Transitional Phrases Into Quotes

When they shook hands, it felt like a promise had been made. A commitment. “Now,” Ethan said, “where do you keep the guns?” Ravenel’s brows shot upward. “Ransom, if you don’t mind, I prefer easing into a new topic with a transitional phrase or two.

Learn to enjoy this tidying process. I don't like to write; I like to have written. But I love to rewrite. I especially like to cut: to press the DELETE key and see an unnecessary word or phrase or sentence vanish into the electricity. I like to replace a humdrum word with one that has more precision or color. I like to strengthen the transition between one sentence and another. I like to rephrase a drab sentence to give it a more pleasing rhythm or a more graceful musical line. With every small refinement I feel that I'm coming nearer to where I would like to arrive, and when I finally get there I know it was the rewriting, not the writing, that wont the game.

When you hear the phrase “rescue the financial system,” translate it in your mind into “keep the debts on the books.” They are trying to find a way for you (and debtor nations too) to keep paying and for the debt to keep growing.

They were supposed to be the ones who would help us eighteen-year-olds to make the transition, who would guide us into adult life, into a world of work, of responsibilities, of civilized behaviour and progress – into the future. Quite often we ridiculed them and played tricks on them, but basically we believed in them. In our minds the idea of authority – which is what they represented – implied deeper insights and a more humane wisdom. But the first dead man that we saw shattered this conviction. We were forced to recognize that our generation was more honourable than theirs; they only had the advantage of us in phrase-making and in cleverness. Our first experience of heavy artillery fire showed us our mistake, and the view of life that their teaching had given us fell to pieces under that bombardment. While they went on writing and making speeches, we saw field hospitals and men dying: while they preached the service of the state as the greatest thing, we already knew that the fear of death is even greater. This didn’t make us into rebels or deserters, or turn us into cowards – and they were more than ready to use all of those words – because we loved our country just as much as they did, and so we went bravely into every attack. But now we were able to distinguish things clearly, all at once our eyes had been opened. And we saw that there was nothing left of their world. Suddenly we found ourselves horribly alone – and we had to come to terms with it alone as well.

Learn to enjoy this tidying process. I don’t like to write; I like to have written. But I love to rewrite. I especially like to cut: to press the DELETE key and see an unnecessary word or phrase or sentence vanish into the electricity. I like to replace a humdrum word with one that has more precision or color. I like to strengthen the transition between one sentence and another. I like to rephrase a drab sentence to give it a more pleasing rhythm or a more graceful musical line. With every small refinement I feel that I’m coming nearer to where I would like to arrive, and when I finally get there I know it was the rewriting, not the writing, that won the game.

eighteen-year-olds to make the transition, who would guide us into adult life, into a world of work, of responsibilities, of civilized behaviour and progress – into the future. Quite often we ridiculed them and played tricks on them, but basically we believed in them. In our minds the idea of authority – which is what they represented – implied deeper insights and a more humane wisdom. But the first dead man that we saw shattered this conviction. We were forced to recognize that our generation was more honourable than theirs; they only had the advantage of us in phrase-making and in cleverness. Our first experience of heavy artillery fire showed us our mistake, and the view of life that their teaching had given us fell to pieces under that bombardment. While they went on writing and making speeches, we saw field hospitals and men dying: while they preached the service of the state as the greatest thing, we already knew that the fear of death is even greater. This didn’t make us into rebels or deserters, or turn us into cowards – and they were more than ready to use all of those words – because we loved our country just as much as they did, and so we went bravely into every attack. But now we were able to distinguish things clearly, all at once our eyes had been opened. And we saw that there was nothing left of their world. Suddenly we found ourselves horribly alone – and we had to come to terms with it alone as well.

When we hear the phrase ‘clean energy’ it normally calls to mind happy, innocent images of warm sunshine and fresh wind. But while sunshine and wind are obviously clean, the infrastructure we need to capture it is not. Far from it. The transition to renewables is going to require a dramatic increase in the extraction of metals and rare-earth minerals, with real ecological and social costs.

