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<B>STYLE-CHECK 3  </B>
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<B>STYLE-CHECK 3</B> is a style checker for QDOS/SMSQ(-E) compatible computers. It loads and checks files in Quill, Perfection, Text87 and ASCII formats.
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<B>SYSTEM REQUIREMENTS</B>
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A QL or QDOS compatible computer with disk drives and at least 512K memory. STYLE-CHECK 3 requires about 103K, and three data bases a total of about 33K. In addition you will need enough free memory to load the document you wish to check. Toolkit 2 should be active and the pointer environment files or SMSQ-E installed.
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To use the GD2 version of Style-Check you will need an up to date version of SMSQ-E.
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If you do not use the pointer environment, an earlier non-pointer version of the program is on the disk. This is a much inferior version not covered by this manual. 
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<B>WARNING!</B>
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All style checkers, and STYLE-CHECK 3 is no exception, suffer from a fundamental weakness. They cannot differentiate between actual style faults and possible style faults. This means you will often get irrelevant messages when you use this program. To minimise the irritation this can cause STYLE-CHECK 3 has two special features:
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1: Unlike other style checkers STYLE-CHECK 3 does not refer to &quot;faults&quot;, but to &quot;possible faults&quot; and does not give you a score on the basis of the &quot;faults&quot; found. Instead it gives you &quot;warnings&quot; and &quot;comments&quot;.
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2: STYLE-CHECK 3 is  user-configurable, so you can adapt it to your own needs and style of work. You can also edit, using Quill if need be, the data base of words that are often used poorly or incorrectly.
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<B>USA USERS</B>
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Please note STYLE-CHECK 3 uses UK-English spelling. You may have to edit the data base for words like practice/practise and license/licence.
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<B>ACKNOWLEDGEMENTS</B>
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STYLE-CHECK 3 has been compiled using QLIBERATOR. The data bases were written on the PERFECTION word processor. Two routines from the DIY Toolkit by Simon N. Goodwin are built into the program. The program written using Albin Hessler's EASYPTR.
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Two main sources were used to compile the data base. These were &quot;The Spoken Word - A BBC Guide&quot; by Robert Burchfield and the classic work, &quot;The Complete Plain Words&quot; by Sir Ernest Gowers.
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Many of the texts used to test and calibrate STYLE-CHECK 3 were obtained from the former SJPD software house. I am grateful to Steve Johnson for sending me a few extra files that were not in his published list.
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The sprites used in the GD2 version were designed by Fran&ccedil;ois van Emelen.
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<B>FIRST ESSENTIALS</B>
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Please check the supplied media to see if there is a file called UPDATES_DOC. If present, this will contain details of last minute changes or additions to the program and should be read before using this software. It may be read and printed using the Quill word processor.
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<B>ON THE DISK</B>
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The following files are on the STYLE-CHECK 3 disk:
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Boot: Loads and runs STYLE-CHECK 3.
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Style3_obj: Program.
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Style3_gd2_obj: GD2 colour version of progam
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Style3_def: Definition file.
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Verbs_dbf: List of verbs imported into program.
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Style_dbf: Program data base.
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Style_obj: Earlier non-pointer version of program.
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Style_def: Data base for non-pointer version.
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Tutorial_doc: Tutorial file.
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Bomb_txt: Tutorial file.
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Probation_doc: Tutorial file.
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Printer_dat: Quill printer_dat file.
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Style_aba: Abacus statistics file.
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Updates_doc: Updates file if available.
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<B>BOOTING UP</B>
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STYLE-CHECK 3 can be booted from the disk.
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The program can also be run by the direct command:
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EX flp1_Style3_obj
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STYLE-CHECK 3 loads three supplementary files. If you work entirely from flp1_ you have no problems, but if you want to use another drive, a hard disk or a subdirectory you will have to tell STYLE-CHECK 3 where these files are.
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<B>HARD DISK INSTALLATION</B>
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STYLE-CHECK 3 can be installed to run from any medium. The procedure is as follows:
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1: Copy the necessary files from flp1_ onto the required drive and directory.
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E.g. WCOPY flp1_ to win1_style_
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At least four files must be copied. These are Style3_obj, Style3_def, Verbs_dbf and Style_dbf.
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2: Use the QJUMP configuration program to alter the configuration block to give the drive and directory from which you wish to use the  program.
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3: Instead of step 2 you could start the program via a parameter passed in an EX command:
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E.g. Ex win1_style_style3_obj;'win1_style_'
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<B>QUICK START</B>
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Usually this section of a JUST WORDS! manual is intended for users who do not want to read the manual. This time I have to warn the STYLE-CHECK 3 manual is an essential reference work. This section will, however, teach you the basics of STYLE-CHECK 3.
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<B>1:</B> Make sure TK2 is active on your system and, if you are not using SMSQ-E, the pointer environment files are installed. Put your STYLE-CHECK 3 disk in flp1_ and enter &quot;lrun flp1_boot&quot;.
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<B>2:</B> When STYLE-CHECK 3 loads, you will see a number of menu items at the top of the screen. It is obvious what most of these items will do. Try clicking on each of them except Configuration. (We will come to that command later.) There are two points to bear in mind. MOVE will only work on high resolution screens. Also when you click on ESC do not forget to press &quot;N&quot; and not &quot;Y&quot;. Please note when CLICK is used in this manual it means bringing the pointer to the item and pressing ANY MOUSE BUTTON or pressing either ENTER or SPACE. A HIT means the LEFT MOUSE BUTTON or SPACE and DO the RIGHT MOUSE BUTTON or ENTER.
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<B>3:</B> To use STYLE-CHECK 3 you first have to load a file for checking. Press L or click on LOAD DOCUMENT. Enter the file name &quot;flp1_Tutorial_doc&quot; and then press ENTER.
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<B>4:</B> Two more commands now become available, which are the two check modes. Press Q or click on QUICK CHECK. You will see a series of dots printed on the screen. At the end of the check a statistics screen appears. The first group of statistics gives the number of letters, syllables, words, phrases and sentences in the document. The second group the average sentence length, the percentage of long words, the percentage of passive verbs and the punctuation frequency. The last group of statistics estimates how easy it is to read the document. If there is an asterisk by any of the items in the second group of statistics, it is an indication of a possible style fault in the document.
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<B>5:</B> Two more commands have now appeared on the screen, HELP and END CHECK. Press H or click on HELP. A help screen now appears with 5 help topics on it. Click on one or more of the topics. When you are ready press F or click on FINISHED to return to the statistics screen.
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<B>6:</B> Press S or click on STANDARD CHECK to examine the document sentence by sentence. The first sentence is printed and the NEXT SENTENCE command becomes active. Press N or click on this command.
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<B>7:</B> Tutorial_doc is a file containing many style errors to illustrate how this program works. STYLE-CHECK 3 analyses the document sentence by sentence and, where necessary, gives WARNINGS and COMMENTS. A WARNING is always more serious than a comment. If you find a warning or comment difficult to understand and the HELP command is active, press H or click on the command for customised help on that sentence.
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<B>8:</B> Work through the document sentence by sentence, until you have completed it. You still have one command to discover. Press C or click on CONFIGURATION. Do not be put off by this fearsome looking screen. You can configure STYLE-CHECK 3 in your own way. On the left half of this screen there are options concerning the colours, printers and sound, and on the right are check options. Move the pointer to PAPER and either HIT or press SPACE. Help over this menu item now appears. Now DO or ENTER several times. You will see the paper colour change. Experiment with other menu items to see what happens. When you are ready press F or click FINISH.
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<B>9:</B> You can try other documents on the STYLE-CHECK 3 disk (these are the _doc and _txt files). Alternatively you can try one of your own documents.
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<B>THE MENU STRUCTURE</B>
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There are three menus in STYLE-CHECK3, the MAIN MENU, the CONFIGURATION MENU and the HELP MENU.
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<B>MAIN MENU</B>
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The main menu, which is displayed most of the time, can be divided into three sections. The first section is at the top of the screen. Taken in order from left to right these are:
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<B>ESC = QUIT</B> which is used to leave the program. When you click on this key, as an insurance against an accidental key press, you will be asked to confirm your choice. When you use this command all memory used by STYLE-CHECK 3 will be released. The command will not be available during a Standard Check. Should you wish to end the program during such a check, you should first click on END CHECK to make the ESC = QUIT key available.
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<B>INFORMATION</B> accesses three screens that give a short description of the program. INFORMATION should not be confused with the HELP command described below.
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<B>CONFIGURATION</B> accesses the Configuration Menu, which is described below.
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The <B>SLEEP</B> and <B>MOVE</B> icons have their normal Pointer Environment functions. MOVE will not work on standard resolution screens for the simple reason that there is nowhere to move. It will also be unavailable during a Standard Check for technical reasons concerning the program structure.
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The next group of commands, at the bottom left hand corner of the screen, concern loading and checking.
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<B>LOAD DOCUMENT</B> is used to load a document for checking. The document can be in Quill, Perfection, Text87 or ASCII formats. You do not have to tell STYLE-CHECK 3 anything about the file type.
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You can, if you wish, configure the program to use the QMENU extensions. This is done via the Configuration Menu decribed later in this manual.
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If you make a mistake in inputting the drive and file name, just delete completely and then press ENTER to escape from the routine.
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<B>QUICK CHECK</B> is a statistical analysis of the document.
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<B>STANDARD CHECK</B> is a sentence by sentence analysis of the document.
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The detailed use of these checks is described in the next section of this manual.
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The third group of commands on the main menu are to be found on the bottom right hand corner of the screen. These commands become available at the end of a check or after each sentence in a Standard Check (if you have configured the program to pause after each sentence).
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<B>HELP</B> gives access to the help screen. More details are given below.
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<B>NEXT SENTENCE</B> allows you to move on to the next sentence.
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<B>END CHECK</B> is used if you wish to end the current check prematurely.
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<B>CONFIGURATION MENU</B>
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The Configuration Menu is accessed by the configuration command in the main menu. There are 21 configurable items in STYLE-CHECK 3. These include the program colours, sound and the printer, and the options to be used in a Standard Check. The changes can be made temporarily at runtime or saved to disk as permanent defaults.
