Author: Alexandra Brown

There’s an annoying construction in English usage that I often see: the use of based off  (or off of ) instead of based on.

It’s one of those incorrect, conversational English phrases that are growing in popularity and carrying over into writing. (It’s similar to the troublesome grammatical errors discussed in this post and this post.)

The noun base means something that serves as a foundation for something else. You put something on a base. The verb base means to form or serve as a base for.

Here’s an example of the correct and incorrect use of based :

Correct: The movie is based on the book.

Incorrect: The movie is based off  the book. (This is also incorrect: The movie is based off of the book.)

The book is the foundation on which the movie is set. The movie is based on the book not off  it or off of  it.

Sometimes things might come off  their base. But they don’t base off of their base.

(And don’t try to base something around something either. A base is at the bottom; therefore, you can’t base something around something else.)

Based on and based off are not interchangeable. Apparently the use of based off  is rising (this likely has something to do with the Internet and the increasing use and acceptance of informal communication), but this doesn’t mean that based off  is becoming correct.

So if people tell you based off  is correct, tell them their claim is baseless.

If you pick up nonstandard English phrases through conversation or reading social media posts, go ahead and use them in speech if you want to. Informality is okay when you’re speaking; after all, you’re there, and you can clear up any confusion that a listener may have. But avoid these phrases in writing. If your readers think your literacy skills are questionable, they’ll question whether your text is worth reading.

There’s nothing wrong with using an informal tone in your writing, but this can be achieved with correct English usage. When you’re creating content (especially educational materials) for an audience that might include people who are not familiar with the nuances of conversational English, it’s best to stick with what’s correct.

Headings are important in nonfiction writing. They create structure so information can be easily found. They help organize the ideas you’re presenting.

If I’m looking through a book to find specific information, I’ll read the headings before reading the text.

Just like the body of your text, headings should also be clear, concise, and consistent.

It’s a good idea to choose a heading style based on your intended audience and the subject of your writing. For instance, if you’re writing a textbook, you may want to be direct by using a noun phrase for a heading: Your Five Senses. Or you may want to encourage thought by using a question: How Do I Use My Sense of Sight? If you’re writing informational materials, you might want to use a heading that gives instruction to your readers: What Can You Do with Your Sense of Sight?

After you choose a style, make sure that headings at the same level are parallel in structure. This blog post reminds us that parallel structure is when words in a series use similar grammatical form. It creates the balance and consistency that your readers want.

Imagine you’re writing a book about the five senses. Here’s an example of headings that are not parallel:

Your Sense of Sight

Taste

The Sense of Smell

Sense of Hearing

My Sense of Touch

Do you see how the above headings are disorganized? Do you see how inconsistency in headings might create confusion for readers? Here’s an example of headings that are consistent:

Our Sense of Sight

Our Sense of Taste

Our Sense of Smell

Our Sense of Hearing

Our Sense of Touch

These headings are worded in the same way. They use the same grammatical structure. They’re balanced. Of course, there are other ways to word the above headings, but the important idea to remember is to structure them in the same way.

Before you choose headings for your document:

• Think about the style and structure you think would be most effective in terms of helping your readers locate information.
• Make your headings as short and informative as you can.
• Be sure that each heading at the same level is consistent.

Don’t let your readers get stuck trying to make sense of your headings. Provide organization by making headings consistent.

I majored in English in college. I taught English grammar to elementary and middle school students. I’m immersed in the rules of written English every day while editing. Grammar rules are important. Just like standards set the foundation for effective teaching, grammar rules set the foundation for effective communication.

As a former teacher, I’ve heard the following question many times: Why do we need to know this? During a third-grade handwriting lesson, a student once said to me that he didn’t need to learn how to have nice handwriting. When I asked him why, he said, “Because I’m going to be a doctor when I grow up.” I didn’t understand his reasoning. He explained, “My mom always says she can’t read the doctor’s handwriting.” His rationale made me laugh. I helped him understand what might be better if that doctor’s handwriting was legible: time saved, less confusion, and errors avoided. A task that once seemed unnecessary to him became more appealing when he was able to see its importance.

It can be difficult to see the bigger picture of why something is important to learn. Rules can seem like obstacles, but they’re created to make things easier.

