Celebrity English

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Never Do This: “different than”

An idiom that often appears on college entrance examinations is "different from." Do not use the incorrect "different than."

This idiom can be remembered by changing the syntax of the sentence: in place of a linking verb and the adjective "different," use a form of "to differ."

1. Bob is different from Sam in that the former is funny and the latter is not.
2. Bob differs from Sam in that the former is funny and the latter is not.
3. Bob is different than Sam in that the former is funny and the latter is not.
4. Bob differs than Sam in that the former is funny and the latter is not.

While colloquial speech may have made the third sentence sound acceptable, the last sentence simply does not make sense. Just as "differs than" sounds silly, so should "different than."

Grammar Basics: Adjectives

The types of questions on college entrance examinations that test knowledge of adjectives include items that require the ability to:

1. identify adjectives that incorrectly modify verbs or other adjectives and replace them with adverbs
2. differentiate between adjectives and other parts of speech in parallelism errors
3. identify and correct dangling participles, which are adjective forms of verbs that do not clearly and correctly modify any word in a sentence
4. identify and correct errors in the use of comparative, superlative, and absolute adjectives

An adjective is a word or group of words used to describe a noun.

The red apple was in a glass bowl.

The adjectives in this sentence are "red" and "glass." "Red" modifies the noun "apple" and "glass" modifies the noun "bowl."

A prepositional phrase can act as an adjective.

The apple was in a bowl on the table.

The prepositional phrase "on the table" acts as an adjective to describe the noun "bowl."

A linking verb links a subject with a predicate. When a subject is linked to an adjective, the modifier is called a predicate adjective.

The apple tastes sweet.

The verb "tastes" links the subject, "apple," with the predicate adjective, "sweet."

Adjectives used for comparison are either comparative or superlative.

• A comparative adjective is used to compare two people or things. Comparative adjectives generally end in "-er" or are themselves modified by "more" or "less."

An apple is sweeter than a lemon.

I think that apples are more delicious than bananas.

• A superlative adjective is used to compare more than two people or things. Superlative adjectives generally end in "-est" or are themselves modified by "most" or "least."

Apples, bananas, and peaches are all sweet, but peaches are sweetest.

Apples, bananas, and peaches are all tasty, but I think peaches are the most delicious.

Do not confuse comparative and superlative adjectives. Comparative adjectives can only be used to compare two people or things, and superlative adjectives can only be used to compare more than two people or things.

Apples and peaches are delicious, but I like peaches best.

"Best" is a superlative adjective that means "surpassing all others." Since this sentence contains a comparison of only two things, use the comparative "better."

Apples and peaches are delicious, but I like peaches better.

Do not use a comparative adjective when comparing more than two people or things, as in the following sentence:

After eating an apple, a banana, and a peach, I decided that I liked the peach better.

"Better" is a comparative adjective incorrectly used in this sentence to compare three things. Use the superlative "best" in this context.

After eating an apple, a banana, and a peach, I decided that I liked the peach best.

An absolute adjective describes a quality that has no degree. Absolute adjectives should not be used in comparisons and should only be modified by adverbs such as "nearly" or "almost." These are examples of absolute adjectives:

• dead (Someone or something that is no longer living is dead; a person cannot be more dead than someone else, and a plant cannot be very dead. However, a plant that has not been watered in a long time can be described as "almost dead.")
• square (Something is either square or it is not square. A drawing of a box made without a ruler can be described as "nearly square.")
• perfect ("Perfect" is not relative. A grade can be almost perfect, but your perfect score cannot be more perfect than my perfect score.)

"Unique" is a word that means "unlike any other." Someone or something can either be incomparable (unique) or like someone or something else (not unique). People and things cannot be "very unique" or "more unique" than others. Colloquial speech has developed an alternate meaning of "unique" – "unusual," which is not absolute and can therefore be modified in a comparative manner. However, this usage is not acceptable in standard written English and formal speech. If you encounter "unique" on a standardized test, make sure that it has not been comparatively modified. Do not use a comparatively modified form of "unique" in your writing.

