stop him!’ she shouted.
‘Did you see that?’ he asked.
• to separate clauses:
Commas are used to separate clauses in a complex sentence (i.e. a sentence which is made up of a main
clause and one or more subordinate clauses).
The following examples show the use of commas in two complex sentences:
Having had lunch, we went back to work.
[subordinate clause] [main clause]
I first saw her in Paris, where I lived in the early nineties.
[main clause] [subordinate clause]
• to mark off certain parts of a sentence:
Commas are used to separate a part of a sentence that is an optional ‘aside’ and not part of the main
statement.
Gunpowder is not, of course, a chemical compound.
His latest film, Calypso Dreams, opens next month.
• with 'however':
You should use a comma after 'however' when however means 'by contrast' or 'on the other hand':
However, a good deal of discretion is left in the hands of area managers.
Don't use a comma after however when it means 'in whatever way':
However you look at it, existing investors are likely to lose out.

SEMICOLON

The most common use of the semicolon is to join two independent clauses without using a conjunction like and.
Do you use a capital letter after a semicolon? The general answer is no. A semicolon should be followed by a capital
letter only if the word is a proper noun or an acronym.
We can go to the museum to do some research; Mondays are pretty quiet there.
Remember, semicolons are not interchangeable with commas or periods. Instead, they’re somewhere in between:
stronger than a comma but not quite as divisive as a period. Sounds pretty cunning to us.

View Video: https://www.youtube.com/watch?v=o-f2riEA4mY&feature=emb_logo

1. SEMICOLONS CONNECT RELATED INDEPENDENT CLAUSES

You can use a semicolon to join two closely related independent clauses. Let’s put that another way. The
group of words that comes before the semicolon should form a complete sentence, the group of words that
comes after the semicolon should form a complete sentence, and the two sentences should share a close,
logical connection:
I ordered a cheeseburger for lunch; life’s too short for counting calories.
Money is the root of all evil; I don’t believe the reverse is necessarily true.
Martha has gone to the library; Andrew has gone to play soccer.
Notice that the letter following the semicolon is not capitalized. The examples above are both made up of
two complete, grammatically correct sentences glued together. Yes, that means there are six total sentences
 up there—and thanks to the semicolon, only two capital letters. That’s exactly why you can’t substitute a
comma for a semicolon. Using a comma instead of a semicolon in the sentences above would result in
a comma splice. And there’s nothing as painful as a comma splice.

2. Delete the Conjunction When You Use a Semicolon

A semicolon isn’t the only thing that can link two independent clauses. Conjunctions (that’s your ands, buts,
and ors) can do that too. But you shouldn’t use a semicolon and a conjunction. That means when you use a
semicolon, you use it instead of the ands, buts, and ors; you don’t need both. Here’s a hint: if you used a
comma and an “and” to link two related ideas, think of the period (you know, the top part of the semicolon)
as a replacement “and.”
I saw a magnificent albatross, and it was eating a mouse.
I saw a magnificent albatross; it was eating a mouse.
You need a comma plus something to avoid a comma splice. That something can either be the right
conjunction or the period that turns a comma into a semicolon. If semicolons can link independent clauses
that would otherwise have a period or a conjunction between them, that means they can demonstrate
contrast, too. This is part of the same rule, but the conjunction in question is “but” instead of “and.” In other
words:
This is part of the same rule; the conjunction in question is “but” instead of “and.”
To summarize, a semicolon links up two related ideas by narrowing the gap between the ideas of two
separate sentences or by replacing a conjunction between two related ideas. That goes for showing contrast,
too: just because two ideas are opposed or contradictory, that doesn’t mean they aren’t related closely
enough to earn themselves a semicolon.

3. Use Semicolons in a Serial List

You can use semicolons to divide the items of a list if the items are long or contain internal punctuation. In
these cases, the semicolon helps readers keep track of the divisions between the items.
I need the weather statistics for the following cities: London, England; London, Ontario; Paris, France;
Paris, Ontario; Perth, Scotland; Perth, Ontario.
My plan included taking him to a nice—though not necessarily expensive—dinner; going to the park
to look at the stars, which, by the way, are amazing this time of year; and serenading him with my
accordion.
Let’s recap: so far, we’ve got semicolons for linking two independent clauses; replacing a conjunction
(whether showing similarity, like “and,” or opposition, like “but”); and long, comma-loving lists. Yup, that was
one now.