Abbott’s most important failure during the transition to government was not seeking out a chief of staff with a different set of skills to Credlin’s. Prior to the election Abbott described Credlin as ‘the smartest and fiercest political warrior I’ve ever worked with’, a phrase he would repeat many times in coming years. The problem with this formulation was that it wasn’t a good description of a prime minister’s chief of staff.

For to conceive the sum of Joseph’s efforts for master and steward one must add that he had every evening to say good-night to Mont-kaw, and every night in different phrases. For that service he had originally been bought; and Mont-kaw had been too favourably impressed with the first instance to forgo the pleasure in the sequel. He was a poor sleeper, as the pouches under his eyes betrayed. Only hardly did the overburdened brain relax from the occupations of the day and find the good highway to slumber. The kidneys too were bad and helped to make the transit difficult. So that he could well use a few sweet words and mellifluous murmurings at the end of the day. Thus Joseph might never neglect to come before him at night and drop soothing speech in his ears—which, besides everything else, had to be prepared during the day, for it must have comeliness of form.

If one more person tells me that “all gender is performance,” I think I am going to strangle them. Perhaps most annoying about that sound-bite is the somewhat snooty “I-took-a-gender-studies-class-and-youdidn’t” sort of way in which it is most often recited, a magnificent irony given the way that phrase dumbs down gender. It is a crass oversimplification, as ridiculous as saying all gender is genitals, all gender is chromosomes, or all gender is socialization. In reality, gender is all of these things and more. In fact, if there’s one thing that all of us should be able to agree on, it’s that gender is a confusing and complicated mess. It’s like a junior high school mixer, where our bodies and our internal desires awkwardly dance with one another, and with all the external expectations that other people place on us. Sure, I can perform gender: I can curtsy, or throw like a girl, or bat my eyelashes. But performance doesn’t explain why certain behaviors and ways of being come to me more naturally than others. It offers no insight into the countless restless nights I spent as a pre-teen wrestling with the inexplicable feeling that I should be female. It doesn’t capture the very real physical and emotional changes that I experienced when I hormonally transitioned from testosterone to estrogen. Performance doesn’t even begin to address the fact that, during my transition, I acted the same, wore the same T-shirts, jeans, and sneakers that I always had, yet once other people started reading me as female, they began treating me very differently. When we talk about my gender as though it were a performance, we let the audience—with all their expectations, prejudices, and presumptions—completely off the hook.

I would put How Green Was My Valley in the same class as Uncle Tom’s Cabin: a work that leaves an ineradicable “scratch on the mind,” to borrow Harold Isaacs’s useful phrase. There was another element as well. At a certain point, on some springy-turfed Welsh hillside far above the scenes of alienation and exploitation that lay below, young Huw contrived to part with his irksome virginity. Richard Llewellyn handled this transition with very slightly too much quasi-poetic euphemism, his crucial error being (to my fevered imagining) the idea that the inflamed heat of young manhood could be assuaged only by the relative “coolness” of a feminine interior. One had had a vague hope that the ardency would be appeased by an even greater heat, rather than sizzled like a red-hot horseshoe dipped in water, but at this stage I would have been willing to settle for anything that offered incandescence in either direction.