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The details of this menu appear below in the section &quot;Customising STYLE-CHECK3&quot;.
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<B>HELP MENU</B>
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The Help Menu can be accessed by the HELP command on the MAIN MENU, which becomes available at the end of a Quick Check or after each sentence in a Standard Check (provided you have configured STYLE-CHECK 3 to pause after each sentence).
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The Help Screen is customised to the output of the program at that moment. Each time you access the command there will be a slightly different range of help topics. All you have to do is to click on the topic or topics on which you want detailed help. When you are ready press F or click on FINISH.
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<B>CHECKING MODES</B>
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There are two checking modes in STYLE-CHECK 3, QUICK CHECK and STANDARD CHECK.
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<B>QUICK CHECK</B>
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This is a statistical analysis of the document that provides important information on the writing style. Even if you intend to do a Standard Check, it is advisable to start with a Quick Check, because this will give you an overall view of your document. It will also warn you of possible style faults to which you can pay special attention during the Standard Check.
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When you press Q or click on QUICK CHECK a series of dots will appear on the screen to indicate the progress of the check. When the check is completed the statistics appear on the screen. These are divided into three groups.
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The first group gives the number of letters, syllables, words, phrases and sentences in the document. (Although STYLE-CHECK 3 gives a syllable count, strictly speaking it is a syllable estimate obtained by counting vowels and applying a correction for double vowels.) You may find some of this information superfluous, but all of it is used by STYLE-CHECK 3 in its internal workings.
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One of the first things you may notice is that the word count is slightly different from that of your word processor. The word count in word processors and style checkers is really a count of punctuation marks and spaces. Each word processor or style checker has it own conventions for doing this. Is a hyphenated word one word or two? Is a number to be counted as a word? If the number is in the form 1,000, is this one word or two? Is an abbreviation like it's or e.g. one word or two? Is etc., counted as one word or two? One document the author checked had 648 words according to STYLE-CHECK 3, 646 according to Quill, 649 according to text87 and 650 according to Perfection. These were relatively small differences. In some documents the differences could be higher.
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STYLE-CHECK 3 statistics should not be seen as absolute values, but as relative values. They compare the document with other documents checked by STYLE-CHECK 3.
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The second group of statistics is important as it gives significant information about the style of the document that is being checked. Four features are reported. These are the AVERAGE SENTENCE LENGTH, the PERCENTAGE OF LONG WORDS, the use of the PASSIVE VOICE and the PUNCTUATION FREQUENCY. If you see an asterisk to the left of one of these items, it is an indication that there is a possible style weakness on that feature in your document. Bear this in mind when you go on to do a standard check. If you see more than one asterisk, and you are not writing for a group of people who have had a higher education, then you should be prepared to do some redrafting of your document.
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<B>SENTENCE LENGTH:</B> Average sentence length is one of the features that most influences how easy it is to read a document. If you are writing for children you will need to keep your sentences short. STYLE-CHECK 3 will warn you if your average sentence length is longer than 25 words. If you get this warning pay attention to warnings over sentence length in a standard check. Try to split some of the longer sentences. If you cannot split a sentence, then pay attention to the frequency of punctuation and the use of long words in that sentence.
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<B>LONG WORDS:</B> This is another feature that has a great influence on how easy it is to read a document. A long word (some people would rather refer to a complex word) is defined as a word of 3 or more syllables. STYLE-CHECK 3 calculates the percentage of long words in your document. In a classic children's novel less than 10% of words will be long. In most adult novels this rises to 12% - 15%. In academic documents it is even larger. STYLE-CHECK 3 will warn you if the proportion of long words in your document is greater than 15%.
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<B>PASSIVE:</B> This figure is the percentage of sentences in which STYLE-CHECK 3 has found a passive verb. Simple writing uses the active voice. &quot;He told me&quot; is less cumbersome and easier to follow than &quot;I was told by him&quot;. Most skilled writers will keep their passive use below 10% Nevertheless the passive voice cannot be avoided in academic, legal, technical, serious journalistic and medical texts. STYLE-CHECK 3 warns you if your use of the passive voice rises above 20% If you have a warning over the passive voice, and are not writing a specialist text, pay attention to passive voice warnings in a standard check.
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STYLE-CHECK 3 will find most uses of the passive voice. The presence of the verb &quot;to be&quot; in any of its forms alerts STYLE-CHECK 3 to the possibility of a passive. It then looks at the next word or words to see if one ends in &quot;ed&quot;. If a passive is still not found, STYLE-CHECK 3 then looks through a list of irregular verbs.
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STYLE-CHECK 3 can be configured to find both simple passives, &quot;He was seen&quot;, and split passives, &quot;He was not seen&quot;. The greater the split the greater the danger of &quot;false alarms.&quot;
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<B>PUNCTUATION FREQUENCY:</B> This is not given as a cipher, which would be meaningless for most users, but as a comment. There are five comments; &quot;very low&quot;, &quot;below average&quot;, &quot;average&quot;, &quot;above average&quot; and &quot;very high&quot;. If your punctuation frequency is either very low or very high, STYLE-CHECK 3 will give you a warning asterisk. A document with a very low punctuation frequency would be difficult to read or understand. One with a very high punctuation frequency will appear bitty.
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In a standard check STYLE-CHECK 3 gives warnings over high and low punctuation frequencies only when the sentence is longer than 10 words.
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The third and last group of statistics are concerned with how easy it is to read the document.
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<B>READABILITY INDEX:</B> Apologies for this terrible name, but no other phrase was suitable.
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There are two formulae style checkers use to assess how easy it is to read a document. The Fog Index is based on average sentence length and the proportion of long words. The Flesch-Kincaid Index is more complicated and is based on average sentence length and syllables per word. STYLE-CHECK 3 uses the Flesch-Kincaid index, but its Readability Index cannot be compared to the Flesch-Kincaid Index in any other style checker. Each style checker has its own conventions for calculating sentence length and syllables in a word. The STYLE-CHECK 3 Readability Index for your document can only be compared with that of other documents checked by the program.
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If you intend your writing to be understood by most adults, the Readability Index should be in the range 7.00 to 13.00. Below 7.00 and you should be writing for children. Above 13.00 and you should be writing for a reader with a higher education.
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<B>ESTIMATED READING LEVEL:</B> Most style checkers give an estimation of the reading age or years of schooling needed to understand a document. STYLE-CHECK 3 does not do this, because the author believes this is often inaccurate and misleading. One style checker suggests the Maastricht Treaty could be understood by an 18 year old and another insists that you would need at least 30 years schooling. There is a style checker for the PC that estimates a child of 7 could understand the works of Shakespeare!
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STYLE-CHECK 3 does nothing more than give a rough estimate of the schooling necessary to understand the document. There are five categories; &quot;Under 11&quot;, &quot;Secondary School Pupil&quot;, &quot;Average Adult&quot;, &quot;Further Education Student&quot;, and &quot;Graduate&quot;. These categories were devised after many texts were run though STYLE-CHECK 3 to translate the Readability Index into an educational level.
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If you are interested in the use of statistics in style checking, or even if you are sceptical of their use, you will find an abacus spreadsheet on the STYLE-CHECK 3 disk. This contains statistics of documents that have been run through the program. Use the order command of abacus to sort a column and then look at column B to see how different types of document become bunched together.
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Should you so wish, you could add your own document to this list, although you will have to do some reformatting of the spreadsheet. Use Echo for the formulae in columns H and K and then Units to display to 1 decimal place. Columns I and J should not be entered as a percentage, but as a decimal (i.e. 15% is entered as 0.15). The units, percentage, decimal places 0 command is then used. Finally use the Units command to display column K to 2 decimal places and then Justify, cells, numbers left.
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<B>STANDARD CHECK</B>
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A Standard Check is a sentence by sentence analysis of a document. After each sentence WARNINGS and COMMENTS are given.
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A WARNING will usually indicate a style fault in the sentence. It is for the user to decide how serious the warning is, and whether he or she would like to correct the sentence. A COMMENT is less serious than a warning, and alerts the user to a possible style fault. Many of the comments can be safely ignored because either there is no style fault or because the possible fault is not relevant to the sentence. Style checkers cannot distinguish between actual and possible style faults.
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Between sentences there is a pause, the length of which can be set by the user via the Configuration Menu. This can vary from an indefinite pause at the end of each sentence to continuous scrolling. If you configure for an indefinite pause, after each sentence NEXT SENTENCE and END CHECK commands will appear at the bottom of the screen. Sometimes there will also be a HELP command. This will access help topics that are customised to the sentence.
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The Configuration Menu allows the STYLE-CHECK 3 user to determine which checks the program will carry out in a Standard Check. Details of this are in the next section of this manual.
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At the end of a Standard Check, even if you have left the routine prematurely, the statistics are displayed
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<B>CUSTOMISING STYLE-CHECK</B>
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There are two ways in which the STYLE-CHECK 3 user can customise the program to his or her needs. One is by use of the CONFIGURATION MENU and the other by amending the DATA BASE.
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<B>CONFIGURATION SCREEN</B>
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At first sight this is a fearsome screen with 21 configurable items and 2 other menu items. If you look at it bit by bit, it is easier than it appears.
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The screen is divided into two halves. On the left hand side are the SYSTEM OPTIONS covering such matters as the printer, sound and the screen colours. On the right hand side are the CHECK OPTIONS.
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The number of options rules out the use of mnemonics and thus you must always select an item by bringing the pointer to that item. If you then press SPACE or click the LEFT MOUSE BUTTON (i.e. HIT), you will get help information on that item. If you press ENTER or the RIGHT MOUSE BUTTON (i.e. DO), you will change that item. The changes are in complete cycles, so that if you want to decrease the value of an item, continue DOing even though this increases the value at first.
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Any changes you make can either be made temporarily at run time or saved to disk using the SAVE DEFAULTS command as permanent defaults. Should you make a mistake when inputting the save defaults drive, you can escape from the option by deleting the mistake and pressing ENTER. If you just want to change the options at run time, click on FINISH when you are ready.
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<B>SYSTEM OPTIONS</B>
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<B>DELAY:</B> This is the delay that occurs after the analysis of each sentence in a Standard Check. The settings are -1, 0 and then 50 to 500 in steps of 50.
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If you are sending your output to a printer or saving to disk, you may want continuous scrolling. In that case you should set delay to 0.
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If you want an indeterminate pause after each sentence you should set delay to -1, and then press NEXT SENTENCE when you are ready to move on. This is the setting you must use if you want the additional help information in a Standard Check.
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In a long document it can become tiring pressing NEXT SENTENCE after each sentence. You could set the delay to allow you to read a sentence and comments carefully, before the program moves on to the next sentence. Should you need more time, you can use CTRL + F5 to temporarily halt the scrolling.