• Read about the comparative adjectives "former" and "latter."
• Take this interactive quiz to test your knowledge of adjectives.

Need-to-know Grammar: Modifier Confusion

Some questions on college entrance examinations might test your ability to distinguish between an adjective and an adverb. Remember the basics:

• an adjective modifies a noun
• an adverb modifies a verb, adjective, or another adverb
• linking verbs can connect a noun with a predicate adjective, making the syntax of the sentence subject-verb-adjective even though the adjective is not modifying the verb

An adjective modifies a noun. An adjective cannot modify another adjective. Only an adverb can modify an adjective.

Bob gave Sam a cake special baked for him.

"Baked" is an adjective. "Special" is an adjective describing "baked." Change "special" to the adverb "specially" to correct the sentence.

Bob gave Sam a cake specially baked for him.

An adverb cannot be used as a predicate adjective. Linking verbs cannot link a noun with an adverb. This type of error is commonly found when the linking verb is a sense verb (look, smell, sound, taste, feel). When an adverb is used as a predicate adjective, it does not describe how the subject looks, smells, sounds, tastes, or feels; rather, the adverb describes the quality of the action of using ones eyes, nose, ears, taste buds, and hands.

My hair is a mess; I look badly. (This means "I am having a hard time looking at things." Change the sentence to "My hair is a mess; I look bad.")

I just ran a marathon; I smell badly. (This means something like "My nose is stuffed." Change the sentence to "I just ran a marathon; I smell bad.")

My nose is stuffed; I sound badly. (This means something like "I am having trouble banging this gong." Change the sentence to "My nose is stuffed; I sound bad.")

I think this milk is sour; it tastes badly. (This means that the milk has the ability to taste and is not performing that task well. Change the sentence to "I think this milk is sour; it tastes bad.")

I think I hurt her feelings; I feel badly. (This means that my ability to touch things is poor. Change the sentence to "I think I hurt her feelings; I feel bad.")

A common mistake is the use of the adjective "good" as an adverb.

I did good on my test.

"Good" is an adjective used to modify the verb "did." An adjective cannot modify an adverb. The phrase "to do good" means "to perform charitable acts" and in this context, "good" is a noun. The correct word to modify "good" is "well."

I did well on my test.

Grammar Basics: Nouns

Standardized examinations test knowledge of nouns using several methods:

1. collective nouns in subject/verb agreement errors
2. countable and uncountable nouns in subject/verb agreement errors
3. nouns as antecedents in errors in pronoun/antecedent agreement
4. consistency of noun forms in errors of parallelism
5. errors in pronoun choice with gerunds

A noun is a person, place, or thing.

• musician
• New York
• guitar

Nouns may be common (musician, city, guitar) or proper (Elvis, New York, Stratocaster).

Nouns can be subjects or objects.

Bob ate the cookie.

• "Bob" is the subject: he ate.
• "Cookie" is the object: it was eaten.

Bob gave the cake to Sam.

• "Bob" is the subject: he gave.
• "Cake" is the direct object: it was given.
• "Sam" is the indirect object: the cake was given to him.

A linking verb links a subject with a predicate that describes the subject. When a subject is linked to a noun, the noun is called a predicate nominative.

Bob is a man.

• "Bob" is the subject.
• "Man" corresponds to the subject: it is the predicate nominative.

Some nouns are countable (one guitar, two guitars, three guitars), and others are uncountable (one music? two musics? No.) The difference between countable and uncountable nouns is important in distinguishing between the usage of "number" and "amount."

Collective nouns describe groups and some can take singular or plural verbs and pronouns depending on context. These are a few common collective nouns:

• team
• jury
• class
• flock
• police
• herd

When a collective noun is performing an action as a single unit, use singular verbs and singular pronouns to refer back to the noun.

The class is going on a field trip with its teacher.

The class is going as a unit. The whole class has a teacher.

When the individual members of a collective noun are acting individually within the group, use plural verbs and pronouns to refer back to the noun.

The class are taking their books with them.

The individual members are taking individual books.

Certain forms of verbs can act as nouns. A gerund is a verb ending in "-ing" that acts as a noun.