4. Use Semicolons with Conjunctive Adverbs

When you have a conjunctive adverb linking two independent clauses, you should use a semicolon. Some
common conjunctive adverbs include moreover, nevertheless, however, otherwise, therefore, then, finally,
likewise, and consequently.
I needed to go for a walk and get some fresh air; also, I needed to buy milk.
Reports of the damage caused by the hurricane were greatly exaggerated; indeed, the storm was
not a “hurricane” at all.
The students had been advised against walking alone at night; however, Cathy decided walking
wasn’t dangerous if it was early in the evening.
I’m not all that fond of the colors of tiger lilies; moreover, they don’t smell very good.
These words sometimes show up in other parts of a sentence; therefore, the semicolon rule only applies if it
helps the conjunctive adverb join two independent clauses. (See what we did there?) This conjunctive adverb
rule is similar to the conjunction rule. In both cases, check that the two ideas are independent clauses that
could stand on their own as sentences. If so, then you’re grammatically good to go as far as the semicolon is
concerned.
COLON
A colon introduces an element or series of elements that illustrates or amplifies the information that preceded the
colon. While a semicolon normally joins two independent clauses to signal a close connection between them, a
colon does the job of directing you to the information following it.
Many people are confused about using colons, but their function is actually quite straightforward. Think of it as a
flashing arrow that points to the information following it. When a colon appears in a sentence, it usually gives the
silent impression of “as follows,” “which is/are,” or “thus.”

There are three types of muscle in the body: cardiac, smooth, and skeletal.

The colon in this sentence signals that you are about to learn the names of the three types of muscles the sentence
already mentioned. We might silently read the sentence this way.

There are three types of muscle in the body (and they are): cardiac, smooth, and skeletal.

Colons are often used with lists, as in the example above. They can also be used to signal further clarification.

We have two options here: stay and fight, or run like the wind.

One might silently read this as:

We have two options here (and they are as follows): stay and fight, or run like the wind.

Colons can also introduce a quotation:

He ended with the immortal words of Neil Young: “Rock and Roll can never die.”

COLONS SEPARATING INDEPENDENT CLAUSES

A colon can be used to separate two independent clauses when a) the second clause is directly related to
the first clause (not just vaguely related) and b) when the emphasis is on the second clause. While you can
also use a semicolon or a period between two independent-yet-related clauses, the colon is a little softer
than the period, but a little harder than the semicolon.
A dolphin is not fish: it is a warm-blooded mammal.
The research is conclusive: climate change is a reality.
In British English, the word following a colon is not capitalized unless it is a proper noun or an acronym. In
American English, styles differ, but it is best to capitalize the first word after a colon if what follows forms
two or more complete sentences.
I have several plans for my immediate future: First, I’m going to win the lottery. Second, I’m going to buy a
unicorn. Third, I will marry Brad Pitt.

MISUSE OF COLONS
A colon should not separate a noun from its verb, a verb from its object or subject complement, a
preposition from its object, or a subject from its predicate.
To illustrate, here is one of our sentences from above rewritten incorrectly.
The three types of muscle in the body are: cardiac, smooth, and skeletal.
Putting the colon here separates the verb are from its subject complements (cardiac, smooth, and skeletal).
When I graduate, I want to go to: Rome, Israel, and Egypt.
The colon should be removed from this sentence because it separates the preposition to from its objects
(Rome, Israel, and Egypt). To write this sentence correctly, the colon should be removed.
When I graduate, I want to go to Rome, Israel, and Egypt.

QUESTION MARKS

Rule 1. Use a question mark only after a direct question.

 Correct: Will you go with me?
Incorrect: I'm asking if you will go with me?
Rule 2a. A question mark replaces a period at the end of a sentence.
Incorrect: Will you go with me?
Rule 2b. Because of Rule 2a, capitalize the word that follows a question mark.
Some writers choose to overlook this rule in special cases.
Example: Will you go with me? with Joe? with anyone?
Rule 3a. Avoid the common trap of using question marks with indirect questions, which are statements that
contain questions. Use a period after an indirect question.
Incorrect: I wonder if he would go with me?
Correct:
I wonder if he would go with me.
OR
I wonder: Would he go with me?
Rule 3b. Some sentences are statements—or demands—in the form of a question. They are called rhetorical
questions because they don't require or expect an answer. Many should be written without question marks.
Examples:
Why don't you take a break.
Would you kids knock it off.
What wouldn't I do for you!
Rule 4. Use a question mark when a sentence is half statement and half question.
Example: You do care, don't you?
Rule 5a. The placement of question marks with quotation marks follows logic. If a question is within the quoted
material, a question mark should be placed inside the quotation marks.
Examples:
She asked, "Will you still be my friend?"
The question Will you still be my friend? is part of the quotation.
Do you agree with the saying, "All's fair in love and war"?
The question Do you agree with the saying? is outside the quotation.
Rule 5b. If a quoted question ends in midsentence, the question mark replaces a comma.
Example: "Will you still be my friend?" she asked