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<B>PRINTER/DISK OPTIONS:</B> Four commands govern the output of STYLE-CHECK 3 to either a printer or a disk. <B>PRINTER</B> enables you to select the printer type. The choices are &quot;Off&quot;, &quot;Epson&quot; Compatible, &quot;HP&quot; (i.e Hewlett Packard) and &quot;Disk&quot;. <B>BAUD RATE</B> toggles through all the standard Baud Rates, and <B>HIGHLIGHT</B> determines the emphasis style on the printout. The options are &quot;Off&quot;, &quot;Bold&quot;, &quot;Italic&quot; and &quot;Underline&quot;. If your printer choice is &quot;Disk&quot;, the highlighting will be set to &quot;Off&quot; even though a different highlight may be displayed on the Configuration Screen.
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<B>OUTPUT</B> allows you to set the output device. If this is a printer it will usually be &quot;SER1&quot; or &quot;PAR&quot;. If you are sending the output to disk, it will be a drive and file name. Should you make a mistake when inputting, you can escape from the option by deleting all the information and then pressing ENTER.
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If you send the output of STYLE-CHECK 3 to a printer, you wil need much more paper than simply printing the document from a word processor. STYLE-CHECK 3 turns each sentence into a paragraph and then adds it own warnings and comments. The disk option enables you to save the output to a file that can then be imported into your word processor so that you can study the document and output at leisure. (STYLE-CHECK 3 adds a Carriage Return to each Line Feed and in Perfection an underlined M will appear at the end of each line. To get rid of this press F3 and then A. For the Search Forward string press CTRL + M, and for the Replace String just press ENTER)
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Most QL users will find that STYLE-CHECK 3 will work with their printer. If it does not, try printing using Highlighting set to &quot;None&quot;. If this does not work, use the disk option and print out from your word processor.
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<B>SCREEN COLOURS</B> can be adjusted by three commands <B>PAPER</B>, <B>MAIN INK</B> and <B>BOLD INK</B>. You will see the effect of any change you make in the help window. In this window are four items that must all be legible in your colour scheme.
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<B>SOUND</B> switches the Beep on and off.
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<B>QMENU:</B> If you have the QMENU extensions (&quot;menu_rext&quot;) installed on your system, you should set this to YES. If you are in doubt set it to NO.
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If you use QMENU you may find it helpful to configure the menu_rext extensions (F4) to include the extension of your word processing document. 
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<B>CHECK OPTIONS</B>
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<B>SENTENCE LENGTH:</B> This gives a warning if a sentence is longer than the threshold selected by the option. The range is 5 to 95 in steps of 5. To switch the feature off, set it to 100. Changing this variable has no influence on the sentence length warning in a Quick Check.
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<P>
If you are writing for children, you should use a small sentence length warning threshold. A larger one would be permissible if you are writing for readers with a higher education. Should you receive both a sentence length and a low punctuation warning in a sentence, you should either rewrite the sentence, add more punctuation or split it up.
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<B>LONG WORDS:</B> This gives a warning if the proportion of words containing 3 syllables or more, in a sentence of more than 10 words, is greater than the percentage set. The range is 5% - 100% in steps of 5%. Set to 100% to switch the feature off. Changing this variable has no influence on a long word warning in a Quick Check.
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<P>
If you are writing for children you will need to set the option to a low percentage. For a specialist readership it could be set higher.
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<B>WORD REPETITION:</B> STYLE-CHECK 3 warns if a word occurs more frequently in a sentence than the value set. The range is from 2 to 10. If you wish to turn this option off, set the value to 10.
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<P>
Inevitably this feature finds words like &quot;a&quot;, &quot;and&quot; and &quot;the&quot; more than others, but it is a useful feature, particularly if you write long sentences.
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<P>
When Word Repetition is on, it will also warn if two adjacent words are the same. This warning will also appear if the sentence begins with the same word as the previous sentence ended.
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<B>PASSIVE:</B> This option warns if a passive verb has been used in a sentence. It cannot be switched off, but can be switched between single and split passives. The size of the split is determined by the figure. The range is 1 to 3, with 1 being a simple passive.
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If you use the split passive option STYLE-CHECK 3 will find more occurrences of passive use, but will also give the occasional false alarm.
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<B>INFINITIVE:</B> STYLE-CHECK 3 will find split infinitives of verbs included in the verbs_dbf file, which can be edited by the user using a text editor. The user can also determine the size of the split. Set this to 0 to switch the option off.
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<P>
Split Infinitives are no longer regarded as a serious style fault. Another disadvantage of the option is that &quot;false alarms&quot; are probably more common than genuine split infinitives.
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<P>
<B>HIDDEN VERB:</B> Hidden verbs are nouns, often in wordy constructions, where a verb would be better to use. It is more direct &quot;to admire&quot; someone than &quot;to have admiration&quot; for him.
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Most hidden verbs are nouns ending in -tion and -ment, and if the option is on, STYLE-CHECK 3 will flag all these words.
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Some users will find this option more annoying than helpful.
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<B>QUOTES:</B> This option has two functions. Firstly it will warn of the possibility that quotation marks have been omitted or are mismatched. For example, you have used both single and double quotation marks or  you have used square and round brackets. Inevitably there will be a few &quot;false alarm&quot;, where, for example, a quotation is of two or more sentences.
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<P>
The option also  alerts the user to each use of an apostrophe. An abbreviation (e.g. don't) should only appear in direct speech, and thus should be  between inverted commas. If the apostrophe is part of a possessive form, it is useful to check whether this is singular or plural, and whether the placing is correct. Is is men's or mens'?
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<B>CONJUNCTION</B> and <B>PREPOSITION:</B> Some grammarians maintain that a sentence should never begin with a conjunction or end with a preposition, and STYLE-CHECK 3 will warn if have done so.
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<P>
In some cases it is unavoidable and skilled writers often use &quot;and&quot; or &quot;but&quot; at the beginning of a sentence to add emphasis. Sir Ernest Gowers writes, &quot;Do not hesitate to end your sentence with a preposition, if your ear tells you that that is where the preposition goes best&quot;. He adds, pointedly, that no good writer has ever heeded the rule &quot;except Dryden, who seems to have invented it.&quot;
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<B>NEGATIVE:</B> STYLE-CHECK 3 will warn if you have used two or more negative words in a sentence. The idea is to check that it was your intention to do this, and also to control for the possibility of double negatives.
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<P>
This option was inspired by an overheard conversation of two women praising Basildon Post Office,
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<P>
&quot;I don't think there ain't not nothing, what they don't not sell here&quot;.
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<P>
<B>WORD COMMENTS:</B> When this option is switched on, STYLE-CHECK 3 looks through its data base of words that are frequently incorrectly or poorly used. If the word is found it displays a comment. Like all style checkers STYLE-CHECK 3 cannot distinguish between possible faults and actual faults. This means you will also get the comment when you have used the word correctly, or even when the comment is not relevant to the context of the word as you have used it. Many comments will prove to be &quot;false alarms&quot;.
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<P>
You will also find that some of the comments are cryptic. There are only 64 characters available for each comment, which is often fewer than is necessary to give a good explanation of the style fault. If you do not understand a comment, you will find a longer explanation in the appendix to this manual. If the HELP command is active, there could be more on-screen help for that word.
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<P>
A feature of STYLE-CHECK 3, unique for style checkers, is that the user can edit the data base. You could reword a comment, or remove it altogether. You could add a list of sexist, politically incorrect, racist, sacrilegious or impolite words. You could add words you know you often use incorrectly. The rules concerning the editing of the data base are given below.
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<B>EDITING THE DATA BASE</B>
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The second way the user can customise STYLE-CHECK 3 is by editing the data base. This is even possible using Quill. There are a few simple rules. The form of the data base is:
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<P>
message: This is an example of a message.
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<P>
1: The message must begin with the word that is to be found, and this must be in lower case letters. It will be converted automatically by STYLE-CHECK 3 into upper case letters. If the word is a verb, you will need a separate entry for each form of the verb. If it is a noun one entry for the single form and another for the plural.
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<P>
2: After the word there must be a colon. STYLE-CHECK 3 uses this to determine the end of the word and the beginning of the message.
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<P>
3: The total permitted length of word and message is 64 characters. The message can be in both upper and lower case letters
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<P>
4: The message must end in a line feed (Chr$(10)). STYLE-CHECK 3 uses this to locate the end of the message.
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<P>
5: If you want to make a comment non-active but still keep it in the data base, you should change the colon to another character.
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<P>
If you attempt to edit the data base, please do this on a copy, and not the original, just in case something goes wrong. To do it you first import the style_dbf file into your word processor or text editor. Make the changes and then save the data base, preferably as an ASCII file. If you use Quill you cannot save the data base as a _doc file. If you have the Xchange version of Quill, use the Export command. Otherwise save as a _lis file, using the printer driver on the STYLE-CHECK 3 disk. Perfection users should switch off automatic reformatting, switch line wrap off (F3 F3 W) and save via the export command (F3 I). Text87 users can use the export command (F3, File, Export, ASCII).
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The data base file must be given the name Style_dbf when you save it to your working medium
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<P>
<B>FINAL WORDS</B>
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<P>
STYLE-CHECK 3 is not a magic wand that can turn your English into purple prose. Writing good English, even with the help of this program, is a time consuming task.
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If you find STYLE-CHECK 3 difficult and unfamiliar at first, please persevere. Slowly you will begin to see a pattern of faults and weaknesses in your writing style, and eventually you will be able to configure STYLE-CHECK 3 for your own needs and style of work. All style checkers have weaknesses, but you can still learn a lot from them.
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<P>
This program can be improved. If you have praise, criticism, can suggest an improvement or a new feature, discover a bug or have suggestions for the data base, I will be pleased to hear from you.
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<P>
QL users have a big advantage over PC users. The QL World is small and each customer is a fellow QL user, quite often a known person or friend. Remember, you do not have to deal with an anonymous helpdesk, but can contact the author direct.
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<P>
Geoff Wicks.
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<P>
<B>APPENDIX</B>
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<B>ACCOMMODATION:</B> Often is clearer and simpler to use the word that describes the accommodation, such as house, flat, lodgings, hotel etc.
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<P>
<B>ACQUAINT:</B> Inform or tell are simpler words that convey the meaning of acquaint just as well, if not better.
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<P>
<B>ACTIVE:</B> A word that is often used to add emphasis, and which can often be omitted. Do you really need to &quot;give active consideration&quot;?
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<P>
<B>ACTUALLY:</B> Usually this word adds nothing to the meaning of a document and can be safely omitted.
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<P>
<B>ADVERSE:</B> Always use adverse to.
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<P>
<B>AFFECTED:</B> Often used where a more precise word would be better, in such sentences as, &quot;Rail traffic was affected by leaves on the line.&quot; Delayed or hindered would have been better.