Erroneous plurals of nouns, as vallies or echos. Barbarous compound nouns, as viewpoint or upkeep. Want of correspondence in number between noun and verb where the two are widely separated or the construction involved. Ambiguous use of pronouns. Erroneous case of pronouns, as whom for who, and vice versa, or phrases like “between you and I,” or “Let we who are loyal, act promptly.” Erroneous use of shall and will, and of other auxiliary verbs. Use of intransitive for transitive verbs, as “he was graduated from college,” or vice versa, as “he ingratiated with the tyrant.” Use of nouns for verbs, as “he motored to Boston,” or “he voiced a protest.” Errors in moods and tenses of verbs, as “If I was he, I should do otherwise,” or “He said the earth was round.” The split infinitive, as “to calmly glide.” The erroneous perfect infinitive, as “Last week I expected to have met you.” False verb-forms, as “I pled with him.” Use of like for as, as “I strive to write like Pope wrote.” Misuse of prepositions, as “The gift was bestowed to an unworthy object,” or “The gold was divided between the five men.” The superfluous conjunction, as “I wish for you to do this.” Use of words in wrong senses, as “The book greatly intrigued me,” “Leave me take this,” “He was obsessed with the idea,” or “He is a meticulous writer.” Erroneous use of non-Anglicised foreign forms, as “a strange phenomena,” or “two stratas of clouds.” Use of false or unauthorized words, as burglarize or supremest. Errors of taste, including vulgarisms, pompousness, repetition, vagueness, ambiguousness, colloquialism, bathos, bombast, pleonasm, tautology, harshness, mixed metaphor, and every sort of rhetorical awkwardness. Errors of spelling and punctuation, and confusion of forms such as that which leads many to place an apostrophe in the possessive pronoun its. Of all blunders, there is hardly one which might not be avoided through diligent study of simple textbooks on grammar and rhetoric, intelligent perusal of the best authors, and care and forethought in composition. Almost no excuse exists for their persistent occurrence, since the sources of correction are so numerous and so available.

To elaborate these points in a Western philosophical context, first, the “basic stuff” of the scientific West came to be seen as substances (noun phrases), in which attributes inhere (auxiliary verbs) or which are active (transitive and intransitive verbs). Thus Heraclitus could ask how it was possible to step into the same river twice when all of its substance (water) was different. In attempting to get to the bottom of things, Descartes argued for two substances which share no predicates because they are absolutely distinct: body (that which is extended) and mind (that which thinks). But Cartesian efforts to account for how the two substances could interact were not persuasive to Descartes’ successors. Like Spinoza, Leibniz believed that substances could not, in fact, interact, but while the former concluded there could therefore only be a single substance (with many modes and attributes), the latter instead argued for an indefinitely large number of them. These individual substances, “monads,” could not causally affect each other, but could all dance to the same tune played in a preestablished harmony composed by God.

Having studied workplace leadership styles since the 1970s, Kets de Vries confirmed that language is a critical clue when determining if a company has become too cultish for comfort. Red flags should rise when there are too many pep talks, slogans, singsongs, code words, and too much meaningless corporate jargon, he said. Most of us have encountered some dialect of hollow workplace gibberish. Corporate BS generators are easy to find on the web (and fun to play with), churning out phrases like “rapidiously orchestrating market-driven deliverables” and “progressively cloudifying world-class human capital.” At my old fashion magazine job, employees were always throwing around woo-woo metaphors like “synergy” (the state of being on the same page), “move the needle” (make noticeable progress), and “mindshare” (something having to do with a brand’s popularity? I’m still not sure). My old boss especially loved when everyone needlessly transformed nouns into transitive verbs and vice versa—“whiteboard” to “whiteboarding,” “sunset” to “sunsetting,” the verb “ask” to the noun “ask.” People did it even when it was obvious they didn’t know quite what they were saying or why. Naturally, I was always creeped out by this conformism and enjoyed parodying it in my free time. In her memoir Uncanny Valley, tech reporter Anna Wiener christened all forms of corporate vernacular “garbage language.” Garbage language has been around since long before Silicon Valley, though its themes have changed with the times. In the 1980s, it reeked of the stock exchange: “buy-in,” “leverage,” “volatility.” The ’90s brought computer imagery: “bandwidth,” “ping me,” “let’s take this offline.” In the twenty-first century, with start-up culture and the dissolution of work-life separation (the Google ball pits and in-office massage therapists) in combination with movements toward “transparency” and “inclusion,” we got mystical, politically correct, self-empowerment language: “holistic,” “actualize,” “alignment.

