Warriner’s English Composition-Grammar: Complete Course

English Composition and Grammar : Complete Course

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Product Details: Hardcover: 847 pages

Bill Conrad: English Composition and Grammar : Complete Course is a delight to own. When I got home from work, the first thing I used to do was to open it and read a page or two. I’d been doing this for a while. I got so much enjoyment out of this book that I decided to buy a second copy which I keep in my office.

Foster Jones: Thanks for advertising English Composition and Grammar. I am the proud owner of this book, which I read every day. Because I have a hectic schedule during the day, I love to relax in the evenings and weekends — and I do it by studying a few pages of this wonderful gook. I find TV loud, boring, and tedious; so, I seek peace and solace in reading–reading quality.

Junket J. : I learned to refine my writing using this book back in high school, and I still return to it often. It is very thorough and contains indispensable exercises, which allow the reader to practice each lessson. The book starts out with parts of speech and diagramming sentences, continues on through style and punctuation issues, and finishes with discussions and examples of research papers, business letters, tests of english, and public speaking. This book is perfect for any diligent student of writing in English, no matter what level of competence.

Just a Customer: I have a copy of Warriner’s English Grammar and Composition from the 1950s. It was an old school book. As a professional writer I found the book to be the best, most organized grammar book out there. Often editor’s eyes would light up when they saw the book, frequently borrowing it to consult on specific points of grammar. Thanks for advertising this glorious book.

Kay Jay: I was issued the 1963 version of this book in high school during the 1970′s. I won’t let it out of my sight! I brought it to college, and used it to teach my kids what they weren’t learning in school. Now my daughter’s SAT tutor wants her to have her own copy. I’m sure this updated version will prove invaluable to her as well.

G. Mak: I have the 1965 (!) version of this book! I used it in GRADE SCHOOL. I used it as a reference in HIGH SCHOOL. I used it as a reference in COLLEGE. I used it as a reference in GRADUATE SCHOOL. My daughters used it (as a reference) in GRADE SCHOOL, HIGH SCHOOL, COLLEGE and now GRADUATE SCHOOL. My son is now using it! During homework, there was always a call for “Dad, can I borrow that red English book?” There isn’t anything else like it, not today. It explains, illustrates and gives practical examples of English like no other textbook. it’s built as a REFERENCE TEXTBOOK, something few books do today. Textbooks used to be like this once. I was on Amazon and wondered by chance if it were still available, I’d like to get an updated copy. I was stunned to not only find one, but find that every single reviewer felt that same way about this book! You absolutely MUST have this as part of your personal reference along with you home medical books and such! When your child asks, “So, dad, mom- is it “lay” or “lie?” – you’ll go running for this book, I guarantee!

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Sentence Openers – Customers’ Reviews

How to Improve Writing With Sentence Openers

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Many years later, as he faced the firing squad, Colonel Aureliano Buendia

Let philosophers look for the substance that underlies all of creation; that is the unreduced element of matter. Let mathematicians, astronomer, biologists, and physicists construct axioms and build a cosmos and so interpret reality within their limited models. Let linguists search for the Adamic language–but let master writers be free.

The fiction and non-fiction writer must be free to explore the depths of humanity. D. H. Lawrence said, “Being a novelist, I consider myself superior to the saint, the scientist, the philosopher and the poet. The novel is the one bright book of life.”

Yet, as disparate and chaotic as fine writers might seem to be, we can see that there’s some method to their madness. Master writers will tell the reader what their novel is about right from the very beginning; they may not say it openly, but the hint is there for the reader to catch.

Tongue in cheek: Opening Sentence

Whether we like it or not sometimes we just have to go on reading as we ask ourselves, “Where’s this going to?” If Jane Austen in her opening sentence of Pride and Prejudice uses the language of axioms and mathematics -”a truth universally acknowledged”- we have no choice but to assume that she is being not only lighthearted but also playful.

“It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife.”

Right away we feel that the novel will be humorous, light, and that the main theme will be about fortune and marriage.

A Sunday sermon: An opening Sentence

Having written his masterpiece, Ana Karenina, Tolstoy proceeds to write an opening sentence that would encapsulate what the long monster of a novel will be about. This is opening sentence what he came up with:

“Happy families are all alike; every unhappy family is unhappy in its own way.”

And unhappy families are the main attraction. I can just hear Tolstoy saying, “Anyone can write about happy families; there’s nothing interesting about them. But since unhappy families are unique in their own ill-fortunes-let’s be on our way, let me tell you about the Oblonsky’s, the Levin’s, and the Karenina’s.”