I like swimming, hiking, and dancing.

An infinitive is the base form of a verb combined with "to." An infinitive can act as a noun.

I like to swim, to hike, and to dance.

Need-to-know Grammar: Possessive Forms and Gerunds

When a noun or pronoun precedes a gerund in a sentence, the noun or pronoun must be in the possessive form. A common error in colloquial speech, and one that is commonly seen on standardized examinations, is the use of the objective form of a noun or pronoun that precedes a gerund in a sentence.

A gerund is a verb ending in "-ing" that acts as a noun.

Eating cake is the best part of my birthday.

I like to visit my friend, but driving to her house can take a long time.

He enjoys listening to music.

When a noun or pronoun precedes a gerund in a sentence, it must take the possessive form. The possessive form of a noun includes an apostrophe and the letter "s" and the possessive forms of pronouns are my, your, his, her, its, our, their and whose.

My eating all that cake made me sick to my stomach.

Bob's driving is rather reckless.

His listening to loud music all night drove me crazy.

Examination questions may present a gerund preceded by a noun or pronoun in the objective form. Objective forms of nouns do not have an apostrophe and an "s" and the objective forms of pronouns are me, you, him, her, it, us, them, and whom. (Notice that the third person feminine pronoun is "her" in both the possessive and objective form.)

I attributed his stomach ache to him eating all that cake.

We appreciate Bob driving us to her house.

I cannot take him listening to loud music anymore.

These sentences are all incorrect because the noun and pronouns preceding the gerunds are in the objective case. Remember that gerunds are nouns and think of possessive pronouns as adjectives since they describe "whose [noun]."

• my cake (or "my eating")
• Bob's car (or "Bob's driving")
• his music (or "his listening")

Objective pronouns act as objects or objects of prepositions; they are never adjectives. Look at how silly the use of objective forms can be:

• me cake (so it should never be "me eating")
• Bob car (so it should never be "Bob driving")
• him music (so it should never be "him listening")

These are the corrected versions of the above sentences:

I attributed his stomach ache to his eating all that cake.

We appreciate Bob's driving us to her house.

I can't take his listening to loud music anymore.

Writing Well: Avoiding “There is”

There are several ways to improve your writing for the college entrance examinations and your college application essays.

This sentence features a form of weak syntax known as "expletive construction." Phrases that begin with "there" or "it" and a form of "to be" are often unnecessarily wordy and should generally be avoided. (The word "expletive," when used as an adjective, can mean "serving to fill a vacancy" and refers to the lack of meaning offered by these phrases.)

Notice the impact made by restructuring the sentence to avoid the expletive construction:

You can improve your writing for the college entrance examinations and your college application essays in several ways.

Removing the expletive phrase "There are" places more emphasis on the subject ("you") and the object ("writing"). Furthermore, every word in the sentence now serves a purpose in conveying the meaning of the sentence. "There are" is an empty phrase that did not add anything to the original sentence.

Review the following pairs of sentences and notice the difference that removing an expletive construction can make:

1. There is a dog sitting on my bed.
2. A dog is sitting on my bed.

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1. There are three things that you need to remember: close the window, lock the door, and bring the cake.
2. Remember these three things: close the window, lock the door, and bring the cake.

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1. There was a glass pitcher, which was full of lemonade, on the table.
2. A glass pitcher of lemonade sat on the table.

Words about “being firm in one’s beliefs”

These are adjectives that are similar to "firm in one's beliefs" in meaning. Sentence completion questions may test your knowledge of such words directly, or they may set up a contrast with such words as "gave in" or "acquiesced." Familiarize yourself with these words and their definitions so that you will be able to recognize them and remember their "firm" connotations.

adamant – not likely to change one's mind

She was adamant in her desire to become an actress despite her parents' pleading that she attend college to study law.

implacable – not capable of being appeased or significantly changed

The baby was implacable despite his mother's soothing coos, and he cried for the duration of the trip.

intransigent - holding firmly to one's beliefs and refusing to change

Cult members are intransigent in their dedication to their leader.

obdurate – stubborn (especially with respect to morals); hard-hearted

The obdurate old man refused to buy the Girl Scout's cookies and slammed the door in her face.

resolute – fixed in belief, determined in pursuing a purpose

Despite her exhaustion, she was resolute in her determination to finish the marathon.