he used the phrase “naive transitivity” to describe what we and other movement activists in the 1960s were calling “rebellion.” For Freire, it was the stage when the masses, conscious that their oppression is rooted in objective conditions, “become anxious for freedom, anxious to overcome the silence in which they have always existed.” Freire was very clear, as were we, that this breaking of silence was not just a riot. Indeed, the masses were seeking to make their historical presence felt. He was equally clear, as were we, that it was not yet revolution because revolutions are made by people (as distinguished from masses) who have assumed “the role of subject in the precarious adventure of transforming and re-creating the world. They are not just denouncing but also announcing a new positive.”8 Or as we put it in Revolution and Evolution in the Twentieth Century, “a rebellion disrupts the society,” but “a revolution . . . begins with projecting the notion of a more human, human being,” one “who is more advanced in the qualities which only human beings have—creativity, consciousness and self-consciousness, a sense of political and social responsibility.”9 Soon thereafter, I read Freire’s Pedagogy of the Oppressed and was delighted to discover that his ideas of Education for Freedom, as education that not only makes the masses conscious of their oppression but engages them in struggles to transform themselves and their world, were very close to those that I had been putting forward.10 In this landmark work, Freire critiqued the bourgeois “banking method” of education, in which students are expected to memorize the “truths” of the dominant society—that is, “deposit” information in their head then “withdraw” it when required for tests, jobs, and other demands by overseers. Instead, Freire argued that critical thinking can develop only when questions are posed as problems. This problem-posing method provides no automatic “correct” answer. By contrast, students must discover their own understanding of the truth by developing a heightened awareness of their situation.

This puzzles people, because they expect things to follow what mathematicians call the transitive rule: If A is better than B and B is better than C, then A is better than C. For example, if you replace the phrase better than by any of the phrases longer than, heavier than, older than, more than, or larger than, the rule is true. However, some relationships don’t follow this rule. For instance, is an acquaintance of and is visible to do not. And, if we replace better than by beats on average, these dice don’t follow the transitive rule. So they’re called nontransitive dice. The childhood game of Rock, Paper, Scissors is a simple example of a nontransitive rule. Rock beats (breaks) Scissors, Scissors beats (cuts) Paper, and Paper beats (covers) Rock.

The Students The students eat something and then watch the news, a little, then go to sleep. When morning breaks in they find they have not forgotten all: they recall the speckle of words on certain pages of the chapter assigned, a phrase of strange weight from a chapter that was not assigned, and something said almost flippantly by a classmate on the Green which put much of the 18th century into perspective. Noticing themselves at the sink they are aware the hands they wash are the "same" hands as in high school--though the face is different. Arriving in the breakfast hall having hardly felt the transit, they set down their trays on one table; presently, glance at another corner of the space: that was where we mostly sat two years ago, that was where Gerry said what he said about circles, the concept of, and Leonardo da Vinci.

Whether then by accident or by design, by chance or perhaps deliberate and malicious seeding, a whisper spoken directly into the genome, the Impartial Observer concludes that there exists a defiled, perverted truth in this universe’s finest achievement, men, being conscious of the phrase: Sic transit gloria mundi… Worldly things are fleeting.

Until that June day in 2004, PowerPoint had been the default tool for communication of ideas in many meetings at Amazon, just as it was and still is at many companies. Everybody knew its delights and perils. What could be more exhilarating than listening to a charismatic executive deliver a rousing presentation backed up by snappy phrases, dancing clip art, and cool slide transitions? So what if you couldn’t remember the details a few days later? And what could be worse than suffering through a badly organized presentation using a drab template and tons of text in a font too small to read? Or, worse still, squirming as a nervous presenter stumbled and faltered through slide after slide? The real risk with using PowerPoint in the manner we did, however, was the effect it could have on decision-making. A dynamic presenter could lead a group to approve a dismal idea. A poorly organized presentation could confuse people, produce discussion that was rambling and unfocused, and rob good ideas of the serious consideration they deserved. A boring presentation could numb the brain so completely that people tuned out or started checking their email, thereby missing the good idea lurking beneath the droning voice and uninspiring visuals

They were able to get so many strawflowers last week, they'd kept some for arrangements and had dried others to use in wreaths. Strawflowers held their color despite being dried, and the wreaths always turned out beautiful. Time consuming, yes, but beautiful. Great for the transition from winter to spring. Alice once saw an Etsy listing that called similar wreaths everlasting strawflowers, and she liked the phrasing so much she'd thought of them that way ever since.