More than a dream-a nightmare: A masterful opening sentence

The Colombian novelist Gabriel Garcia Marquez once declared that Kafka’s opening of his novelette The Metamorphosis, convinced him that he could write equally –if not better– fantastic stories.

To dare to write the following sentence opener and book opener, Kafka must have felt total intellectual freedom:

“When Gregor Samsa woke up one morning from unsettling dreams, he found himself changed in his bed into a monstrous vermin.”

Lesser writers beg for the readers’ indulgence and suspension of disbelief. Faced with the problem of verisimilitude most fiction writers agonize over this speed bump. Not Kafka. With one stroke of the pen he dunks his readers into the depths of a hellish nightmare.

A flash-forward and a flashback:A Violent Sentence Opening

Years of solitude, firing squads, colonels, the Buendias, ice, fathers, and distant afternoons is what Gabriel Garcia Marquez’s One Hundred Years of Solitude is about.

“Many years later, as he faced the firing squad, Colonel Aureliano Buendia was to remember that distant afternoon when his father took him to discover ice.”

Master writers distinguish between sentence openers, sentence openings, and first sentences. To ignore these basic concepts can only work to the detriment of the writer’s creation.

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Introduction Sentences

Leo Tolstoy

A good writer should have a good understanding of the different ways in which an essay or any straight piece of prose may be started. The terms listed below have their own independent meaning and may not be used interchangeably; they each have a specific function as discussed in separate articles (see the right sidebar).

  • Key sentence
  • Topic sentence
  • Opening sentence
  • First sentence
  • Sentence openers
  • Key sentence
  • Introductory sentence

What are introductory sentences?
Introductory sentence are general sentences that open paragraphs and usually precede the topic sentence. Writers use them to provide background about the topic or main idea. Yet unlike topic sentences, introductory sentences are not developed throughout the paragraph.

What is the main function of introductory sentences?

Think of your introductory sentence as a hook that draws your reader in. It should be an attention grabber; much like the red cape a matador waves in front of the 800-pound reluctant bull. Clever writers use personal anecdotes, startling and outrageous information, jokes, and surprising quotations.

Two memorable patterns of introductory sentences:

Charles Dickens’ Tale of Two Cities: It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity,

President Clinton’s years were the best of economic times, and the worst of scandalous times…

Leo Tolstoy’s Anna Karenina: Happy families are all alike; every unhappy family is unhappy in its own way. ”

Happy tyrants are all alike; every unhappy despot is unhappy in hts own way.

As you can see, both Dickens and Tolstoy used the rhetorical figure antithesis as introductory sentences. Antithesis allows writers to elaborate opposites to make sense by way of contrast and comparison.

 

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How to Improve English Writing


For people seeking to improve their writing of American English , the large amount of material available in the Web can be not only daunting, but also discouraging.

So let’s just go through the most practical and useful resources:

1. Have free dictionaries bookmarked, so that they are readily available at your fingertips.

2. Subscribe to English language blogs. Search for free online blogs that specialize on English slang and idioms.

3. Join an English language club or find yourself a native English-speaking pen pal. You can easily find these in social networks such as Facebook. Daily interaction ‘commenting’ on your friends’ pages will give your plenty of opportunity to practice your writing skills. Just remember that ‘using’ the language is what causes fluency.

4. Language Exchange: this is a resource that is fun and fulfilling. There are many of these available for free on the internet; all you’ve got to do is search by typing English language exchange.

5. Read native American English newspapers. In particular, I recommend your subscribing to the New York Times online. In this newspaper you’ll find excellent columnists whose English are just superb. After a while you will get to like the writing style of your favorite reporters and columnists: Gail Collins, David Brooks, Maureen Dowd, Paul Krugman, Thomas L. Friedman, and Nicholas D. Kristof.

6. English lessons convenient for you. English lessons are no longer confined to the classroom, with a teacher feeding you information. Try: www.bbc.co.uk.

If you really wish to master writing American English like a professional writer  —become a journalist, a columnist, a novelist, or an essaying— we have the most practical e-book every written: How to Improve Writing with Sentence Openers. Not only is this little book useful for teachers, students, and bloggers, but also for business people who write letters, e-mails, and position papers on a daily basis.

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How to Improve Writing and Speaking Skills: American English

1. Pay attention to native English speakers when they talk to each other. You should watch American movies or TV series. Watch them with English subtitles to make sure you know exactly what you are listening to. When I was learning English I used to watch the movie Shane several times a week. In fact, after one year I memorized almost the whole script!

2. Do not be anxious about making grammatical mistakes. English speakers can understand you even if you make mistakes. The more you talk with them and listen to what they say, the more your grammar will improve and become almost second nature.

