I’ve answered a few emails recently from potential teachers asking for advice on how to get into TEFL teaching, or teaching abroad in general, so it’s time I shared some of my thoughts. I started teaching English as a foreign language, as many teachers do, because I enjoyed travelling. It’s a great way to explore new places – and I ended up in some rather unusual places with my teaching. But that wasn’t always a good thing! So, what’s the right way to do it? Continue reading
I recently shared an extract from Advanced Writing Skills covering how we use commas to separate clauses (which you can read here). Another useful function of commas in complex, or even just slightly more complicated sentences, is when we use commas around additional information. To cover this, I’ve got another extract from the book below, with some extra information on how this can affect word order. Continue reading
The following lesson is an adapted extract from the book, Advanced Writing Skills for Students of English. I’ve decided to share it here as I’ve had a few questions relating to punctuation and sentence structure lately, and this gives a useful introduction to how commas help signal longer sentences. Commas are typically used to separate clauses in complex sentences, when we have a main clause and one or more subordinate clauses:
- The passengers waited outside, while the steward refused to open the door.
Here’s something for anyone who really wants to go beyond the basics of English. Having recently released Advanced Writing Skills for Students of English, I’ve had a few readers share comments that while they see the value in a clear and simple writing approach they also love long sentences and creative use of English. Once you’re able to write flawless advanced English, what structures and styles can be used to really stand out? How do turns of phrase and idiomatic or poetic language that doesn’t fit the rules work? The Elements of Eloquence by Mark Forsyth is an excellent introduction to such ideas.
Forsyth aims to revive a study of rhetoric, the many rules (or, rather, recorded patterns) for very specific, very advanced language techniques. His starting point is the suggestion that Shakespeare was not merely a very talented writer, but a diligent student of the language. Shakespeare used rhetorical devices very deliberately and would have studied them as strategic rules, much as foreign learners have to study the basic rules of English.
Some of the ideas The Elements of Eloquence expand on concepts found in my ELB books, referring to the flexibility of rules and matters of style. Rhetoric puts names to these ideas, such as hyperbaton, the practice of creating sentences that do not fit the usual word order expectations. Some are structural, others more poetic, such as synaesthesia, the cross-application of senses (e.g. Hanslick’s quote, criticising Tchaikovsky, “this music stinks to the ear”). There are some 39 such rhetorical devices covered in the book.
This book is lightly written, making the subject accessible and giving an easy summary of the ideas. It goes beyond the ordinary in English writing (and general usage) to explain why many supposed errors may actually be deliberate (particularly consider enallage, a deliberate grammatical mistake), and how very unusual sentences work. It won’t necessarily tell you exactly when you can get away with using these devices, as they are very nuanced, but it will raise your awareness of them.
Such incredibly specific techniques in English are ideas I would like to explore myself, as a future instructive guide for foreign learners, but it makes me happy that a book like this already exists, providing a window into a fascinating and rarely discussed area. If you’d like to give it a read, check out The Elements of Eloquence here.
Do we say “There is a lot…” or “There are a lot of…”? This question was put to me recently by a student who noted that “lot” is the first noun after a verb. In theory, the verb should be singular with “a lot of”, because it is a singular “lot”. Comparing “There are a lot of apples.” and “There is a lot of apples.”, this sounds incorrect, however. Why? Continue reading
It’s finally here – Advanced Writing Skills for Students of English has hit the (electronic) shelves! After an intense month of final updates, with massive thanks due to my excellent beta reading team, the final book is now available in eBook and paperback format from Amazon. (The paperback should also be available to order from local bookshops.)
And for the first week of its release, because I want to give more people on my list a chance to get it, I’m offering the eBook at half price, and the paperback at a discount. Until June 13th only, it’s $3.49 on Kindle and $12.99 in paperback (and respective prices worldwide).
So without further ado – the book! Here’s the cover and blurb: Continue reading
I recently had a question through this website but the return email didn’t work, so I’ve posted my answer in the hope that the reader sees it! It relates to spotting the difference between the past simple and the passive voice – specifically, how we can use different verb forms to follow the verb to be. Here we go: Continue reading
Spring has finally arrived in the UK (sort of), and it seems like high-time I had a spring clean for the English Lessons Brighton books and website. As the time’s come for me to edit the final version of my upcoming book, Advanced Writing Skills for Students of English, I’m taking this opportunity to consider the overall design of my books and website. In the next few months I hope to give the site itself a redesign, but in the meantime I’m looking at updating some imagery and greatly improving the branding of my study guides. Here’s the direction I’m going in: Continue reading
A hyphen is this short punctuation mark: – . Not to be confused with longer dashes, which have different uses. Hyphens are used in English for two specific purposes – hard hyphens join words together, while soft hyphens divide words. The uses of hyphens can depend on certain styles, but generally they are used in the patterns laid out below. Continue reading
Sentences that start with an “only” adverbial, usually referring a particular time or condition, have a curious structure as they typically require an auxiliary verb and an inversion. These sentences can come in many tenses, and are usually emphatic. Here’s few examples:
- Only after the sun went down, did the bats come out.
- Only if you finish your homework can you go to the park.
- Only when we had eaten the pie did we realise that it was out of date.
So how do we use this structure?