It is ironic that money, originally a means of connecting gifts with needs, originally an outgrowth of a sacred gift economy, is now precisely what blocks the blossoming of our desire to give, keeping us in deadening jobs out of economic necessity, and forestalling our most generous impulses with the words, "I can't afford to do that." We live in an omnipresent anxiety, borne of the scarcity of the money which we depend on for life — witness the phrase "the cost of living." Our purpose for being, the development and full expression of our gifts, is mortgaged to the demands of money, to making a living, to surviving. Yet no one, no matter how wealthy, secure, or comfortable, can ever feel fulfilled in a life where those gifts remain latent. Even the best-paid job, if it does not engage our gifts, soon feels deadening, and we think, "I was not put here on earth to do this." Even when a job does engage our gifts, if the purpose is something we don't believe in, the same deadening feeling of futility arises again, the feeling that we are not living our own lives, but only the lives we are paid to live. "Challenging" and "interesting" are not good enough, because our gifts are sacred, and therefore meant for a sacred purpose.

Her knowledge of sports consisted of phrases like “Well, Greg, how about those Nationals” as a transition to the sports segment when they came out of a commercial break.

November–December January–February March–April May–June Sentence Skills Punctuation / Capitalization of First Word – Capitalize first word, proper nouns; use commas in a list; and insert correct end punctuation. Sentences Versus Fragments – Distinguish between a sentence and a fragment. – Correct fragments. – Identify and correct fragments and run-ons in paragraphs. Scrambled Sentences – Rearrange sequences of words into sentences, adding correct capitalization and punctuation. Sentence Types – Write a statement, question, exclamation, and command about a picture, topic, or text. – Write questions about a topic, picture, or text. Conjunctions (because, but, so) – Complete sentence stems with because, but, and so. – Independently write sentences with because, but, and so. Continue previous sentence activities. Sentence Expansion – Expand kernel sentences with appropriate Q words: who, what, when, where, why, and how. – Determine whether a specified part of a sentence tells who, what, when, where, why, and how. Sentence Combining – Combine sentences with compound subjects using pronouns, conjunctions (and, but, because, and so), and transitions when appropriate. Subordinating Conjunctions – Complete sentences beginning with subordinating conjunctions after, before, whenever, even though, since, and if. – Practice writing T.S.s with subordinating conjunctions. Continue previous sentence activities. Appositives – Identify an appositive in a sentence. – Match appositives to noun phrases. Transition Words and Phrases – Fill in correct transitions in paragraphs with blanks (time-sequence, illustration, change-of-direction, and conclusion). – Follow a given sentence with another one beginning with an illustration or cause-effect conclusion transition (Colonists needed transportation for their goods. As a result,________ Blacksmiths

January–February March–April May–June Sentence Skills Punctuation / Capitalization of First Word – Capitalize first word, proper nouns; use commas in a list; and insert correct end punctuation. Sentences Versus Fragments – Distinguish between a sentence and a fragment. – Correct fragments. – Identify and correct fragments and run-ons in paragraphs. Scrambled Sentences – Rearrange sequences of words into sentences, adding correct capitalization and punctuation. Sentence Types – Write a statement, question, exclamation, and command about a picture, topic, or text. – Write questions about a topic, picture, or text. Conjunctions (because, but, so) – Complete sentence stems with because, but, and so. – Independently write sentences with because, but, and so. Continue previous sentence activities. Sentence Expansion – Expand kernel sentences with appropriate Q words: who, what, when, where, why, and how. – Determine whether a specified part of a sentence tells who, what, when, where, why, and how. Sentence Combining – Combine sentences with compound subjects using pronouns, conjunctions (and, but, because, and so), and transitions when appropriate. Subordinating Conjunctions – Complete sentences beginning with subordinating conjunctions after, before, whenever, even though, since, and if. – Practice writing T.S.s with subordinating conjunctions. Continue previous sentence activities. Appositives – Identify an appositive in a sentence. – Match appositives to noun phrases. Transition Words and Phrases – Fill in correct transitions in paragraphs with blanks (time-sequence, illustration, change-of-direction, and conclusion). – Follow a given sentence with another one beginning with an illustration or cause-effect conclusion transition (Colonists needed transportation for their goods. As a result,________ Blacksmiths needed certain tools. Specifically,__________) Continue previous sentence activities. Appositives – Match an appositive to a noun or noun phrase. – Fill in blanks with appositives. – Given an appositive, write a sentence. – Given a topic, write a T.S. using an appositive. Transition Words and Phrases – Insert transition words or phrases (time-sequence, illustration, change-of-direction, and conclusion) into given paragraphs. Single-Sentence Summary – Given the subject, use question words without a kernel