3. It is a good idea to keep a daily diary of your feelings. Do this in a natural way, much like writers use the “stream of consciousness” method. This will train your brain how to think in English. Notice the parts where you have difficulty expressing yourself and then re-write it.

4. Read American plays. Plays focus on dialogue of American English speech. This is much better than reading novels. I recommend plays by Tennessee Williams; for example Cat on a Hot Tin Roof. Armed with the print version of the play, you can then watch the movie and start educating your ear.

5. Take notes when you are listening to English.

6. Given that some actors speak fast, you should consult your script to make sure you are getting the correct meaning. Movies with Frank Sinatra and John Wayne can be great sources of learning the nuances of American English because both actors speak slowly and with excellent diction.

7. There’s no royal road to writing and speaking American English well. The points mentioned above will take you a long way in learning how to improve writing and speaking skills.

 

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Lazarillo Summary and Table of Contents


My translation is available in KINDLE $3.50
My translation is available in KNOOK $3

Lazarillo de Tormes.  Anonymous. Published: 1554. It is really a letter in which the narrator, Lázaro —a lowly town crier in Toledo— responds to a request made by an unnamed nobleman: Vuestra Merced (Your Honour). Lázaro has to explain in detail to Vuestra Merced, (his social superior), a certain matter, the nature of which becomes clear only at the end of the novel/letter.

The letter begins with a brief and deliberately ambiguous Prologue:.

 Techniques employed by the narrator:

It is written by an ostensibly uneducated town crier but alludes to several classical authors and is full of rhetorical devices.

  1.  Lázaro wants the letter to come to the attention of many readers and be praised, but it is addressed to only one individual.
  2. Although Lazaro is a mere town crier occupying a very lowly job, he rejects money as a reward, craving fame instead!  Given that fame is important, it is ironic that the author did not attach his name to the work, possibly because of the religious and social satire it contains.  The books was placed on the Inquisition’s Index of Prohibited Books in 1559. Another possibility is that the author wanted to distance himself from a hypocritical narrator and all that he represented.
  3. The letter opens promising great things, but soon he calls it a trifle written in a crude style
  4. Lazaro feigns modesty, but is proud of his achievement.
  5. He is asked to write only about the questionable “matter,” but takes it upon himself to give a full account of his life up to that point.

TABLE OF CONTENTS

Translator’s Introduction
Prologue
Chapter 1 – Lazaro Tells about His Parents
Chapter 2 – How Lazaro Finds a New Master: a Priest
Chapter 3 – How Lazaro Found his Third Master: a Squire
Chapter 4 – How Lazaro Found his Fourth Master: a Friar of the Order of Mercy
Chapter 5 – How Lazaro Found his Fifth Master: a Pardoner
Chapter 6 – How Lazaro Went to Work for a Chaplain
Chapter 7 – How Lazaro Went to Work for a Constable

The Prologue ends with Lázaro suggesting that as a hard working man he has achieved more than those who –thanks to the generosity of Fortune– have “inherited noble estates”- a daring criticism of the nobility.

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English Translation of Lazarillo de Tormes



My translation is available in KINDLE $3.50
My translation is available in KNOOK $3

Prologue of the most beloved Spanish short story every written
I think it’s great that many remarkable things as these, which may never have been heard of or seen before, should come to the attention of many people instead of being buried away in the tomb of oblivion.

In this light Pliny tells us that there is no book, as bad as it might be, that doesn’t have a bit of good in it. And this is all the more true since all tastes are not the same: what one man won’t eat, another will be dying to inhale. So there are things that some people don’t care for, while others covet them. Therefore, nothing should be destroyed or thrown away unless it is really ugly; instead, it should be shown to everybody, especially if it won’t do any harm and people might get some good out of it.

If this weren’t so, very few people would write for only for themselves, because writing doesn’t get done without hard work. But since writers go ahead with it, they want to be rewarded, not with money but with people seeing and reading their works, and if there is something worthwhile in the writing, they would like some praise. To which Tullius Cicero says: “Honor creates the arts.”

Does anyone think that the first soldier to charge the enemy hates life? Certainly not; a craving for glory is what makes him expose himself to danger. And the same is true in arts and letters. The young preacher gives a very good sermon and really wants the improvement of people’s souls, but ask his grace if he minds when they tell him, “Oh, what an excellent sermon you gave today, Reverend!” And today So-and-so was lousy in jousting, but when some rascal praised him for the way he had handled his weapons, he gave him his armor. What would he have done if the lad had told him the truth?

And so everything goes: and confessing that I’m no more saintly than my neighbors, I would not mind it at all if those people who find some pleasure in this scribbling of mine (written in my crude style) would get swept up in it and be entertained by it, and see that a man who has had so many misfortunes, dangers, and adversities does exist.