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<P>
<B>AFFLUENT:</B> Rich is a simpler word. Affluent implies copiously rich.
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<P>
<B>AGENDA:</B> An interesting word, as it is in form a plural word that has become singular. The plural form is agendas.
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<P>
<B>AGGRAVATE:</B> This word is often used as a synonym for annoy. Its true meaning is to make worse.
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<P>
<B>ALIBI:</B> If a person has an alibi it means he can prove he was not at the scene of the crime. It should not be used as a general term for an excuse.
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<P>
<B>ALLERGIC:</B> Strictly speaking this is a medical term that has gained a usage as a colourful metaphor (to be allergic to someone). As metaphor it can be over used and the simpler words of dislike, repugnance or aversion may be better.
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<P>
<B>ALTERNATELY:</B> Alternately and alternative are often confused. Alternately means following by turns. Alternative means a choice between two or more possibilities.
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<P>
<B>ALTERNATIVE:</B> Alternately and alternative are often confused. Alternately means following by turns. Alternative means a choice between two or more possibilities.
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<P>
<B>ALTOGETHER:</B> There is a difference between altogether and all together. The first means in total, and the second all at once.
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<P>
<B>AMBIVALENT:</B> This word is often confused with ambiguous. Ambivalent means having mixed feelings about something. Ambiguous means vague or obscure.
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<P>
<B>AMELIORATE:</B> There are simpler words that mean the same thing, such as better or improve.
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<P>
<B>ANTICIPATE:</B> Strictly speaking anticipate means to take action before someone else or to take action in advance. It has acquired a meaning as a synonym of expect that is best avoided.
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<P>
<B>APPRECIABLE:</B> Often used as an adjective to strengthen the meaning of the sentence. In many cases it can be omitted.
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<P>
<B>APPRECIATE:</B> Means an estimation of the worth of something or to set a value that is acknowledged with gratitude. It should not be used as a substitute for understand, realise, recognise, be grateful or be obliged.
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<P>
<B>APPRISE:</B> Inform or tell are simpler and better words.
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<P>
<B>APPROPRIATE:</B> Right, suitable, fitting or proper may convey the meaning just as well or even better.
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<P>
<B>APPROXIMATE(LY):</B> Means very close(ly) and often Rough(ly) or about would serve just as well.
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<P>
<B>AS:</B> Can be a difficult word. Often it is superfluous in such constructions as &quot;as from this date&quot;. Sometimes it is used as an adverb and sometimes as a conjunction. Sir Ernest Gowers gives as an example of the former, &quot;No one knows the full truth as fully as I&quot;. If as is used as an adverb it is important to pay attention to case. &quot;As fully as me&quot;, is incorrect.
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<P>
<B>ASSASSINATE:</B> This word should be used only for the killing of monarchs, heads of state or similar celebrities. For other persons murder or kill should be used.
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<P>
<B>ASSIST:</B> Often the simpler word help would be just as good, if not better.
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<P>
<B>AVAILED:</B> One &quot;avails oneself&quot; of something. The passive form &quot;be availed of&quot; should be avoided.
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<P>
<B>AVERSE:</B> &quot;Averse from&quot; is usually better than &quot;Averse to&quot;, but both are correct.
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<P>
<B>BACTERIA:</B> This is a plural word. Singular is bacterium.
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<P>
<B>BASIS:</B> Most sentences containing &quot;on a ......basis&quot; should be rewritten. &quot;Part time&quot; means just the same as &quot;on a part time basis&quot;.
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<P>
<B>BETWEEN:</B> &quot;Between....or&quot; is incorrect in sentences such as &quot;The choice is between Mr. Smith and Mr. Jones&quot;. Always use &quot;Between....and&quot;.
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<P>
<B>BILATERAL:</B> A jargon word. Two-sided is usually better.
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<P>
<B>BLUEPRINT:</B> Literally means a technical drawing. Often plan or scheme would be better.
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<P>
<B>BOTH:</B> In &quot;both...and&quot; constructions incorrect placing can lead to ambiguity. Sir Ernest Gowers gives as an example, &quot;He was both deaf to argument and entreaty&quot;. Both should have appeared after deaf. Both is a word that is often superfluous. &quot;They&quot; conveys the same meaning as &quot;both of them&quot;. Could also be omitted in &quot;Glue both the parts together&quot;.
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<P>
<B>BUT:</B> It is always worthwhile stopping by each occurrence of the word &quot;but&quot; to ensure it is the correct word. Surprisingly often and should have been used instead. For example in the sentence: &quot;In addition to the qualifications, which you possess, you need several years experience, but on these grounds you were excluded.&quot; In other sentences since would have been correct.
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<P>
<B>CASUALTY:</B> Formerly casualty meant an accident, but it has gained a usage as the victim of an accident. Killed, wounded, and hurt are simpler terms for &quot;become a casualty&quot;. Casualties is however useful as it covers both killed and injured.
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<P>
<B>CENSOR:</B> Censor and censure are often confused. Censor is to act as a censor, censure is to reprove.
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<P>
<B>CENSURE:</B> Censor and censure are often confused. Censor is to act as a censor, censure is to reprove.
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<P>
<B>CIRCUMSTANCES:</B> &quot;In the circumstances&quot; is slightly better than &quot;Under the circumstances&quot;.
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<P>
<B>COMMENCE:</B> Begin or start are simpler and often better words.
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<P>
<B>COMMITTEE:</B> Use the singular when referring to the committee as a whole and the plural when referring to actions of the members of the committee. Thus &quot;A committee is appointed&quot;, but &quot;The committee have decided&quot;.
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<P>
<B>COMPARATIVELY:</B> Often a superfluous word that can be omitted.
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<P>
<B>COMPARE:</B> When compare means to liken one thing to another it is &quot;compare to&quot;, when it is used to denote resemblances and differences it is &quot;compare with&quot;. Whisky and brandy can be compared to vodka in alcoholic strength, but compared with beer are much stronger.
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<P>
<B>COMPOSE:</B> Compose and comprise are easily confused. Composed means forms or make up and comprise consists of or contains. A year comprises twelve months, but twelve months compose one year.
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<P>
<B>COMPRISE:</B> Compose and comprise are easily confused. Composed means forms or make up and comprise consists of or contains. A year comprises twelve months, but twelve months compose one year.
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<P>
<B>CONNECTION:</B> Avoid phrases like &quot;in connection with&quot; or &quot;in this connection&quot;.
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<P>
<B>CONDOLE:</B> Condole and console are often confused. Condole is to offer sympathy and console is to comfort.
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<P>
<B>CONSIDER:</B> Think is simpler and would often be more appropriate.
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<P>
<B>CONSIDERABLE:</B> Often adds little to the meaning of the sentence. Can this word be omitted?
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<P>
<B>CONSIST:</B> Consist uses &quot;of&quot; when referring to a material substance and &quot;in&quot; when defining a subject. Writing materials consist of pen and paper, and the task of a writer consists in writing articles.
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<P>
<B>CONSOLE:</B> Condole and console are often confused. Condole is to offer sympathy and console is to comfort.
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<P>
<B>CONTINUAL:</B> Continual and continuous are easy to confuse. Continual means frequently recurring, and continuous means without pause.
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<P>
<B>CONTINUOUS:</B> Continual and continuous are easy to confuse. Continual means frequently recurring, and continuous means without pause.
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<P>
<B>COUNCIL:</B> Use the singular when referring to the council as a whole and the plural when referring to actions of the members of the council. Thus &quot;The council is meeting tonight&quot;, but &quot;The council have decided&quot;.
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<P>
<B>CRISIS:</B> Is there really a crisis? If not, the use of this word will weaken your writing.
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<P>
<B>CRITERIA:</B> Plural word requiring plural verb. Singular is criterion.
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<P>
<B>CRUCIAL:</B> Jargon word that can weaken your writing. Important is usually better.
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<P>
<B>CURRENTLY:</B> Jargon word that can weaken your writing. Now or at present mean the same.
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<P>
<B>DATA:</B> Data is the plural of datum. Although it is often used with a singular verb, this is incorrect.
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<P>
<B>DECIMATE:</B> This word is best avoided in all circumstances as it has a specific meaning arising from the punishment of mutinous troops by the execution of one-tenth. It means the destruction of one-tenth, nothing more and nothing less. Its use for general destruction or massacre is incorrect.
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<P>
<B>DEEM:</B> An old fashioned and formal word if used for think.
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<P>
<B>DEFINITE(LY):</B> This is often a superfluous word that can be omitted from a sentence without altering its meaning.
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<P>
<B>DEFINITIVE:</B> This is a stronger word than definite. Sir Ernest Gowers suggests a definite offer is a clear offer and a definitive offer a final offer.
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<P>
<B>DEPARTMENT:</B> Use the singular when referring to the department as a whole and the plural when referring to actions of the members of the department. Thus &quot;The department is housed in another building&quot;, but &quot;The department are having a party&quot;.
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<P>
<B>DEPEND:</B> Depend should always  be followed with &quot;on&quot; or &quot;upon&quot; in writing. In speech they can be omitted.
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<P>
<B>DEPENDANT:</B> Dependant and dependent are often confused. A dependant is always a person who relies on support from another person. Dependent is an adjective meaning relying on or subject to something else. Sir Ernest Gowers writes &quot;Dependants are dependent on the person whose dependants they are.&quot;
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<P>
<B>DEPENDENT:</B> Dependant and dependent are often confused. A dependant is always a person who relies on support from another person. Dependent is an adjective meaning relying on or subject to something else. Sir Ernest Gowers writes &quot;Dependants are dependent on the person whose dependants they are.&quot;
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<P>
<B>DEPRECATE:</B> Deprecate and depreciate are easily confused. Deprecate means to express disapproval and depreciate to diminish in value.
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<P>
<B>DEPRECIATE:</B> Deprecate and depreciate are easily confused. Deprecate means to express disapproval and depreciate to diminish in value.
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<P>
<B>DESIRE:</B> Wish may be the simpler and better word.
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<P>
<B>DIFFER:</B> From is used after differ to express a difference and with to express a disagreement. Men and women differ from one another in physique, and often differ with one another in their ideas.
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<P>
<B>DIFFERENT:</B> Both different from and different to are permissible. Different than is also known, but should not be used.
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<P>
<B>DILEMMA:</B> Literally means a difficult choice between TWO alternatives. It should not be used for difficulties in general.
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<P>
<B>DIRECTLY:</B> &quot;Direct&quot; is better, other than for immediately in time. The sentence &quot;He is going to London direct&quot; is ambiguous.
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<P>
<B>DISASSOCIATE:</B> Dissociate should be used instead.
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<P>
<B>DISASTER:</B> Do not overexaggerate. It will make your writing weaker.
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<P>
<B>DISASTROUS:</B> Think carefully before using this word. Is it too strong? Does it convey what you want to write?
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<P>
<B>DISINTEREST:</B> This word does not mean uninterested, but a lack of bias or having no self-interest.
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<P>
<B>DONATE:</B> Usually give is a simpler and better word.
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<P>
<B>DOUBT:</B> Doubt uses whether or if in positive statements and that in negative ones. &quot;I doubt if he is telling the truth&quot; and &quot;I do not doubt that he is telling the truth&quot;.
<P>