May–June Sentence Skills Punctuation / Capitalization of First Word – Capitalize first word, proper nouns; use commas in a list; and insert correct end punctuation. Sentences Versus Fragments – Distinguish between a sentence and a fragment. – Correct fragments. – Identify and correct fragments and run-ons in paragraphs. Scrambled Sentences – Rearrange sequences of words into sentences, adding correct capitalization and punctuation. Sentence Types – Write a statement, question, exclamation, and command about a picture, topic, or text. – Write questions about a topic, picture, or text. Conjunctions (because, but, so) – Complete sentence stems with because, but, and so. – Independently write sentences with because, but, and so. Continue previous sentence activities. Sentence Expansion – Expand kernel sentences with appropriate Q words: who, what, when, where, why, and how. – Determine whether a specified part of a sentence tells who, what, when, where, why, and how. Sentence Combining – Combine sentences with compound subjects using pronouns, conjunctions (and, but, because, and so), and transitions when appropriate. Subordinating Conjunctions – Complete sentences beginning with subordinating conjunctions after, before, whenever, even though, since, and if. – Practice writing T.S.s with subordinating conjunctions. Continue previous sentence activities. Appositives – Identify an appositive in a sentence. – Match appositives to noun phrases. Transition Words and Phrases – Fill in correct transitions in paragraphs with blanks (time-sequence, illustration, change-of-direction, and conclusion). – Follow a given sentence with another one beginning with an illustration or cause-effect conclusion transition (Colonists needed transportation for their goods. As a result,________ Blacksmiths needed certain tools. Specifically,__________) Continue previous sentence activities. Appositives – Match an appositive to a noun or noun phrase. – Fill in blanks with appositives. – Given an appositive, write a sentence. – Given a topic, write a T.S. using an appositive. Transition Words and Phrases – Insert transition words or phrases (time-sequence, illustration, change-of-direction, and conclusion) into given paragraphs. Single-Sentence Summary – Given the subject, use question words without a kernel sentence to create a summary sentence. Continue previous sentence activities. Sentence Combining – Combine sentences using appositives, pronouns, and conjunctions.

In her book Asperger Syndrome and Adolescence: Practical Solutions for School Success, Brenda Smith Myles identifies six areas of difficulty for adolescents with Asperger’s: • Lack of understanding that nonverbal cues express meaning and attitudes. Teens miss out on many social opportunities because they don’t understand that a smile and glances from another person could mean they like him, or that teachers give a “look” that is a warning and should be interpreted as meaning to calm down and get to work. • Problems with using language to initiate or maintain a conversation. AS teens will often start a conversation with a comment that seems irrelevant, or may walk up to a group of teens and want to join in, but does not because he doesn’t know how or when to join in. • Tendency to interpret words or phrases concretely. AS teens often only understand the literal meanings of words and phrases and not expressions such as “You’re pulling my leg” and “Pull yourself together.” Or, as in the example from Luke Jackson’s book quoted earlier, they will do exactly as told and will not understand the implied statement, which leads teachers to think the teen is a smart aleck. • Difficulty understanding that other people’s perspective in conversation need to be considered. This can lead to one-sided monologues, because the AS student is talking about his area of interest and is not monitoring whether or not the listener is interested. • Failure to understand the unspoken rules of the hidden curriculum or a set of rules everyone knows, but that has not been specifically taught. Things that are important to teens, such as how to dress, what to say to whom, how to act, and how to know the difference between gentle teasing and bullying. • Lack of awareness that what you say to a person in one conversation may influence how that individual relates to you in the future. A teen may make a candid remark to another teen, not realizing it was hurtful, and may be puzzled by the person’s lack of response later that day.