Kindly take —Your Grace— this poor effort from a person who would have liked to make it richer if only his ability had been as great as his desire. And since you said that you wanted me to write down all the details of the matter, I decided not to start out in the middle but at the beginning. That way you will have a complete picture of me, and at the same time see that those people who inherited noble estates very little did they have to do with it—just that Fortune favored them. And also see that those whom Fortune was against, by rowing with grit and guile to safe harbor arrived.

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Ortega y Gasset: Chapter 2 Dehumanization of Art

José Ortega y Gasset

Image by voces via Flickr

From my recent translation of Jose Ortega y Gasset’s The Dehumanization of Art. This landmark book provides a rational interpretation of the new art –literature, drama, sculpture, music, and painting– and  for the enjoyment of art for art’s sake.
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CHAPTER 2 – ARTISTIC ART

If the new art is not accessible to every man, this means that its levers are not of a generically human kind. It is an art not for men in general, but for a very special class of men who may not be better than the others but who are evidently different.

Before anything else, one point must be clarified. What is it the majority of people call aesthetic pleasure? What happens in their souls when they “like” a work of art; for instance, a theatrical performance? The answer is straight: people like a play when they have become interested in the human destinies presented to them. The loves, hatreds, sorrows, and joys of the personages move their hearts: they participate in them as though they were actual happenings in life. And they call a work “good” if it succeeds in creating the necessary quantity of illusion to make the imaginary personages appear like living persons. In poetry they will seek the passion and pain of the man that throbs behind the poet. In painting, the only works that will attract them are the figures of males and females with whom it would be interesting to live. A landscape is pronounced “pretty” if the real landscape it represents deserves for its loveliness or its poignancy to be visited on a trip.

Which means that for the majority of the people aesthetic pleasure isn’t in essence a diverse spiritual attitude, separate from what is habitual in their ordinary life. It differs only in accidental qualities: being perhaps less utilitarian, more intense, and of painless consequences. Definitely, though, the object in which art focuses, the goal of its attention, and with it all their other mental powers, is the same as in daily life: figures and human passions. And they will call art the set of means through which they are brought in contact with interesting human affairs. They will tolerate the artistic forms proper, the unreal, and fantasy only if they do not interfere with the perception of forms and human adventures. As soon as these purely aesthetic elements predominate, and the public cannot grasp well the story of John and Mary, the public will remain disoriented—at a loss as to what to make of the scene, the book, or the painting. And it is only natural; they don’t know any other attitude before the objects other than the practical one, what impassions us to infuse feelings in them. A work that does not invite this intervention leaves them clueless.
Now, at this point we must be perfectly clear. Rejoicing or grieving at such human destinies as a work of art presents or narrates is a very different thing from true artistic pleasure. Moreover: that preoccupation with the human content of the work is in principle incompatible with aesthetic enjoyment proper.

What we have is a very simple optical problem. To see an object we must adjust our visual apparatus in a certain way. If the adjustment is inadequate we won’t see the object or we’ll see it badly. Let the reader imagine that we are seeing a garden through a glass window. Our eyes will adjust in such a way that the ray of vision penetrates through the pane without being held up by it, going to rest on the shrubs and flowers. Since our goal is to see the garden, our ray of vision is thrust toward it, we do not see the glass but look clear through it—remaining the glass unperceived. The purer the glass, the less we see it. With some effort we can also disregard the garden and, withdrawing the ray of vision, detain it on the glass. We then lose sight of the garden; what we behold of it is a confused mass of color which appears pasted to the pane. Hence to see the garden and to see the windowpane are two incompatible operations which exclude one another because they require different ocular adjustments.

Similarly, whoever seeks in the work of art to empathize with the fate of John and Mary or Tristan and Isolde by adjusting his spiritual perception to them, will not see the work of art.

Tristan’s sorrows are sorrows and can arouse compassion only in so far as they are taken as real. But an object of art is artistic only because it is not real. In order to enjoy Titian’s portrait of Charles the Fifth on horseback we must forget that this is Charles the Fifth the authentic and living person, and see instead a portrait, an unreal image, a fiction. The portrayed subject and his portrait are two entirely different objects; we are interested in either one or the other. In the first case we “live” with Charles the Fifth, in the second we “gaze” at an object of art.

But the great majority of people are incapable of adjusting their attention to the pane and the transparency that is the work of art; instead they look right through it, wallowing passionately in the human reality alluded to in the work of art. Should they be invited to let go of this prey and to direct their attention to the work of art itself, they will say that they cannot see such a thing, which indeed they cannot, because they cannot see human objects; only artistic transparencies and virtual purities will they see.

