Language Usage: Understanding Different Situational Contexts

1. Understanding Usage • How is language used differently in different situations? • Standard and nonstandard English • Words confused or misused • Words with similar sounds • Words with related meanings • Double negatives • Formal and informal English • Review A • Review B

2. How is language used differently in different situations? Most of us speak and write several languages—even if we only know English. You probably don’t talk to your grandparents the same way you talk to your friends. Your English papers probably don’t look like your text messages.

3. How is language used differently in different situations? Do you know that you speak and write in several different languages even if the only one you know is English? Audience To whom are you speaking or writing? Purpose Why are you speaking or writing? [End of Section]

4. Standard and nonstandard English American English is rich and varied, with many distinct dialects. No dialect is better or more correct than another. Each ethnic dialect or regional dialect has its own rules and unique features of grammar, vocabulary, and pronunciation.

5. Standard and nonstandard English The kind of English you are expected to use in school and work situations is called standard English. We learn standard English so that we can communicate with and understand people from different regions and cultures.

6. Standard and nonstandard English Nonstandard English is suitable in casual speaking and writing situations. It can also be used when you are writing dialogue. Nonstandard does not mean “wrong.” It means “not appropriate in situations in which standard English is expected.” The rest of this lesson will help you avoid some common mistakes in using standard English. [End of Section]

7. Words confused or misused Words with similar sounds In English, many words sound alike but are spelled differently and have different meanings. It’s/its It’s is a contraction of it is or it has. It’s not easy. it’s = it is It’s been a long time. it’s = it has Its is a possessive form that means “belonging to it.” That tree has not lost its leaves yet.

8. it is belonging to it (the lock) Words confused or misused Words with similar sounds It’s/its I hate this lock. It’s hard to remember its combination.

9. Words confused or misused Words with similar sounds They’re/there/their They’re is a contraction of they are. They’re walking to school. There is an adverb that means “at that place.” There is also used to begin a sentence. Have you been there yet? “at that place” There is too much pepper in this! begins sentence

10. Words confused or misused Words with similar sounds They’re/there/their Their is the possessive form of they, meaning “belonging to them.” Did they forget their books?

11. belonging to them They are at that place Words confused or misused Words with similar sounds They’re/there/their They’rebuildingtheirnew house rightthere.

12. Words confused or misused Words with similar sounds You’re/your You’re is a contraction of you are. You’re always on time. Your is the possessive form of you, meaning “belonging to you.” Your coat is in the closet.

13. you are belonging to you Words confused or misused Words with similar sounds You’re/your If you’re going to the ice skating pond, don’t forget your hat.

14. Words confused or misused Words with similar sounds Who’s/whose Who’s is a contraction of who is or who has. who’s = who is Who’s at the door? Who’s won the most games? who’s = who has Whose is the possessive form of who, meaning “belonging to whom.” Whose book is this?

15. belonging to whom who is Words confused or misused Words with similar sounds Who’s/whose Who’s the man whose wallet was stolen?

16. Words confused or misused Words with similar sounds Accept/except Accept is a verb that means “to receive.” The teacher did not accept the late homework. Except is usually a preposition that means “not including.” preposition Everyone left except Jack.

17. Words confused or misused Words with similar sounds Could of/should of/would of When the word have is not stressed in speaking, it sounds like of. Write could have, not could of. She could of called us. She could have called us. Write should have, not should of. I should of called her back. I should have called her back. Write would have, not would of. I would of called. I would have called.

18. Words confused or misused Words with similar sounds On Your Own • For each sentence, choose the correct word or words in parentheses. • The students enjoyed (they’re/their) field trip. • (Whose/Who’s) umbrella is this? • We (should of/should have) left earlier. • (It’s/Its) supposed to rain tomorrow. • That teacher won’t (except/accept) late homework. [End of Section]

19. Words confused or misused Words with related meanings Some pairs of words are confused because their meanings are so close to each other. Bring/take Bring means “to come carrying something.” Bring that paper to me. Take means “to go carrying something.” Now take it to the house.