make them progress more smoothly. As you write, be sure that the transitions between one idea and another are clear. If you move from one idea to another too abruptly, the reader may miss the connection between them and lose your train of thought. Pay particular attention to the transitions from one paragraph to another. Often, you’ll need to write transition sentences that explicitly lead the reader from one paragraph to the next. Clarity Perhaps the fundamental requirement of scientific writing is clarity. Unlike some forms of fiction in which vagueness enhances the reader’s experience, the goal of scientific writing is to communicate information. It is essential, then, that the information is conveyed in a clear, articulate, and unclouded manner. This is a very difficult task, however. You don’t have to read many articles published in scientific journals to know that not all scientific writers express themselves clearly. Often writers find it difficult to step outside themselves and imagine how readers will interpret their words. Even so, clarity must be a writer’s first and foremost goal. Two primary factors contribute to the clarity of one’s writing: sentence construction and word choice. SENTENCE CONSTRUCTION. The best way to enhance the clarity of your writing is to pay close attention to how you construct your sentences; awkwardly constructed sentences distract and confuse the reader. First, state your ideas in the most explicit and straightforward manner possible. One way to do this is to avoid the passive voice. For example, compare the following sentences: The participants were told by the experimenter to press the button when they were finished (passive voice). The experimenter told the participants to press the button when they finished (active voice). I think you can see that the second sentence, which is written in the active voice, is the better of the two. Second, avoid overly complicated sentences. Be economical in the phrases you use. For example, the sentence, “There were several different participants who had not previously been told what their IQ scores were,” is terribly convoluted. It can be streamlined to, “Several participants did not know their IQ scores.” (In a moment, I’ll share with you one method I use to identify wordy and awkwardly constructed sentences in my own writing.) WORD CHOICE. A second way to enhance the clarity of one’s writing is to choose one’s words carefully. Choose words that convey precisely the idea you wish to express. “Say what you mean and mean what you say” is the scientific writer’s dictum. In everyday language, we often use words in ways that are discrepant from their dictionary definition. For example, we tend to use theory and hypothesis interchangeably in everyday language, but they mean different things to researchers. Similarly, people talk informally about seeing a therapist or counselor, but psychologists draw a distinction between therapists and counselors. Can you identify the problem in this

The great expansion of public institutions in America began in the early years of the twentieth century, when progressive reformers championed the idea that we all benefit from public goods. Excellent schools, roads, parks, playgrounds, and transit systems were meant to knit the new industrial society together, create better citizens, and generate widespread prosperity. Education, for example, was less a personal investment than a public good, improving the entire community and ultimately the nation. This logic was expanded upon in subsequent decades—through the Great Depression, World War II, and the Cold War. The “greatest generation” was bound together by mutual needs and common threats. It invested in strong public institutions as bulwarks against, in turn, mass poverty, fascism, and communism. Yet increasingly over the past three decades, “we’re all in it together” has been replaced by “you’re on your own.” Global capital has outsourced American jobs abroad. As I’ve noted, the very rich have taken home almost unprecedented portions of total earnings while paying lower and lower tax rates. A new wave of immigrants has hit our shores, only to be condemned by demagogues who forget we are mostly a nation of immigrants. Not even Democrats any longer use the phrase “the public good.” Public goods are now, at best, “public investments.” Public institutions have morphed into “public-private partnerships,” or, for Republicans, “vouchers.

Calipari has been trying to change the perception of the phrase “one and done” as a bad thing. So, the thing he’s been talking about is “Succeed and Proceed.” Calipari actually claims that if he had his way, he would coach players for four years because most of the young players aren’t ready to make the transition to an 82-game NBA season. That is so true, and let’s not forget that by getting an education, they will be preparing for their biggest game, the game of life.