QUOTATION MARKS RULES:

The rules set forth in this section are customary in the United States. Great Britain and other countries in the
Commonwealth of Nations are governed by quite different conventions. Nowhere is this more apparent than in Rule
4 in this section, a rule that has the advantage of being far simpler than Britain's and the disadvantage of being far
less logical.
Rule 1. Use double quotation marks to set off a direct (word-for-word) quotation.
Correct: "I hope you will be here," he said.
Incorrect: He said that he "hoped I would be there." (The quotation marks are incorrect because hoped I
would be there does not state the speaker's exact words.)
Rule 2a. Always capitalize the first word in a complete quotation, even midsentence.
Example: John said, "The case is far from over, and we will win."
Rule 2b. Do not capitalize quoted material that continues a sentence.
 Example: John said that the case was "far from over" and that "we will win."
Rule 3a. Use commas to introduce or interrupt direct quotations.
Examples:
He said, "I don't care."
"Why," I asked, "don't you care?"
This rule is optional with one-word quotations.
Example: He said "Stop."
Rule 3b. If the quotation comes before he said, she wrote, they reported, Dana insisted, or a similar attribution, end
the quoted material with a comma, even if it is only one word.
Examples:
"I don't care," he said.
"Stop," he said.
Rule 3c. If a quotation functions as a subject or object in a sentence, it might not need a comma.
Examples:
Is "I don't care" all you can say to me?
Saying "Stop the car" was a mistake.
Rule 4. Periods and commas ALWAYS go inside quotation marks.
Examples:
The sign said, "Walk." Then it said, "Don't Walk," then, "Walk," all within thirty seconds.
He yelled, "Hurry up."
Rule 5a. The placement of question marks with quotation marks follows logic. If a question is within the quoted
material, a question mark should be placed inside the quotation marks.
Examples:
She asked, "Will you still be my friend?"
The question Will you still be my friend? is part of the quotation.
Do you agree with the saying, "All's fair in love and war"?
The question Do you agree with the saying? is outside the quotation.
Rule 5b. If a quoted question ends in midsentence, the question mark replaces a comma.
Example: "Will you still be my friend?" she asked.
Rule 6. Quotation marks are used for components, such as chapter titles in a book, individual episodes of a TV
series, songs from a Broadway show or a music album, titles of articles or essays in print or online, and shorter
works such as short stories and poems.
It is customary in American publishing to put the title of an entire composition in italics. Put the title of a short
work—one that is or could be part of a larger undertaking—in quotation marks.
A "composition" is a creative, journalistic, or scholarly enterprise that is whole, complex, a thing unto itself.
This includes books, movies, plays, TV shows, newspapers, magazines, websites, music albums, operas,
musical theater, paintings, sculptures, and other works of art.

Example: Richard Burton performed the song "Camelot" in the 1960 Broadway musical Camelot.

Although the word is the same, "Camelot" the song takes quotation marks because it's part of a larger work—
namely, a full-length show called Camelot.
Rule 7. Use single quotation marks for quotations within quotations.
Example: Dan said: "In a town outside Brisbane, I saw 'Tourists go home' written on a wall. But then
someone told me, 'Pay it no mind, lad.' "
Note that the period goes inside both the single and double quotation marks. Also note that, as a courtesy, there is
visible space between adjacent single and double quotation marks.
Rule 8a. Quotation marks are often used with technical terms, terms used in an unusual way, or other expressions
that vary from standard usage.
Examples:
It's an oil-extraction method known as "fracking."
He did some "experimenting" in his college days.
I had a visit from my "friend" the tax man.
Rule 8b. Never use single quotation marks in sentences like the previous three.
Incorrect: I had a visit from my 'friend' the tax man.
The single quotation marks in the above sentence are intended to send a message to the reader that friend is being
used in a special way: in this case, sarcastically. Avoid this invalid usage. Single quotation marks are valid only within
a quotation, as per Rule 7, above.
Rule 9. When quoted material runs more than one paragraph, start each new paragraph with opening quotation
marks, but do not use closing quotation marks until the end of the passage.
Example:
She wrote: "I don't paint anymore. For a while I thought it was just a phase that I'd get over.
"Now, I don't even try."