During the XIX century artists proceeded in all too impure a fashion. They reduced the strictly aesthetic elements to a minimum and let the work consist almost entirely in a fiction of human realities. In this sense we can say that all normal art of the last century has been realistic. Realistic were Beethoven and Wagner. Realists were Chateaubriand as well as Zola. Romanticism and Naturalism, from today’s vantage point, draw closer together and reveal their common realistic root.

Works of this kind are only partially works of art, or artistic objects. Their enjoyment does not depend upon our power to adjust to the transparencies and images, which constitutes the artistic sensibility. All they require is human sensibility to let resonate within our neighbor’s joys and worries. We can see why nineteenth century art has been so popular: it is made for the masses inasmuch as it is not art but an ex¬tract from life. Let us remember that in epochs with two different types of art, one has been for minorities and one for the majority, the latter has always been realistic.
Let’s not now discuss whether pure art is possible. Perhaps it is not; but since the reasons that drive us to this negation are somewhat long and difficult—it’s better to drop the subject.

Besides, it is not of major importance to our current theme. Even though pure art may be impossible there is doubtless a tendency toward a purification of art. Such a tendency will arrive at a progressive elimination of the human, all too human, elements predominant in romantic and naturalistic production. And in this process a point can be reached in which the human content has grown so thin that we can barely see it. We’ll then have an object that can be perceived only by those endowed with the peculiar gift of artistic sensibility. It will be an art for artists and not for the masses; it will be an art the high born, and not for the populace.

That is why modern the artist divides the public into two classes, those who understand it and those who do not understand it; that is to say, those who are artists and those who are not. The new art is an artistic art.
I do not propose to extol the new way in art or to condemn the old one used in the past century. I restrict myself to characterize them as the zoologist characterizes two contrasting species. The new art is a world-wide fact. For about twenty years now the most alert young people of two successive generations —in Berlin, Paris, London, New York, Rome, and Madrid— have found themselves faced with the undeniable fact that traditional art bored them; moreover, that they detest it. With these young people one can do one of two things: either shoot them, or try to understand them. I have opted in favor of the latter.

Promptly have I noticed in them the blossoming of a new sense of art, perfectly clear, coherent, and rational. Far from being a whim, their way of feeling is the inevitable and fruitful result of the previous entire artistic evolution.
Whimsical, arbitrary, and consequently useless it would be to set oneself against the new style and obstinately remain shut up within forms already archaic, exhausted, and obsolete. In art, as in morals, duty does not depend on our personal judgment; we have to accept the working imperative imposed by the time. Submission to the order of the day, to be certain, is the only probability open to the individual. Even so he may achieve nothing; but his failure is much more likely if he insists on composing another Wagnerian opera, or another naturalistic novel.
In art all repetition is null. Each style that manifests itself in history can engender a certain number of different forms within a generic type. But there always comes a day when the magnificent quarry is depleted. This, for instance, has happened with romantic-naturalistic novel and theater.

It is a naive error to believe that the present infecundity of both genres is due to lack of personal talent. What happens is that the possible combinations within them are exhausted. Thus, it must be deemed fortunate that this exhaustion coincides with the emergence of a new artistic sensibility capable of detecting new and untouched quarries.

When we analyze the new style we find certain closely connected tendencies. It tends (1) to dehumanize art, (2) to avoid living forms, (3) to insure that the work of art is nothing but a work of art, (4) to consider art as play and nothing else, (5) to be essentially ironical, (6) to elude all falsehood and hence to aspire to scrupulous realization. And finally, (7) art, according to the young artists, is a thing of no transcending consequence.
Let’s sketch briefly each of these features of the new art.

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Learn to Speak English Well

Many students spend a lot of time and money on schools and programs that do not work.  It’s so common and it’s sad. 

Because of technology things are now different.  If you have a computer or an MP3 player, you can learn to speak English well in a very short time.  Even 15 minutes every day will improve our speaking faster than you can imagine. 

It is all about listening to real native English dialogues and conversation.  Each dialogue is about a real life situation and discusses a lot of slang, idioms, and other cool vocabulary native speakers use all the time.  It is the kind of stuff you don’t learn in school.  It will help you understand English movies and speak with and understand native speakers. Our teaching style is really fun and we promise you won’t get bored. We’ll teach you how to remember everything you learn and how to not forget things.

The program has 100 MP3 English lessons that you can download and listen to on your Ipod or computer.  Each lesson has a PDF of the dialogue and an explanation of the important words and phrases.

Each lesson is around 10 to 15 minutes. 