20. Words confused or misused Words with related meanings Fewer/less Fewer is used with plural nouns. We picked fewer strawberries this year than we did last year. plural noun Less is used with singular nouns. That means we’ll have less jam this year than we had last year. singular noun Fewer tells “how many.” Less tells “how much.”

21. Words confused or misused Words with related meanings Good/well Good is always an adjective. Good modifies nouns. Do not use good to modify a verb. Use the adverb well. adj. Sam had a good role in the play. noun adverb He sang well too. verb

22. Words confused or misused Words with related meanings Good/well Well is usually an adverb that means “competently,” but it is also used as an adjective to mean “healthy.” adverb adj. Sam sang well today. Sam feels well again. Verb Noun adjective meaning “healthy” adverb meaning “competently”

23. Words confused or misused Words with related meanings On Your Own • For each sentence, choose the correct word or words in parentheses. • She felt (good/well) when the audience cheered. • This recipes uses (fewer/less) sugar than that recipe does. • (Bring/take) me a glass of water from the kitchen, please. • He plays the piano (good/well). • There are (fewer/less) peaches on the trees this year. [End of Section]

24. Double negatives In a double negative, two or more negative words are used when only one is needed. negative #2 I don’t have no time left. I don’t have no time left. negative #1 Double negatives often occur when not is part of a contraction.

25. negative #1 negative #2 Double negatives No/nothing/none These words are clearly negative. Do not use these words with another negative word. That answer doesn’t make no sense. That answer doesn’t make any sense. To fix a double negative, change either negative word. That answer makesno sense.

26. negative #1 negative #2 Double negatives Hardly/scarcely These words convey a negative meaning. Do not use them with another negative word. I can’thardly turn the key. To fix a double negative like this, delete n’t or not. I canhardly turn the key.

27. Double negatives On Your Own • Correct the double negative in each sentence. • My brother doesn’t need no help with homework. • You shouldn’t put nothing on that shelf. • There isn’t hardly enough pie for two people. [End of Section]

28. Formal and informal English The term formal English is used for language that is appropriate for speaking and writing at school or in work situations. That’s yucky! Very impressive! Awesome! That’s unpleasant! Informal English indicates standard usage that is common in conversations and everyday writing, such as e-mails.

29. Formal and informal English Speeches Formal English expected Essays, reports Tests and exams Job interviews Everyday conversations Informal English okay notes to friends, e-mails Journal entries Some newspaper or magazine writing

30. Formal English Informal English Formal and informal English • Sentence structure: • longer • more complex • Word choice: • Precise • Sometimes technical or scientific • Tone: • Serious, dignified • Sentence structure: • shorter • simpler • Word choice: • Simple • Colloquialisms, slang, contractions • Tone: • Conversational

31. Formal and informal English Many words and phrases that are fine in informal situations should be avoided in formal situations. How come In formal situations, use why. Informal How come you didn’t call? Formal Why didn’t you call?

32. Formal and informal English Kind of/sort of In formal situations, use rather or somewhat. Informal I feel kind of tired. Formal I feel somewhat tired.

33. Formal and informal English Try and In formal situations, use try to. You must try and relax! Informal Formal You must try to relax!

34. Formal and informal English On Your Own • Revise each sentence, changing the informal usage to formal, standard usage. • It was kind of chilly outside yesterday. • Our teacher wants us to try and finish the book tonight. • How come you weren’t in school today? [End of Section]

35. Review A For each sentence, choose the correct word in parentheses, according to formal, standard usage. 1. There were (less/fewer) students in class today than yesterday. 2. He is the only runner (who’s/whose) fast enough to win the race. 3. You (could of/could have) given me a ride home. 4. A bird built (its/it’s) nest in that tree. 5. Everyone got lost (accept/except) Jim. [End of Section]

36. Review B • For each sentence, circle any incorrect or informal usage. Write C if a sentence is correct according to formal, standard usage. • Can you tell me how come the bus is late? • I thought she sang good in the movie. • Don’t forget to take your keys when you leave. • There isn’t hardly room in the closet for this box. • He ought to of started his project sooner. [End of Section]

37. The End