COMMON WORD CHOICE

Find the words that best express your ideas, and choose words that suit an audience.
problems with clarity are a matter of word choice. See if you recognize any of these issues:
Misused words—the word doesn’t actually mean what the writer thinks it does.
Example: Indians were a monotonous culture until French and British settlers arrived.
Revision: Indians were a homogenous culture.
Words with unwanted connotations or meanings.
Example: I sprayed the ants in their private places.
Revision: I sprayed the ants in their hiding places.
Using a pronoun when readers can’t tell whom/what it refers to.
Example: My cousin Jake hugged my brother Trey, even though he didn’t like him very much.
Revision: My cousin Jake hugged my brother Trey, even though Jake doesn’t like Trey very much.
Jargon or technical terms that make readers work unnecessarily hard. Maybe you need to use some of these words
because they are important terms in your field, but don’t throw them in just to “sound smart.”
Example: The dialectical interface between clients and certain vendors offers an algorithm for diverse thought.
Revision: The dialogue between clients and certain vendors is a model for diverse thought.

SUBSTITUTES FOR COMMON WORDS

There are some words we use so quickly that we don’t think twice about them.

Working words:
Those of us with desk jobs write a lot of emails, so it’s no surprise that people get tired of writing the same words over
and over again. Here are some of the most common:
Work
Try: business, profession, job, task
System
Try: policy, arrangement
Business
Try: profession, company, trade
Company
Try: partnership, group, organization
 Service
Try: assistance, cooperation
Experience
Try: background, knowledge, skill
Support
Try: help, assistance
Customer
Try: consumer, client, buyer
Product
Try: stock, goods
Research
Try: analysis, experimentation

Boring verbs
Sometimes, it’s okay to use the plainest verb to get your point across. But if you’re trying to get people to read your
important memo or follow specific instructions, you may want to spice up your language a bit. Here are a few of the
most common verbs that users wanted synonyms for:
Use
Try: practice, apply
Make
Try: initiate, perform, execute
Need
Try: require, demand
Be
Try: happen, signify
Get
Try: accept, receive
Provide
Try: give, present, equip
Help
Try: support, assist
Give
Try: furnish, grant, deliver
Take
Try: use, practice, exercise
Go
Try: move, proceed, progress

Wordiness
Sometimes the problem isn’t choosing exactly the right word to express an idea—it’s being “wordy,” or using words
that your reader may regard as “extra” or inefficient. The right side shows the revised version:

I came to the realization that I realized that

She is of the opinion that She thinks that
Concerning the matter of About
During the course of During
In the event that If
In the process of During, while
Regardless of the fact that Although
Due to the fact that Because
In all cases Always
At that point in time Then
Prior to Before

STRATEGIES FOR SUCCESSFUL WORD CHOICE

1. Be careful when using words, you are unfamiliar with. Look at how they are used in context and check their
dictionary definitions.
2. Be careful when using the thesaurus. Each word listed as a synonym for the word you’re looking up may have
its own unique connotations or shades of meaning. Use a dictionary to be sure the synonym you are
considering really fits what you are trying to say.
3. Don’t try to impress your reader or sound unduly authoritative. For example, which sentence is clearer to
you: “a” or “b”?
a. Under the present conditions of our society, marriage practices generally demonstrate a high
degree of homogeneity.
b. In our culture, people tend to marry others who are like themselves.
4. Before you revise for accurate and strong adjectives, make sure you are first using accurate and strong nouns
and verbs. For example, if you were revising the sentence “This is a good book that tells about the Civil War,”
think about whether “book” and “tells” are as strong as they could be before you worry about “good.” (A
stronger sentence might read “The novel describes the experiences of a Confederate soldier during the Civil
War.” “Novel” tells us what kind of book it is, and “describes” tells us more about how the book
communicates information.)
5. Try the slash/option technique, which is like brainstorming as you write. When you get stuck, write out two
or more choices for a questionable word or a confusing sentence, e.g.,
“questionable/inaccurate/vague/inappropriate.” Pick the word that best indicates your meaning or combine
different terms to say what you mean.
6. Look for repetition. When you find it, decide if it is “good” repetition (using key terms that are crucial and
helpful to meaning) or “bad” repetition (redundancy or laziness in reusing words).
7. Read your paper out loud and at… a… slow… pace. You can do this alone or with a friend, roommate, etc.
When read out loud, your written words should make sense to both you and other listeners. If a sentence
seems confusing, rewrite it to make the meaning clear.
8. Have someone not familiar with the issue read the paper and point out words or sentences he/she finds
confusing. Do not brush off this reader’s confusion by assuming he or she simply doesn’t know enough about
the topic. Instead, rewrite the sentences so that your “outsider” reader can follow along at all times.