<P>
<B>DRACONIAN:</B> A jargon word. It is better to use severe, harsh or cruel.
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<P>
<B>DUE:</B> It is a common fault to use due to as a prepositional phrase and not an adjective. &quot;The football match was cancelled due to rain&quot; is incorrect. Because of should have been used instead. &quot;The delay in replying to your letter was due to staff shortages&quot; is correct, because due to agrees with delay.
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<P>
<B>EACH:</B> When each is the subject of a sentence the verb and any personal preposition are singular. &quot;Each of us has a part-time job&quot;. Note, however, &quot;They each have a part-time job&quot;. In that case they is the plural subject.
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<P>
<B>EITHER:</B> The correct forms are &quot;either....or&quot; and &quot;neither....nor&quot;. Either requires a singular verb unless a plural noun is present. &quot;Either one or the other is responsible for the damage&quot;, but &quot;Either thieves or hooligans were responsible for the damage&quot;.
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<P>
<B>ENORMITY:</B> Often wrongly used in place of huge or enormous size. Enormity literally means great wickedness or a serious crime.
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<P>
<B>ENQUIRY:</B> Enquiry and inquiry have practically the same meaning. If there is a difference, use enquiry for asking a question and inquiry for starting an investigation.
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<P>
<B>ENTAIL:</B> There are many simpler words that convey the meaning better. Try need, cause, impose, necessitate or involve. If you use entailed as a past participle the correct form is entailed in.
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<P>
<B>EQUALLY:</B> &quot;As&quot; after equally is unnecessary. Thus &quot;equally good&quot; and not &quot;equally as good&quot;.
<P>