Need-to-know Grammar: Run-On Sentences

A run-on sentence contains two or more independent clauses that are not connected by the proper punctuation. A run-on sentence may have a period as its only punctuation mark, or it may be inappropriately punctuated with one or more commas (this type of run-on sentence is called a "comma splice.")

The college entrance examinations will test your ability to identify and correct run-on sentences. Furthermore, you should be aware of the different ways to combine and separate independent clauses so that your writing is effective, clear, and concise.

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This is a run-on sentence:

I can't wait to go to the concert my favorite band is playing.

The sentence contains two independent clauses that run into each other:

1. "I can't wait to go to the concert"
2. "my favorite band is playing"

These are the different ways to correct the error:

1. Use a period to separate the independent clauses into sentences.

I can't wait to go to the concert. My favorite band is playing.

2. Use a semicolon to separate the independent clauses within a single sentence. A semicolon can be used alone, or it can be followed by a conjunctive adverb and a comma. (You may need to restructure the sentence when using a conjunctive adverb to maintain the clarity of the sentence.)

• conjunctive adverbs: also, consequently, furthermore, however, indeed, instead, likewise, meanwhile, nevertheless, nonetheless, otherwise, therefore, thus

I can't wait to go to the concert; my favorite band is playing.

My favorite band is playing; consequently, I can't wait to go to the concert.

3. Use a conjunction to join the two clauses. Depending on the context, use either a coordinating conjunction and a comma or a subordinating conjunction alone. (If you choose to restructure the sentence and place the subordinate clause first, use a comma to separate it from the main clause.)

• coordinating conjunctions: for, and, nor, but, or, yet, so (mnemonic = FANBOYS)
• subordinating conjunctions: e.g., after, although, as, because, before, if, since, that, though, unless, until 

I can't wait to go to the concert, for my favorite band is playing.

I can't wait to go to the concert because my favorite band is playing.

Since my favorite band is playing, I can't wait to go to the concert.

4. Change the syntax to create a compound subject, verb, or object.

I can't wait to go to the concert and see my favorite band.

This syntax creates a compound object with two infinitive phrases: "to go to the concert" and "(to) see my favorite band."

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This is a comma splice:

I am going to the concert, my sister is also going.

This sentence contains two independent clauses incorrectly separated by a comma:

1. "I am going to the concert"
2. "my sister is also going"

Correct the sentence using one of the four techniques:

1. Use a period:

I am going to the concert. My sister is also going.

2. Use a semicolon:

I am going to the concert; my sister is also going.

I am going to the concert; likewise, my sister is going.

3. Use a conjunction:

I am going to the concert, and my sister is also going.

4. Change the syntax:

My sister and I are going to the concert.

This sentence combines the two clauses by creating a compound subject ("my sister and I") and changing the number of the verb.

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• Use this quiz to test your ability to identify run-on sentences. The quiz also includes questions about sentence fragments.
• Take these interactive quizzes on run-on sentences and comma splices: 1, 2, 3, 4
• If you have trouble with any of the questions, post a comment and we will try to explain the error to you.

Reading Comprehension Tips

The reading comprehension passages on the college entrance examinations can be daunting. They are often long and may contain confusing language. Keep these tips in mind as you approach the reading comprehension sections on the tests:

1. Get the vocabulary questions out of the way. Skim the questions before you read the passage for the sole purpose of finding the ones that ask you to define a word. Put a box around the word in the sentence and try to come up with your own synonym before you read the choices. Answer these questions first so that you can focus on those that deal with the content of the passage after you have finished reading.
2. Read the introduction. The italicized introductory text often contains information that will help you determine such things as the author's perspective or the purpose of the passage. Refer back to it as needed.
3. Put the excerpts into context. When a question refers to text on a certain line (or lines), be sure to read the text that comes before and after the excerpt. Sometimes the answer cannot be determined from simply reading the sentence (or sentences) in the excerpt.
4. Choose a title, main point, or purpose that is not too broad or too specific. If you are asked to pick a title that best describes the passage, read each option carefully to determine not only whether it makes sense, but also whether it is too broad or too specific. You can be certain that one of the five choices will be much too general and that another will focus on a detail mentioned in the text rather than on the entire text. Similarly, if you are asked to choose the main point or purpose of the passage, be sure that your answer is not one that is too broad or too specific. Another helpful tactic is to reread the first paragraph and the first sentence of subsequent paragraphs to get a better sense of what the whole piece is about.
5. Pay attention to negatives. If you are asked to choose an answer that does NOT support the author's argument or to respond to a question that contains "EXCEPT," read each answer and ask yourself, "Is this true?" If it is, cross it off.
6. Think about inferences. An author may imply something without actually saying it. You will be asked to infer the meaning of the text. The answer will not be directly stated in the passage. Think about who the author is and from what kind of work the passage has been excerpted (you may know this from the introduction). This information may help you extract meaning from the text.
7. Turn the Roman numeral items into true/false questions. When you are presented with a question that asks which of three items (numbered with Roman numerals) are correct, treat each item as a true/false question. Read each item and decide whether it is true or false. Then look at the five answers to see which combination of "true" items is correct.
8. Trust your instincts! If you are quite sure that an answer is correct but you think it must be wrong because it seems too easy, don't change your answer. You are smart and some questions are easy!

Never Do This: “being that”

Being that the weather was sunny, we went to the beach.

This sentence contains an error in diction. "Being that" is a colloquial phrase that should not be used in formal language or standard written English. Use "because" or "since" instead.

Since the weather was sunny, we went to the beach.

Commonly Confused: former/first and latter/last

The proper usage of "former" and "latter" depends upon an understanding of the definitions of these words.

former – (adjective) first-mentioned of two

latter – (adjective) last-mentioned of two

Notice that these definitions contain the words "of two." This means that "former" and "latter" can only be used in reference to two people or things. If a comparison contains more than two people or things, use "first" or "last."

first – (adjective) preceding all others in a series

last – (adjective) coming after all others in a series

Look at the proper usage of "former" and "latter" in this sentence:

Jack and Jill went up the hill; the former fell down and broke his crown while the latter came tumbling down after him.

Jack and Jill are two people. In this sentence, Jack is the former and Jill is the latter. This sentence is correct because the comparison is between two people.

Jack and Jill and Bob went up the hill; the latter watched the other two fall down.

This sentence is incorrect. The series contains more than two people, so "latter" should not be used. Bob is the last person in the series. Replace "latter" with "last" to correct the sentence.

Jack and Jill and Bob went up the hill; the last watched the other two fall down.

• Read an example of the usage of last vs. latter at Celebrity Grammar. 

Commonly Confused: number/amount

There is a difference between the proper usage of “number” and “amount.” If something can be counted, use “number” and the related number terms (“few,” “many,” etc.); if something cannot be counted, use “amount” and the related amount terms (“little,” “much,” etc.).

Countable nouns are easy to spot: one cookie, two cookies, three cookies; one class, two classes, three classes; one chair, two chairs, three chairs.

Try counting uncountable nouns: one rice, two rices, three rices? No! One mathematics, two mathematics, three mathematics? No! One furniture, two furnitures, three furnitures? No!

This table lists the terms that are associated with countable nouns (number terms) and uncountable nouns (amount terms), as well as terms that can be used with both countable and uncountable nouns:

number	amount	both
many both several few/fewer/fewest a few one of the a couple of	much less little a little very little	some any most more all a lot of no none of the

Notice that the terms that can be used with both countable and uncountable nouns include the indefinite pronouns that can be either singular or plural (mnemonic = SAMAN).

Let’s look at some examples of the usage of these terms.

I have many CDs, but I have less music than my brother has.

CDs are countable (one CD, two CDs, three CDs) but music is uncountable (one music? two musics? three musics? No!). Use “many” with a countable noun and “less” with an uncountable noun.

