40 Checking Mechanics

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Page 545 from Write for College

Capitalization (Cont.)

The first rule on this page focuses on capitalizing letters that form the shape they describe. All other capitalization rules on this page are variations on the basic rule of capitalizing proper names.

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Page 546 from Write for College

Plurals

Review these rules for forming plurals. This page and the next one will be especially helpful for English language learners. You can point out that some of the irregularity in English rules arises because of preserving conventions from originating languages. For example, the musical terms that end in o come from Italian, which is why they follow different rules for forming plurals.

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Page 547 from Write for College

Plurals (Cont.)

Use this page to teach some of the trickier rules for forming plurals, including plurals with irregular spellings and those of compound and collective nouns.

In Rule 547.2, emphasize that words discussed as words should form plurals in the conventional way (without an apostrophe) unless confusion would result. For example, DVDs is simpler than DVD's and cannot be misread as a possessive. (Also, note that the plural of do's and don'ts uses both the apostrophe and the conventional plural forms.)

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Page 548 from Write for College

Numbers

This page guides students in using numbers and numerals in formal writing:

Rule 548.1 lays out the basic rule (words below 10 and numerals above) as well as the exceptions.
Rule 548.2 outlines situations that always call for numerals.
Rule 548.3 addresses situations that always call for words.
Rule 548.4 teaches the specifics of numbers for time and money.

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Page 549 from Write for College

Abbreviations

Send students to this page to find the abbreviations they can use freely in formal writing (Mr., Ms., Dr., etc.), the abbreviations they should avoid in formal writing (St., Co, #, etc.), and the abbreviations they can use in correspondence writing.

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110.38.c.1.C, 110.38.c.9.D, 110.39.c.1.C, 110.39.c.39.D

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Page 550 from Write for College

Abbreviations (Cont.)

Direct students to this list of abbreviations to help them as they read technical documents or when they write across the curriculum. Also, point students to the following resources:

Abbreviations in science (pages 610–611)
Symbols in math (page 614)

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110.38.c.1.C, 110.38.c.9.D, 110.39.c.1.C, 110.39.c.39.D

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Page 551 from Write for College

Acronyms and Initialisms

Most students have heard of acronyms, formed from the first letters of a series of words and pronounced as words (for example, NASA).

Most students have not heard of initialisms, formed similarly but pronounced letter-for-letter (for example, FBI).

Direct students to the list of common acronyms and initialisms.

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110.38.c.1.C, 110.38.c.9.D, 110.39.c.1.C, 110.39.c.39.D

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Page 552 from Write for College

Spelling Rules: Quick Guide

Sadly, English has few spelling rules, and the most famous of them ("i before e") is notable not only for the built-in exceptions but also for the many others:

either, neither, seize, sheikh, keister, leisure, obeisance, science, their, heir, weird, feisty, height, sleight, Rottweiler, counterfeit, foreign, forfeit, reign, sovereign, heifer, and so on

Teach the rules on this page, anyway, and be thankful you (and your students) live during the time of spell-checkers.

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110.38.c.1.C, 110.38.c.9.D, 110.39.c.1.C, 110.39.c.39.D

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Page 553 from Write for College

Commonly Misspelled Words

Show your students this list of commonly misspelled words. Students can turn to these pages to check spellings, of course, but they should also skim the list and write down words they themselves tend to misspell. By combing through this list, students can compile their personal spelling lists and target challenging words.

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Page 554 from Write for College

Commonly Misspelled Words (Cont.)

In addition to having students scan this list for words they often misspell, have them find five words they never use, such as concurrence or discrepancy. Have them look up these words, write definitions of each, and use each in a sentence. The more vocabulary students gain, the more subtle and precise their thinking can become.

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Page 555 from Write for College

Commonly Misspelled Words (Cont.)

Another way to have students engage these commonly misspelled words is to have them construct long alliterative sentences. Have them choose a letter and use many words starting with that letter in a single Seusslike sentence:

Imagine immense and industrious immortals interviewing innocent inferiors on issues of indictment for irreverence.

Students can count up the number of words they used (10 in this case) and share their sentences with each other. This activity creatively engages students' vocabulary, spelling, and sentence-construction skills.

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Page 556 from Write for College

Commonly Misspelled Words (Cont.)

Many of us in childhood thought LMNOP was one letter: "H, I, J, K, LMNOP . . ."

Have students build LMNOP phrases on this page. They need to take a word from each letter and put them together into a phrase or clause that makes grammatical sense (if not actual sense):

Laboratory mischief nevertheless occurred . . . probably?

Students can then share their LMNOP phrases and clauses, looking for the funniest ones.

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