<P>
<B>ESSENTIAL:</B> How essential is this word in the sentence? Overexaggeration will weaken your writing.
<P>

<P>
<B>ESTIMATE:</B> Estimate and estimation are easily confused. An estimate is always a calculation. An estimation is an opinion or judgement. One can have an estimation of an estimate.
<P>

<P>
<B>ESTIMATION:</B> Estimate and estimation are easily confused. An estimate is always a calculation. An estimation is an opinion or judgement. One can have an estimation of an estimate.
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<P>
<B>EVEN:</B> If this word appears in the wrong place it could alter the meaning of the sentence. Sir Ernest Gowers quotes an example from the ABC of English usage, &quot;I am not disturbed by your threats&quot;. Try the effect of putting even before I, disturbed, by and your.
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<P>
<B>EVENTUATED:</B> An ugly word for which there are many simpler substitutes, such as come about, happen, occur, turn out or result.
<P>

<P>
<B>EVERY:</B> If used with subject noun requires singular verb. &quot;Every person present has paid an admission fee.&quot;
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<P>
<B>EVINCE:</B> More people will understand your sentence if you use show, manifest or display.
<P>

<P>
<B>FACIE:</B> Prima facie means a first impression before evidence studied. Sometimes a priori is wrongly used for prima facie. A priori means to argue from assumed axioms and not experience. If you are uncertain it is better to avoid the use of either.
<P>

<P>
<B>FACTITIOUS:</B> This word is easily confused with fictitious. Factitious means not natural or spontaneous, artificial or sham. Fictitious means false, counterfeit or not genuine. A factitious thing can be genuine.
<P>

<P>
<B>FACTOR:</B> There are several words that are more precise and thus better than factor. Try fact, consideration, circumstance, feature, element, constituent or cause.
<P>

<P>
<B>FATAL:</B> If you overexaggerate it will weaken your writing. How fatal is the situation?
<P>

<P>
<B>FEASIBLE:</B> Feasible means practicable, possible or capable of being done. Often wrongly used as a synonym for probable or plausible.
<P>

<P>
<B>FINALISE:</B> A jargon word. Use finish or complete instead.
<P>

<P>
<B>FLAUNT:</B> Flaunt and flout are often confused. Flaunt means to display ostentatiously or proudly. Flout means to disobey openly and scornfully.
<P>

<P>
<B>FLOUT:</B> Flaunt and flout are often confused. Flaunt means to display ostentatiously or proudly. Flout means to disobey openly and scornfully.
<P>

<P>
<B>FOLLOWING:</B> Strictly speaking following should not be used as a preposition. It is a past participle that has a noun to agree with. A correct use of following is, &quot;His death, following a long period of illness, still came as no surprise&quot;. Following is related to death. An incorrect use is &quot;Following the egg and spoon race, there will be a sack race&quot;. In this case after should have been used instead of following. Other incorrect uses are instead of &quot;as a result of&quot;, &quot;in consequence of&quot; and &quot;in accordance with&quot;.
<P>

<P>
<B>FOREGO:</B> Forego and forgo are easily confused. Forego means to go before (note the &quot;fore&quot;). Forgo means to do without.
<P>