I had too much ice cream and very little milk. I had several cookies. Now I want some coffee. Hey, someone ate all the hamburgers!

“Ice cream” and “milk” are uncountable (Two ice creams? Three milks? These are colloquial and they sound awkward.) “Much” and “very little” are amount terms to be used with uncountable nouns. “Cookies” are countable, and “several” is a number term to be used with countable nouns. “Some” and “all” are terms that can be used with both countable and uncountable nouns. “Coffee” is uncountable; “hamburgers” are countable.

• Read more about countable and uncountable nouns at the Purdue University Online Writing Lab (OWL).
• Take these interactive quizzes to test your ability to identify countable and uncountable nouns: 1, 2, 3.

Need-to-know Grammar: Misplaced Modifiers

A misplaced modifier is a modifying word, phrase, or clause that seems to refer to the wrong word in a sentence.

When reading a sentence that contains a modifier, pay attention to what the modifier is describing.

My friend saw a puppy on the way to school.

The modifying phrase "on the way to school" is misplaced. Since it is closer to "puppy" than to "my friend," the modifier seems to describe "puppy." The puppy was not on the way to school. My friend was on the way to school. To correct the sentence, move the modifier closer to the words it is describing.

On the way to school, my friend saw a puppy.

This sentence is clearer than the original because the modifier is no longer misplaced.

My mother put the cookies onto the table that she had baked.

The modifying clause in this sentence is "that she had baked." What does it describe? The modifier's proximity to "table" makes it seem as if the table had been baked. To clarify the meaning of the sentence, move the modifying clause closer to the word that it describes ("cookies.")

My mother put the cookies that she had baked onto the table.

Some adverbs can cause confusion in a sentence when they are misplaced. Check the placement of the following adverbs carefully:

• almost
• ever
• even
• just
• only
• merely
• scarcely

I almost read the entire book.

The adverb "almost" seems to be modifying the verb "read." This would mean that I did not read the book. I almost read the book. Move the modifier closer to the word it is modifying to correct the sentence.

I read almost the entire book.

This sentence makes more sense than the original.

The Girl Scout only sold one box of cookies this week.

The adverb "only" is misplaced in this sentence because it appears to modify the verb "sold" instead of the adjective "one." This sentence implies that she "only sold" the cookies. She did not eat them, she did not hide them, she did not crush them under her feet – she only sold them. "Only" should modify "one" because she sold "only one box." Move "only" closer to the word it modifies so that the sentence makes more sense.

The Girl Scout sold only one box of cookies this week.

Another type of misplaced modifier is called a "dangling modifier." The modifier is said to be "dangling" from the end of a sentence when it does not clearly and logically modify any word in the sentence.

To prepare for a hurricane, many bottles of water and cans of food should be bought.

The modifier, the infinitive phrase "to prepare for a hurricane," modifies the subject of the sentence. The subject is "many bottles of water and cans of food." Bottles and cans do not prepare for a hurricane. A person must prepare for a hurricane. Restructure the sentence so that the modifier refers to a logical subject.

To prepare for a hurricane, you should buy many bottles of water and cans of food.

This dangling modifier was an infinitive phrase. A dangling participle is a misplaced modifier that is a participial phrase.

• Read examples of misplaced modifiers at Celebrity Grammar.
• Read more about dangling participles on this site and view examples of dangling participles at Celebrity Grammar and Celebrity Usage.
• Take these interactive quizzes to test your ability to identify misplaced modifiers: 1, 2.
• If you do not understand a question, post the text in the comments and we will try to explain your mistake.