Today's usury-money is part of a story of separation, in which "more for me is less for you." That is the essence of interest: I will only "share" money with you if end up with even more of it in return. On the systemic level as well, interest on money creates competition, anxiety and the polarization of wealth. Meanwhile, the phrase "more for me is less for you" is also the motto of the ego, and a truism given the discrete and separate self of modern economics, biology, and philosophy.

Beyond these specific losses, is there something that is over for everyone? Is it a chapter in the organization’s history? Is it an unspoken assumption about what the employees can expect from their employer? Is it something that the organization stands for? Whatever has ended might be described with a phrase like one of these: “We take care of our people.” “We are a cutting-edge, high-tech company.” “We won’t settle for finishing second.” “We won’t be undersold.” “We will always act ethically.” “We promote from within.

Today's usury-money is part of a story of separation, in which 'more for me is less for you.' That is the essence of interest: I will only "share" money with you if end up with even more of it in return. On the systemic level as well, interest on money creates competition, anxiety and the polarization of wealth. Meanwhile, the phrase 'more for me is less for you' is also the motto of the ego, and a truism given the discrete and separate self of modern economics, biology, and philosophy. 

Ending with a digression, or with an unimportant detail, is particularly to be avoided. If the paragraph forms part of a larger composition, its relation to what precedes, or its function as a part of the whole, may need to be expressed. This can sometimes be done by a mere word or phrase (again; therefore; for the same reason) in the topic sentence. Sometimes, however, it is expedient to precede the topic sentence by one or more sentences of introduction or transition. If more than one such sentence is required, it is generally better to set apart the transitional sentences as a separate paragraph.

The question I want to begin with is impossibly overdetermined – it is the question of why we are so afraid. The particular answer I will trace out derives from my increasing belief that Gothic literature in the nineteenth and twentieth centuries is more than a phenomenon of Anglo-American life. It is a project. To explain and explore this notion, I want to offer a contribution to one of the longest on-going enterprises in fiction studies – the attempt to define the nature of the Gothic in literature. Nearly two hundred years ago, vexed reviewers struggled to explain the amazing, perverse, inescapable, loathsome, irresistible phenomenon of The Monk, by contrasting the narrative strategies of Matthew Gregory Lewis and Ann Radcliffe. From the controversy over the Monk came the first tools for defining Gothic fiction: the distinction between terror and horror. The inadequacy of these useful terms has driven students of the Gothic for the past two centuries to offer other terms, to devise other distinctions. A distinction common in recent Gothic studies is my starting point. Critics frequently create a binary opposition between inside and outside, between Gothic as an exploration of the unconscious and Gothic as a concern for and even an intervention in social reality. In refusing this bogus binary of Freud versus Marx, I want to define a Gothic praxis that involves – necessarily – the interplay of psychological and social forces. This interplay has determined both the title and the subtitle of my essay. My title, the nurture of the Gothic, plays obviously on the phrase already old by John Ruskin’s time – the nature of the Gothic – because I believe the nature of the Gothic is to nurture. This belief derives from what I take to be a basic fact of communal life: that societies inflict terrible wounds upon themselves and at the same time develop mechanisms that can help heal these wounds. Gothic fiction from the later eighteenth century to the present is one such mechanism. Not consciously and yet purposively, Anglo-American culture develops Gothic in order to help heal the damage caused by our embrace of modernity. Thus my title: Gothic’s nature is the psycho-social function of nurture; its project is to heal and transform. To define this healing process, I will begin with the work of a physician, the British paediatrician and psychoanalyst, D.W. Winnicott. His notions of potential space, transitional objects and play will help me produce a general definition of Gothic that I can then historicise and contextualise, drawing upon such thinkers as Michel Foucault, Michael Taussig, Ross Chambers, and Peter Stallybrass and Allon White. This will bring me to the question posed in my subtitle – how can a text be both popular and subversive? Why do we hug closest that which threatens us most? This is another way of asking, how does Gothic nurture? Which is another way of asking, why are we so afraid?

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