<P>
<B>FORGO:</B> Forego and forgo are easily confused. Forego means to go before (note the &quot;fore&quot;). Forgo means to do without.
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<P>
<B>FORMER:</B> There must always be TWO things. If there are more than two use either &quot;the first&quot; or &quot;the first mentioned&quot;. Sometimes it is better to repeat the item. Although this will involve word repetition it saves the reader the bother of looking back to see what the former was.
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<B>FRESH:</B> Literally means not used, untainted or inexperienced and should not be used for again, new or renewed.
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<B>FUNCTION:</B> As a verb this word has become jargon. Use a simpler word such as work, operate or act.
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<B>GLOBAL:</B> A jargon word that should only be used in its geographical sense. Complete, total, absolute or general are better words.
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<B>GOVERNMENT:</B> Use the singular when referring to the government as a whole and the plural when referring to actions of the members of the government. Thus &quot;A new government has been formed&quot;, but &quot;The government have made a decision.&quot;
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<B>HARDLY:</B> This is often confused with hard. It means scarcely. Sir Ernest Gowers comments that &quot;hard earned&quot; has a different meaning from &quot;hardly earned&quot;. Hardly is used with when and not than. &quot;I had hardly started work when I was interrupted.&quot;
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<B>HOPEFULLY:</B> Often used incorrectly. Hopefully means in a hopeful way and not &quot;let us hope&quot;. &quot;Hopefully I will finish the job today&quot; is incorrect. &quot;I started the job hopefully&quot; is correct.
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<B>HOSPITALISE:</B> An ugly jargon word. Use admit to hospital.
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<B>IF:</B> A simple word but one that can cause ambiguity if not used carefully. Sir Ernest Gowers gives as an example, &quot;Please inform me if there is a change in your circumstances&quot;. It is worthwhile to see if when, though or but would make the sentence less ambiguous.
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<B>IMPLY:</B> Imply and infer are often confused. Imply means to suggest something without stating directly or to hint. Infer means to reach an opinion from facts or reason or to deduce.
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<B>INASMUCH:</B> An obsolete word. It is better to use since or as far as.
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<B>INCIDENTALLY:</B> This word rarely adds to the meaning of a sentence and can often be omitted.
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<B>INEVITABLY:</B> This word rarely adds to the meaning of a sentence and can often be omitted.
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<B>INFER:</B> Imply and infer are often confused. Imply means to suggest something without stating directly or to hint. Infer means to reach an opinion from facts or reason or to deduce.
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<B>INFORM:</B> Often used when tell would be just as good, if not better.
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<B>INGENIOUS:</B> Ingenious and Ingenuous are easily confused. Ingenious means clever and ingenuous means artless.
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<B>INGENUOUS:</B> Ingenious and Ingenuous are easily confused. Ingenious means clever and ingenuous means artless.
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<B>INITIATE:</B> Start and begin are simpler and better words.
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<B>INQUIRY:</B> Enquiry and inquiry have practically the same meaning. If there is a difference, use enquiry for asking a question and inquiry for starting an investigation.
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<B>INTEGRAL:</B> Does this word add to the text? Can it be omitted?
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<B>INTERFACE:</B> An interface is a physical surface or a physical apparatus. It should not be used for abstract concepts as in &quot;the interface between the disciplines&quot;.
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<B>INTERMENT:</B> Interment and internment are often confused. Interment is to bury and internment to imprison.
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<B>INTERNMENT:</B> Interment and internment are often confused. Interment is to bury and internment to imprison.
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<B>INVOLVE:</B> A much misused word that is often unnecessary or is imprecisely used. Involved is unnecessary in the phrase &quot;the amount involved&quot;. Originally meant enfold or wrap up and then gained a figurative meaning of entangle in difficulties. Has now become a vague word for contain, include or imply. It is better to use a more precise word.
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<B>IRONIC(ALLY):</B> Irony means subtle mockery or humour or a result opposite to that which was expected. Ironical means the expressing of irony and not strangely, interestingly or paradoxically.
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<B>ISSUE:</B> As a noun has gained a jargon use. Subject, topic or dispute may be better.
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<B>IT:</B> A simple word, but one that can give a great deal of trouble. It is easy to start a sentence with it, only to find that you have much repetition of it or its. If you get an IT-count warning, you should consider rewriting the sentence.
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<B>ITEM:</B> Often this word can be omitted, as in &quot;This item can be removed&quot;.
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<B>LATTER:</B> There must always be TWO things. If there are more than two use either &quot;the last&quot; or &quot;the last mentioned&quot;. Sometimes it is better to repeat the item. Although this will involve word repetition it saves the reader the bother of looking back to see what the latter was.
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<B>LAY:</B> Lay and lie are often confused. Lay means to put down and lie to recline. You lay something on the table and lie in bed. To add to the confusion the past tense of lie is lay. Laid is the past tense of lay.
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<B>LAUDABLE:</B> Laudable and lauditory are often confused. Laudable means commendable and lauditory means praising.
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<B>LAUDITORY:</B> Laudable and lauditory are often confused. Laudable means commendable and lauditory means praising.
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<B>LEADING:</B> This word occurs in the phrase &quot;a leading question&quot;. This is a question designed to help the person being questioned by hinting at the expected answer. It is sometimes wrongly used to mean a question designed to embarrass the person being questioned.
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<B>LESS:</B> Less and fewer are often confused. Less is used for amounts and fewer for numbers. Thus you buy less apples as these are sold by the pound (or kilo), but fewer oranges, which are bought by number. Less is sometimes confused with more. Sir Ernest Gowers gives as an example, &quot;Meetings will be held at not less than monthly intervals.&quot;
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<B>LIE:</B> Lay and lie are often confused. Lay means to put down and lie to recline. You lay something on the table and lie in bed. To add to the confusion the past tense of lie is lay. Laid is the past tense of lay.
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<B>LIMITED:</B> Often used imprecisely when a clearer and simpler word would be better. Try little, small, few, meagre, inadequate or scant instead.
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<B>LIQUIDATE:</B> This word has gained a jargon usage in which it is imprecisely used. It should be used only in its business and financial sense. Otherwise more precise words, such as assassinate, murder, kill, wipe out or destroy, should be used.
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<B>LITERALLY:</B> One of the most incorrectly used words that there is. Literally means word for word true. Do not write, &quot;He literally wiped the floor with his opponent&quot;.
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<B>LOAN:</B> You do not ask someone to loan you something. You ask to lend it.
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<B>LOCALITY:</B> Has a jargon usage. Place or similar word would be better.
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<B>LOCATE:</B> Find is usually a simpler and better word.
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<B>MAJOR:</B> Has become a jargon word that is used imprecisely. Possible alternatives are important, chief, main, principal or significant.
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<B>MAJORITY:</B> &quot;The majority of..&quot; is unnecessarily wordy. Most is better.
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<B>MASSIVE:</B> Overexaggeration will weaken your writing. Use big or extensive.
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<B>MASTERFUL:</B> Masterful and masterly have similar meanings, but masterful is used of people and masterly of achievements.
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<B>MASTERLY:</B> Masterful and masterly have similar meanings, but masterful is used of people and masterly of achievements.
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<B>MAXIMIZE:</B> Maximize means to make as large or as great as possible. It is often misused in the sense of making the most of.
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<B>MEANS:</B> An unusual noun as it can be either singular or plural except if used in a financial sense, when it is always plural. &quot;Means were sought&quot; and &quot;Means was sought&quot; are both correct.
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<B>MEDIA:</B> This is a plural word and should always have a plural verb.
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<B>MEET:</B> It is a style fault to meet with someone. You meet someone.
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<B>METICULOUS:</B> Implies (overdone) carefulness. Often used incorrectly as a synonym of words such as scrupulous.
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<B>MILITATE:</B> Militate and mitigate are often confused. Militate means to serve as a strong (negative) influence or to hinder. It has the same roots as military. Mitigate means to make less severe or to soften.
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<B>MINIMISE:</B> A jargon word. As an alternative you could use underestimate, disparage, belittle or make light of.
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<B>MITIGATE:</B> Militate and mitigate are often confused. Militate means to serve as a strong (negative) influence or to hinder. It has the same roots as military. Mitigate means to make less severe or to soften.
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<B>MORE:</B> This is comparative and thus can be used only when there are TWO people or things. Surprisingly less is sometimes wrongly used instead of more. Sir Ernest Gowers gives as an example, &quot;Meetings will be held at not less than monthly intervals&quot;. Less should have been more.
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<B>MOST:</B> This is superlative and should be used when there are more than two persons or things.
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<B>MULTILATERAL:</B> Formerly a jargon word, but has gained a normal usage in the political and international world. It is still worthwhile to consider whether many-sided is better.
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<B>MYSELF:</B> The construction &quot;I myself&quot; should be avoided when &quot;I&quot; is sufficient.
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<B>NECESSARILY:</B> This word often adds little or nothing to the meaning of a sentence and can often be omitted.
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<B>NEITHER:</B> The correct forms are &quot;either....or&quot; and &quot;neither....nor&quot;. Neither requires a singular verb unless a plural noun is present. &quot;Neither one nor the other was responsible for the damage&quot;, but &quot;Neither thieves nor hooligans were responsible for the damage&quot;.
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<B>NONE:</B> None should have a singular verb. &quot;None of us is to blame&quot;.
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<B>NORMALISE:</B> This is a jargon word. Use restore to normal instead.
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<B>NUMBER:</B> It can be quite difficult to determine when to use a singular verb and when to use a plural verb with number. It is necessary to examine the subject carefully. In a sentence beginning with &quot;The number of..&quot; the subject is &quot;number&quot; and is singular noun requiring a singular verb. In a sentence beginning with &quot;A number of...&quot; number forms part of a composite plural subject and thus a plural verb follows.
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<B>ONE:</B> If one is used as a personal pronoun, its use should be continued through the sentence. &quot;One gets tired of hearing his friends speak bad grammar&quot; is incorrect.
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<B>ONGOING:</B> This is always jargon. Use continuing to avoid being accused of being caught up in a situation of an ongoing jargon scenario!
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<B>ONLY:</B> If you are not careful in the placing of this word you can lose the intended meaning of your sentence. Avoid placing it next to the verb, and instead try to place it as near as possible to the word it limits.
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<B>OPTIMISTIC:</B> Strictly speaking a state of mind. It means being hopeful in all circumstances, and should not be used as a reaction to a particular situation. Hopeful or sanguine may be better.
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<B>OPTIMUM:</B> This is often used as a synonym for best, but optimum has a deeper meaning. It is the best of a number of conflicting choices taking into account the advantages and disadvantages of each.
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<B>ORDER:</B> The phrase &quot;In order that&quot; should always be followed by a &quot;may&quot; or &quot;might&quot;. &quot;In order that we have no opposition&quot; is incorrect. There are situations where &quot;in order that&quot; can be replaced by to.
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<B>OVERALL:</B> Has become a jargon word that is imprecisely used. Possible alternatives would be complete, total, absolute or general, aggregate, in all, altogether, average, supreme, overriding, comprehensive, bird's eye, whole or on balance.