Words about “verbal attacks”

These verbs, nouns, and adjectives all relate to the concept of "verbal attack." Familiarize yourself with these words and their definitions so that you will be able to recognize them and remember their negative connotations when you approach the sentence completion and reading comprehension sections of the college entrance examinations.

asperse (verb) – to attack with evil reports or false or injurious charges [noun form: aspersion]

billingsgate (noun) – coarsely abusive language

calumniate (verb) – to utter maliciously false statements, charges, or imputations about [noun form: calumny]

censure (verb) – to find fault with and criticize as blameworthy [noun form: censure; adjective form: censorious]

denounce (verb) – to pronounce, especially publicly, to be blameworthy or evil [noun form: denunciation]

derision (noun) – the use of ridicule or scorn to show contempt

diatribe (noun) – bitter and abusive speech or writing

invective (noun) – 1. an abusive expression or speech 2. insulting or abusive language [adjective form: invective]

lambaste (verb) – 1. to attack verbally 2. to assault violently

malign (verb) – to utter injuriously misleading or false reports about

obloquy (noun) – 1. abusive language 2. bad repute as a result of being discredited

philipic (noun) – a discourse full of bitter condemnation

reprehend (verb) – to voice disapproval of [noun form: reprehension]

scurrilous (adjective) – containing obscenities, abuse, or slander

tirade (noun) – a protracted speech marked by harshly censorious language

vilify (verb) – to utter slanderous and abusive statements against

• Read examples of the usage of some of these words at Celebrity Vocabulary:
  • lambaste, diatribe, and invective
  • aspersion and censorious
  • vilify
• Definitions are courtesy of Merriam-Webster Online and Chambers Online Reference.

Commonly Confused: lay/lie

"To lay" is a transitive verb that means "to place something on a surface, to put" and requires an object. You lay something down.

"To lie" is an intransitive verb that means "to be in or take on a horizontal position, to recline." Since it is intransitive, it never takes a subject. You lie down to sleep.

to lay

• base form: lay
• past: laid
• present participle: (is/are) laying
• past participle: (has/have/had) laid

to lie

• base form: lie
• past: lay
• present participle: (is/are) lying
• past participle: (has/have/had) lain

Notice that the past tense of "to lie" is the same as the base form of "to lay."

Review these examples of each tense of both verbs.

Infinitives using the base form:

I am tired, so I am going to lie down. ("to lie" is intransitive; "down" is an adverb modifying "to lie")

I can't wait to lay my head down on my pillow. ("to lay" is transitive; its object is "my head")

Past tense:

Last night, I lay in bed for hours before I finally fell asleep. ("lay" is intransitive; "in bed" is a prepositional phrase modifying "lay")

I laid my keys on the table yesterday, but now I can't find them. ("laid" is transitive; its object is "my keys")

Present participle:

My clothes are lying on the floor. ("are lying" is intransitive; "on the floor" is a prepositional phrase modifying "are lying")

My mother is laying my clothes on the bed. ("is laying" is transitive; its subject is "my clothes")

Past participle:

Before I got up, I had lain in bed for hours. ("had lain" is intransitive; "in bed for hours" is a prepositional phrase modifying "had lain")

Before I put my clothes away, I had laid them on my bed. ("had laid" is transitive; its object is "my clothes")

• Take this interactive quiz to test your knowledge of these two verbs.
• If you do not understand a question, post the text in the comments and we will try to explain your mistake.

Commonly Confused: The “All” Words (all together/altogether; all ready/already; all right, but not alright)

These pairs of homonyms (words that are pronounced alike) can cause confusion in choosing the proper words to use in standard written English. Review the differences between the words in each pair.

all together/altogether

"all together" means "in a group" when used as an adjective or "at the same time" when used as an adverb.

We were all together in the car. ("all together" is used as an adjective modifying "we")

We went to the concert all together. ("all together" is used as an adverb modifying "went")

"altogether" is an adverb that means "entirely, wholly, completely."

I am altogether fed up with your behavior. ("altogether" is used as an adverb modifying "fed up")

all ready/already

"all ready" is an adjective that means "all prepared."

We were all ready to go to the concert. ("all ready" is an adjective modifying "we")

"already" is an adverb that means "previously."

When we got there, the opening band had already played. ("already" is an adverb modifying "played")

all right/alright

"all right" means "satisfactory" when used as an adjective and "satisfactorily" when used as an adverb.