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Sentence Openers that are Awesome, Powerful, and Effective

Chapter 8 — Correlative Conjunctions as Openers

By choosing to start his long novel David Copperfield with the correlative conjunction ‘whether/or,’ Charles Dickens signals the reader that perhaps we should search of more than one hero in the story. This is a startling beginning:

 Whether I shall turn out to be the hero of my own life, or whether that station will be held by anybody else, these pages must show.

And from Jane Austen’s Sense and Sensibility note how by opening the sentence with the correlative conjunction ‘neither/nor,’ the narrator nudges the reader to expect an answer or clarification of character:

Neither Lady Middleton nor Mrs. Jennings could supply to her the conversation she missed; although the latter was an everlasting talker, and from the first had regarded her with a kindness which ensured her a large share of her discourse.

In scholarly non-fiction works we also find these constructs, as we can see in Kate Millett”s Sexual Politics:

Not only is there insufficient evidence for the thesis that the present social distinctions of patriarchy (status, role, temperament) are physical in origin, but are hardly in a position to assess the existing differentiations, since distinctions which we know to be culturally induced at present so outweigh them (29).

Because correlative conjunctions add clarity, crispness, and fluidity to the narrative, these pairs are quite transparent to the reader; they perform their function in an unobtrusive manner. Thus we can say that correlative conjunctions don’t call attention to themselves:

both . . . and
either . . . or
just as . . . so
neither . . . nor
not only . . . but

not only . . . but also
not only because . . . but also because

whether . . . or

In his novelette Breakfast at Tiffany’s, master writer Truman Capote chooses the ‘both/and’ pair as a sentence opener:

Both Holly and I used to go there six, seven times a day, not for a drink, not always, but to make telephone calls: during the war a private telephone was hard to come by.

Joyce Carol Oates, in her essay “Running and Writing,”

Both running and writing are highly addictive activities; both are, for me, inextricably bound up with consciousness.

 When they are chosen as sentence openers, these pairs stir up the readers’ attention, making them wonder why they have been uprooted from the middle to the front. “Why has the furniture been rearranged?” they would ask.

Laura Esquivel in her novel Like Water for Chocolate:

Either her blouse had a wrinkle, or there wasn’t enough hot water, or her braid came out uneven—in short, it seemed Mama Elena’s genius was for finding fault (Esquivel 95).

Robert Graves in his novel I, Claudius:

Either she would refuse it or she would accuse him of wasting on other women what he denied her (22).

Either the fellow galloped off the field or surrendered instead of fighting, or some officious private soldier got the blow in first (44).

Not only did she manage her huge household in the efficient way I have described, but she bore an equal share with him in public business (29).

In his aesthetics treatise Art as Experience, note how John Dewey, the American philosopher, opens his sentences:

Not only does the direct sense element —and emotion is a mode of sense— tend to absorb all ideational matter, but apart from special discipline enforced by physical apparatus, it subdues and digests all that is merely intellectual (30).

Neither a world wholly obdurate and sullen in the face of man nor one so congenial to his wishes that it gratifies all desired is a world in which art can arise (339).

Neither the savage nor the civilized man is what he is by native constitution but by the culture in which he participates (345).

Either the maker had no experience that was emotionally toned, or although having at the outset a felt emotion, it was not sustained, and a succession of unrelated emotions dictated the work (69).

Besides being a pragmatist American Philosopher, John Dewey was a progressive educator. And while philosophical tracts are daunting, difficult, tedious, and often intractable to the common reader, Dewey’s writings remain fresh and accessible. Most of the techniques we advocate in this textbook may be found in Art as Experience.

Ethics philosopher Alasdair MacIntyre in his A Short History of Ethics uses the following pairs as sentence openers:

Either they are highly specialized concepts belonging within stable and continuing disciplines, such as geometry; or else they are highly general concepts necessary to any language of any complexity.

And in the following example from the Vicar of Wakefield, the narrator by means of the pair —neither … nor— injects a flash forward to advance the story:

Neither the fatigues and dangers he was going to encounter, nor the friends and mistress, for Miss Wilmot actually loved him, he was leaving behind, [in] any way damped his spirits (Goldsmith 134).

And Laura Esquivel once again:

 Neither she nor Rosaura knew how to make them; when Tita died, her family’s past would die with her (Esquivel 179).

Not only could she crack sack after sack of nuts in a short time, [but] she seemed to take great pleasure in doing it (231).

Master writers exploit the mind’s expectation for closure. When in common speech we hear the expression, “Like waiting for the other shoe to tall,” we quickly grasp and agree that there’s an imminent expectation that perhaps bodes ill.

It may not be necessarily so, but we can’t help to expect something nefarious.

 

With these pithy words (correlative conjunctions), professional writers create hook sentences and hook paragraphs. As can be seen from the examples cited above, correlative conjunctions may be used for both fiction and non-fiction.