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<B>PARAMETER:</B> This is a technical term that, before the age of computers, was not to be found in many dictionaries. It is sometimes confused with perimeter in an abstract sense where boundaries or limits would be better. Use only in technical documents.
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<B>PARAMOUNT:</B> A jargon word. It is often superfluous and if used too often the word will lose its impact.
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<B>PARLIAMENT:</B> Use the singular when referring to parliament as a whole and the plural when referring to actions of the members of the parliament. Thus &quot;Parliament is in recess&quot;, but &quot;Parliament have come together&quot;.
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<B>PARTICIPATE:</B> Take part in may be a simpler way of saying what you mean.
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<B>PARTICULAR:</B> This word often adds no extra meaning to the sentence and can be omitted.
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<B>PERCENTAGE:</B> Percentage has a specific meaning and should not be used as a synonym of some or proportion. Many or few would often be better as they are more precise.
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<B>PHENOMENA:</B> This is a plural word and requires a plural verb. The singular is phenomenon.
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<B>PORTENTOUS:</B> Portentous and pretentious are often confused. Portentous means ominous or foreboding of an extraordinary (calamitous) event. Pretentious means showy or pompous.
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<B>PRACTICALLY:</B> This can be an imprecise word. Possible alternatives are virtually, almost, nearly or all but.
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<B>PRESCRIBE:</B> Prescribe and Proscribe are sometimes confused. Prescribe means to advise or recommend, and proscribe to forbid.
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<B>PRETENTIOUS:</B> Portentous and pretentious are often confused. Portentous means ominous or foreboding of an extraordinary (calamitous) event. Pretentious means showy or pompous.
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<B>PREVARICATE:</B> Prevaricate and procrastinate are sometimes confused. Prevaricate means to evade or mislead, and procrastinate to defer action.
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<B>PRIOR:</B> Prior is an adjective and should not be used as a preposition, &quot;prior to&quot; when before would be better. A &quot;prior engagement&quot; is correct, but &quot;I was nervous prior to addressing the meeting&quot;, is a style fault.
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<B>PRIORI:</B> A priori means to argue from assumed axioms and not experience. Sometimes prima facie is wrongly used for a priori. Prima facie means a first impression before evidence studied. If you are uncertain, it is better to avoid the use of either.
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<B>PRIORITISE:</B> A jargon word. Use give priority.
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<B>PRISTINE:</B> Pristine means ancient or old but unspoiled. Its use as a synonym for new or fresh is incorrect.
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<B>PROBE:</B> This word has gained a jargon usage. There are many better alternatives such as go into, explore, examine and investigate.
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<B>PROCEED:</B> If you use this word too often, you could sound like a policeman giving evidence in court. Go is simpler.
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<B>PROCRASTINATE:</B> Prevaricate and procrastinate are sometimes confused. Prevaricate means to evade or mislead, and procrastinate to defer action.
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<B>PROPORTION:</B> There are simpler words which may be better. Try many, few or some.
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<B>PROSCRIBE:</B> Prescribe and Proscribe are sometimes confused. Prescribe means to advise or recommend, and proscribe to forbid.
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<B>PROTAGONIST:</B> This word is often mistaken for an antonym of antagonist. The &quot;pro&quot; does not come from the latin, but from a greek word meaning first. A protagonist is the principal character in a story or movement, not a supporter.
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<B>PURCHASE:</B> If you have used this word as a verb, would buy have been simpler and better?
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<B>PURPORT:</B> As a verb this word means to profess or claim to be. Avoid passive use, which is ugly. (This letter is purported to have been written by you.). As a noun alternative words are better. Try upshot, gist, tenor or substance.
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<B>QUESTION:</B> Other words may be more precise and thus better when question is used as a noun. Try subject, topic, matter or problem.
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<B>RATHER:</B> A rather overused word that adds little to the meaning of the text and can often be omitted.
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<B>REACTION:</B> This word has gained a jargon usage, where opinion, view or impression would be better.
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<B>REAL:</B> There is a real chance that this word can be omitted from the sentence without altering its meaning. Do you mean good?
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<B>REALISTIC:</B> This word is often used imprecisely and can lose its impact if used too often. Try practical, sensible or feasible instead.
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<B>REFERENCE:</B> Try to avoid using phrases like &quot;with reference to&quot;. Often there is a preposition that will convey the same meaning.
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<B>REFUTE:</B> Refute is often used incorrectly as a synonym for deny or repudiate. Refute means to prove a statement, opinion or a person wrong.
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<B>REGARD:</B> Try to avoid using phrases like &quot;with regard to&quot;. Often there is a preposition that will convey the same meaning. If regard is a verb, it should be followed by an &quot;as&quot;. &quot;I regard it as an honour.&quot;
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<B>RELATION:</B> Try to avoid using phrases like &quot;in relation to&quot;. Often there is a preposition that will convey the same meaning.
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<B>RELATIVELY:</B> Does this word add to the meaning of the sentence? Can it be omitted?
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<B>REPLACE:</B> Replace and substitute are often confused. Replace means to take the place of another. Substitute means to put someone or something in the place of the other. Sir Ernest Gowers writes: &quot;A is removed and B is put in its place. B is substituted for A and A is replaced by B&quot;.
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<B>REQUEST:</B> Ask is a simpler and often better word.
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<B>REQUIRE:</B> Want or need are simpler and probably better words.
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<B>RESIDE:</B> Live is a simpler and often better word.
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<B>RESPECT:</B> Try to avoid using phrases like &quot;with respect to&quot;. Often there is a preposition that will convey the same meaning.
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<B>RESPECTIVE:</B> This is a word that easily creeps into documents, but adds little or nothing to the meaning of the sentence. It can often be omitted.
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<B>RESPECTIVELY:</B> This word has only one use, and that is to link subject and object. &quot;My son and daughter play with soldiers and dolls&quot;, has a different meaning from &quot;My son and daughter play with soldiers and dolls respectively&quot;. If there is no linkage the word should be omitted.
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<B>SCARCELY:</B> Scarcely should be followed by &quot;when&quot; and not &quot;than&quot;.
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<B>SCENARIO:</B> Literally the outline of a scene for a play or film. In its figurative use it is almost always jargon. Situation can be used instead but even that word has its dangers.
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<B>SEASONABLE:</B> Seasonable and seasonal are often confused. Seasonable means suitable for time of year (mince pies are seasonable). Seasonal means occurring at a time of the year (leaves fall in the autumn).
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<B>SEASONAL:</B> Seasonable and seasonal are often confused. Seasonable means suitable for time of year (mince pies are seasonable). Seasonal means occurring at a time of the year (leaves fall in the autumn).
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<B>SERIOUS(LY):</B> This word is often superfluous and if used to much will weaken your writing. Do you need to do a serious study? Can the word be omitted?
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<B>SITUATION:</B> If this word is preceded by a noun it is usually a &quot;jargon situation&quot;. Can the word be omitted?
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<B>SOMEONE:</B> This is a singular word and should be used with singular verbs and personal pronouns. It is incorrect to say &quot;Someone has left their umbrella behind&quot;.
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<B>SOMEWHAT:</B> This word often adds little to the meaning of the sentence. Can it be omitted?
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<B>SPECIFIC:</B> This word is often superfluous. Can it be omitted?
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<B>STATE:</B> If used as a verb, a simpler and better word would be say.
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<B>STRATA:</B> This is a plural word that should have a plural verb. The singular is stratum.
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<B>SUBSTANTIAL:</B> This word is often used to add emphasis, but wrongly used it can weaken your writing. Can it be omitted?
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<B>SUBSTITUTE:</B> Replace and substitute are often confused. Replace means to take the place of another. Substitute means to put someone or something in the place of the other. Sir Ernest Gowers writes: &quot;A is removed and B is put in its place. B is substituted for A and A is replaced by B&quot;.
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<B>SUFFICIENT:</B> Enough may be a simpler and better word.
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<B>TERMINATE:</B> This has become a jargon word. End or complete are simpler and better.
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<B>THANKFULLY:</B> Often used incorrectly. Thankfully means in a thankful way and not &quot;let us be thankful&quot;. &quot;Thankfully, he helped me&quot; means the helper was thankful and not the person helped. &quot;I accepted his help thankfully&quot; is a correct usage of thankfully.
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<B>THAT:</B> This is a difficult word, which can either a conjunction, a relative pronoun and a demonstrative pronoun. Sir Ernest Gowers gives an example all three parts of speech in the sentence, &quot;I think that the paper that he wants is that one&quot;. He adds that the first two thats could have been omitted.
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<B>THERE:</B> It is advisable to stop by each occurrence of there, locate the subject and check that the verb is correct. &quot;There is sugar and milk&quot;, and &quot;There are sugar cubes and milk&quot;.
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<B>TRANSMIT:</B> Send is usually a simpler and better word.
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<B>TRANSPIRE:</B> In its non-sweaty use transpire means to leak out or become known. It is often incorrectly used for to happen or to occur.
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<B>UNDUE:</B> Is often used to give undue emphasis and can often be omitted.
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<B>UNDULY:</B> Often adds little to the meaning of a sentence. Can it be omitted?
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<B>UNEQUAL:</B> The correct usage is &quot;unequal to&quot; and not &quot;unequal for&quot;.
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<B>UNILATERAL:</B> A popular word in journalism, but one-sided could be better.
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<B>UNIQUE:</B> Unique is unique and cannot be qualified. Thus &quot;quite unique&quot; is impossible.
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<B>URGENT:</B> Overuse of this word could weaken your writing. How urgent is the matter? Is this word too strong?
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<B>USAGE:</B> Usage does not mean the same as use. It means the manner of use.
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<B>UTILISE:</B> This has become a jargon word. Use means just the same.
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<B>VERY:</B> A very, very over-used word. It is very good practice to have a very serious look at every use of very and ask whether its adds very much to the meaning of the sentence.
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<B>VISUALISE:</B> This is a jargon word. Try imagine or picture instead.
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<B>WASTAGE:</B> Wastage does not mean the same as waste. Waste means squandering and wastage the amount lost by waste or leakage.
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<B>WHEN:</B> If when is not used in a question, try substituting and then. It may make the sentence less confusing.
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<B>WHICH:</B> Which is often used in a relative clause where that would be better. In the sentence &quot;The newspaper which I read has gone up in price&quot;, the subject is &quot;The newspaper which I read&quot;. That could have taken the place of which. In the sentence &quot;The newspaper, which has gone up in price, is the one that I read&quot;, the subject is &quot;The newspaper&quot;. That could not take the place of which.
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<B>WHILE:</B> This word is best used only in a temporal sense. &quot;Will you water the garden, while I am away?&quot; In other cases although would be better, as in &quot;While I am sympathetic, I cannot help you&quot;. It should not be used as a substitute for and. &quot;My wife washes up, while I dry up&quot;.
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<B>WHO(M):</B> It is always worthwhile to check if who is used as a subject and whom as an object. Even the Times, in its days as the Thunderer, had been known to make a mistake: &quot;He was not the man whom the police think may be able to help them&quot;.
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<B>WITH:</B> If the subject is singular the verb must also be singular. &quot;Mr. Smith together with his wife has been invited.&quot;
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