The opening band was all right, but the headline band was amazing. ("all right" is used as an adjective modifying "band")

The opening band played all right, but the headline band really brought down the house. ("all right" is used as an adverb modifying "played")

"alright" is not a word. Do not use it.

Practice Reading Comprehension at “Learning Resources”

The Learning Resources site features news stories with associated reading comprehension questions similar to those found in college entrance examinations. The types of questions include vocabulary, sentence completion, and conclusions. Conclusion questions test your ability to draw inferences based on your reading.

To use the site, click on the Story Archive icon in the upper left corner and then choose a story. The story page is divided into two sections. Read the complete story in the right panel, then choose a category of questions to test your skills. Scroll down in the left panel to see the story so that you can refer to the text while answering the questions.

Need-to-know Grammar: Verb Tense Sequence

The tense of a verb indicates the time frame of an action's occurrence. Actions that occur now use the simple present tense, actions that already occurred use the simple past tense, and actions that will occur use the simple future tense.

simple present tense: I study. [This is happening now.]

simple past tense: I studied. [This happened in the past.]

simple future tense: I will study. [This will happen in the future.]

The perfect tense of verbs is used to indicate the relative sequence of events in a sentence. The present perfect tense indicates that an action has been occurring and may be continuing to occur now. The past perfect tense indicates that an action occurred in the past before another action. The future perfect tense indicates that an action will occur in the future before another action.

present perfect tense: I have studied, so I will pass the test. [I studied in the past and might still be studying now. I will pass in the future.]

past perfect tense: I had studied, so I passed the test. [First I studied. I completed this action, then I passed the test.]

future perfect tense: I will have studied, so I will pass the test. [In the future, I will study. I will complete this action and then I will pass in the future.]

• Review the forms of verb tenses.

The college entrance examinations will test your ability to identify and correct errors in verb tense sequence. This will require both a knowledge of the verb tenses and context-reading skills.

By the time we arrived at the concert, the opening band finished its set.

This sentence contains an error in verb tense sequence. The band finished playing before we arrived, so the verb in the main clause should be in the past perfect tense.

By the time we arrived at the concert, the opening band had finished its set.

This sentence is correct.

• Read more about verb tense sequence at Purdue's OWL.
• Read examples of errors in verb tense sequence at Celebrity Grammar.

Grammar Basics: Indefinite Pronouns

These are singular indefinite pronouns:

each, either, neither, one,

no one, nobody, nothing,

anyone, anybody, anything,

someone, somebody, something,

everyone, everybody, everything

A singular indefinite pronoun takes a singular verb.

• Everyone is happy.
• No one knows what to do in this situation.

When a singular indefinite pronoun serves as an antecedent in a sentence, it must take a singular pronoun referent.

• Everyone brought his book.
• No one forgot her homework.

These are plural indefinite pronouns:

several, few, both, many

A plural indefinite pronoun takes a plural verb.

• Both are acceptable.
• Few are going to the party.

When a plural indefinite pronoun serves as an antecedent in a sentence, it must take a plural pronoun referent.

• Both passed their tests.
• Few did not understand their assignments.

These are indefinite pronouns that can be singular or plural depending on how they are modified by a prepositional phrase:

some, any, most, all, none (Use this mnemonic device: SAMAN)

The number of the verb or the pronoun referent depends on whether the noun is countable or uncountable.

When the object of the preposition is uncountable, use a singular verb.

• All of my knowledge was useful during the test. (Knowledge cannot be counted: how many knowledge? This does not make sense.)
• None of the cake was eaten. (How many cake? Cake cannot be counted.)

When the object of the preposition is uncountable, use a singular pronoun referent.

• All of her work made its impact on her grades. (Work cannot be counted: how many work?)
• Some of the water left its mark on the wooden table. (How many water? Water cannot be counted.)

When the object of the preposition is countable, use a plural verb.

• Most of the words were on the vocabulary test. (Words can be counted.)
• None of these sentences are hard to understand. (Sentences can be counted.)

When the object of the preposition is countable, use a plural pronoun referent.

• All of the books were useful in their own ways. (Books can be counted.)
• Some of my friends drove their cars to the beach. (Friends can be counted.)