 

What makes correlative conjunctions practical is their versatility; they may be repeated to join related ideas into a coherent sentence, as we can see in the following example from Ford Madox Ford’s The March of Literature:

 Whether he made his letters with the chisel on stone, or painted his ideographs on the walls of temples or palaces, whether he wrote with a stylus on tablets of wax, or incised them on rolls of clay which were afterwards baked, or whether in the end he wrote much as we write with a split reed upon sheets of papyrus which is the inner fiber of the papyrus plant—always a sort of priestly or layer-like respectability attached to the man who could write at all (26).

In academic writing, theorists use these pairs to contrast competing and often opposite ideas, as we can see in Linda Hutcheon’s A Poetics of Modernism:

 Whether we use a model of double encoding or one of ideological “unmarking,” the point is that postmodernism has been both acclaimed and attacked by both ends of the political spectrum because its inherently paradoxical structure permits contradictory interpretations: these forms of aesthetic practice and theory both install and subvert prevailing norms – artistic and ideological (ch13, 223).

Search the Internet, or bookstores, or college or universities’ libraries and you won’t find the detailed treatment of ‘sentence openers,’ ‘opening sentences,’ key sentences,’ or ‘beginning sentences,’ as it is presented in Mary Duffy’s textbook–take a look:Sentence Openers.


 

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Mary Wollstonecraft – Sentence Openers and Opening Sentences

Writing in the 18th century, Mary Wollstonecra...

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In her landmark feminist book Vindication of the Rights of Woman (1792), Mary Wollstonecraft writes:

From every quarter have I heard exclamations against masculine women, but where are they to be found? If by this appellation men mean to inveigh against their ardor in hunting, shooting and gaming, I shall most cordially join in the cry; but if it be against the imitation of manly virtues, or, more properly speaking the attainment of those talents and virtues, the exercise of which ennobles the human character, and which raises females in the scale of animal being, when they are comprehensibly termed mankind, all those who view them with a philosophic eye, I should think, wish with me, that they may every day grow more and more masculine.

For students of English writing the above paragraph has at least two important lessons. First, we should note that the sentence opener is a prepositional phrase (‘from’) which is formulated in the form of a rhetorical question, which she immediately proceeds to answer.

Discussion of Prepositional Phrases as sentence openers

Let’s take a moment to understand the important role that prepositions have in the English language. Prepositions are connective words, and though they are for the most part short they pack a powerful punch.

Assume that it is midnight and that a tourist, who is standing on 5th Avenue and 72nd Street, asks a New Yorker how to get to the West Side. The directions could be a matter of life and death:

“Just go through the park,”

or

“Go around the park.”

Prepositional phrases function as adjective, adverbs, and sometimes as nouns.

When used as adverbs, prepositional phrases perform the same job that adverbs do:

Jacqueline Susan wrote brilliantly.

The adverb ‘brilliantly’ (which qualifies the verb ‘wrote’) may be replaced by the prepositional phrase ‘with brilliance’:

Jacqueline Susan wrote with brilliance.

An abundance of adverbs is a clear sign that the writers aren’t choosing their verbs with care, a habit that leads to wordiness and slow pace:

Leona closed the door violently.

Notice the same sentence with a more adequate verb eliminate the need for ‘violently’:

Leona slammed the door.

Repetitive use of adverbs ending in —‘ly’ should cause the flag to go up:

Leona breathed noisily and wearily.

Could be revised to:

Leona yawned.

Another example of excessive use of adverbs:

No one sang more ardently, lucidly, vigorously, humorously and passionately than Ethel Merman (Schlesinger, Jr. 137).

Could be revised to:

No one out sang Ethel Merman.

When used as sentence openers, prepositional phrases not only function as adverbs, but also take on the adverb’s properties to specify verb relationships such as: time, place, manner, and condition. At the end of this chapter, and for quick reference, you’ll find a list of the most widely used prepositions. Any good grammar book will include lists of prepositions classified as to time, place, manner, motion, and condition.

In the vessel’s waist they hung awhile, until Mr. Blood had satisfied himself that no other sentinel showed above decks but that inconvenient fellow in the prow (Sabatini 91).

After dinner, when we were sitting by the fire, and I was meditating an escape to Peggotty without having the hardihood to slip away … a coach drove up to the garden-gate, and he went out to receive his visitor (Dickens, Copperfield 47).

During the late summer of 1714 all England awaited the coming of King George I. On September 18 he landed at Greenwich (Churchill 95).

During the dull day, in the course of which he was entertained by his elderly hosts and by the more important of the visitors … (Tolstoy, War and Peace 369).

(In the above example Tolstoy embellishes the use of his prepositional phrase with alliteration).

To the young lady, this separation was the poignant climax of all her sufferings.

Through the carport, I could see a patchy apron of grass, a crescent of yard (Grafton, ‘A’ is for Alibi 170).

With any other jury it must have made the impression that he hoped to make. It may even have made its impression put on these poor, pusillanimous sheep (Sabatini 29).

With imagination in the popular sense, command of imagery, and metaphorical expression, Bentham was, to a certain degree, endowed (Mill 96).

This one-syllable—‘With’—preposition is a humble preposition, yet it plays an important role in the English language. Notice how Michiko Kakutani—the New York Times, meticulous, and master reviewer—opens not only a sentence but the opening paragraph and book review of Jeffrey Toobin’s The Nine:

With President Bush’s addition of John G. Roberts Jr. and Samuel A. Alito Jr. to the Supreme Court, the balance of power in the highest court in the land has shifted decisively to the right (21 Sep.2007).

Once the use of ‘with’ as an opener is mastered, it may be repeated for emphasis, as we can see in the following example culled from Jane Austen’s Persuasion:

With the Musgroves, there was the happy chat of perfect case; with Captain Harville, the kind-hearted intercourse of brother and sister; with Lady Russell, attempts at conversation, which a delicious consciousness cut short; with Admiral and Mrs. Croft, everything of peculiar cordiality and fervent interest, which he same consciousness sought to conceal; —and with Captain Wentworth, some moments of communication continually occurring, and always the hope of more, and always the knowledge of his being there! (Chapter 23).

Or, as in the following example from Charlotte Bronte’s novel Villete:

With her father she really was still a child, or child-like, affectionate, merry, and playful. With me she was serious, and as womanly as thought and feeling could make her. With Mrs. Bretton she was docile and reliant, but not exapansive. With Graham she was shy, at present very shy; at moments she tried to be cold; on occasion she endeavoured to shun him (317).

Note how novelist Anita Brookner opens her well received and much acclaimed novel Hotel du Lac:

 

From the window all that could be seen was a receding area of grey.

Other examples:

Of all the people riding the elevator with her, she distinguished a middle-aged woman in a wheelchair and a well-dressed young woman holding a red plastic folder against her bosom (Guerrero 93).

Of the geese outside the side-gate who come waddling after me with their long necks stretched out when I go that way, I dream at night, as a man environed by wild beasts might dream of lions (Dickens, David Copperfield 14).

Among the privileges enjoyed by the well-born was that of legacy-admission to an Ivy League college.

Within six days after Augustus had been compelled to accept so very liberal a grant, he resolved to gratify the pride of the senate by an easy sacrifice (Gibbon 47).

Behind me, almost soundlessly, came the low scuffling of the dogs in long loping strides (Grafton, ‘A’ is for Alibi 209).

From the British camp on Staten Island the American lines could be seen across the bay on the spurs of Long Island, on the heights of Brooklyn above the East River (Churchill 175).

Other examples in which the preposition is repeated:

Without speaking; without smiling; without seeming to recognize in me a human being, he only twined my waist with his arm, and riveted me to his side (Bronte C, Jane Eyre 296).

Scott Peck in his spiritual book The Road Less Traveled uses ‘To’ not only once, but in sequence:

To our children we say, “Don’t talk back to me, I’m your parent.” To our spouse we give the message, “Let’s live and let live. If you criticize me, I’ll be a bitch to live with, and you’ll regret it.” To their families and the world the elderly give the message, “I’m old and fragile. If you challenge me I may die or at least you will bear upon your head the responsibility for making my last days on earth miserable” (52).

Discussion of Subordinating Conjunctions as Sentence Openers

Secondly, Mary Wollstonecraft uses the subordinating conjunction ‘if’ as a sentence opener, which allows her to make her point with the independent clause.

Mary Wollstonecraft could have opened her paragraph with a conventional sentence of the Subject-Verb-Object (S-V-O) pattern:

I’ve heard exclamations against masculine women from every quarter.

But, as we have explained in other articles, professional writers avoid opening their sentences with the pattern S-V-O because after a while the pattern becomes boring and childish. By placing the preposition ‘from’ right at the opening, the sentence becomes more dramatic.

Subordination of ideas is also a technique that professional writers employ to their benefit. Subordination gives unequal emphasis to two or more ideas, and allows the writer to include subordinate ideas in subordinate clauses or phrases so that they can stress the main idea.

Search the Internet, or bookstores, or college or universities’ libraries and you won’t find the detailed treatment of ‘sentence openers,’ ‘opening sentences,’ key sentences,’ or ‘beginning sentences,’ as it is presented in Mary Duffy’s textbook–take a look:Sentence Openers.
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