Teachers have rules that guide the framework of each lesson. These rules are standards that are outlined by the state. They define concepts and skills that students should learn. They ensure that high expectations are set for all students, and they provide consistency, accountability, and equity. What would happen if there were no standards in teaching? Some students wouldn’t have the chance to learn certain concepts, and teaching would be less effective than it could be. A teacher’s goal is to guide students in gaining the knowledge they must acquire at that grade level; standards help teachers do this.

Your goal when writing? To communicate your message clearly and effectively. Grammar rules help you do this. What would happen to communication if there were no grammar rules? Communication would suffer. Readers would be confused and frustrated. Messages would be lost. Rules are necessary for effective communication; standards are necessary for effective teaching. Without standards, students would be at a disadvantage; without grammar rules, readers would be at a disadvantage.

It’s important to have strong communication skills. I wanted my students to learn to communicate effectively because I knew it would help them in life: academically, personally, and professionally.

Correct grammar helps readers understand. It unifies the English language, just as standards unify students in their level of knowledge. Standards make teaching more effective. Grammar rules make communication more effective.

Help your readers avoid the confusion that comes with poor communication: follow grammar rules.

We all make grammatical mistakes sometimes. But there are certain errors that I find particularly troublesome: those that involve lazy grammar. Of course, language naturally changes over time, but it would be sad for English to decline because lazy grammar usage became accepted.

The use of different than and different from is one of those troublesome errors.

Different than is incorrect. Things differ from each other; they don’t differ than each other. (There’s also different to, which is commonly used in British English but is incorrect in American English.)

Despite being incorrect, different than has been used in writing for years. Even if your readers become confused when encountering different than, they’ll probably figure out what you mean if they stop and think about it.

But you don’t want your readers to have to stop and think about the meaning of a phrase. It’ll annoy them. You’ll lose them. And you don’t want to irritate the readers who already know that different than is wrong.

Usually, the word than comes after a comparative adjective, such as faster. The word than indicates a comparison: The dog runs faster than the cat.

Although different is an adjective, it’s not a comparative adjective. The word different goes with the preposition from because it’s being used to make a distinction: The dog is different from the cat.

Different from is the standard. In writing, it’s best to stick with what’s standard.

Readers might not notice certain mistakes because they’ve become so common that the correct usage has been lost. So why bother to check if you might be making a mistake?

• Because you’re a careful, responsible writer with respect for your readers.
• Because some of your readers may know that you’ve made a mistake.
• Because you’re not lazy, and you want to produce your best work.

What’s most important is that your readers understand what you’re saying. It’s your job to ensure that understanding. If you want to set something apart and show how it differs from something else, use different from.

March comes in like a lion and goes out like a lamb.

This is an indirect way to express the idea that the month of March often begins with harsh weather and ends in mild weather.

My kindergarten students loved this idiom. After I explained its meaning, they’d ask each morning in March, “Do you think it’s a lamb day or a lion day?” I’d choose one student to look out the window, make a decision, and add a lamb or lion picture to our calendar.

In many languages, not just English, idioms are used in writing and in speech. What’s an idiom? It’s an expression that can’t be understood from the meanings of its separate words.

In the spirit of the focus of this blog, I’ve chosen some examples of idioms related to education and health. (Did you notice the idiom I just used? “In the spirit of,” meaning “In line with.”)

Here are some common idioms:

A bitter pill to swallow—Something unpleasant that someone must accept
Fit as a fiddle—Healthy and fit
A taste of one’s own medicine—When you’re mistreated in the same way you treat others
Just what the doctor ordered—Exactly what’s needed
On the mend—Getting better
Cover a lot of ground—Complete a large amount of material
Cut class—Don’t go to class
Hit the books—Start studying hard
Pass with flying colors—To pass something with a high score
Put your thinking cap on—Begin thinking seriously

You might think idioms make your writing more interesting; however, interesting might not always be your best goal. Instead, strive for clear and straightforward writing, especially if you’re creating educational materials. When readers are able to understand your text, they’ll be engaged. Although idioms can add humor and creativity, using an abundance of them is a bad idea. It might cause your readers to disconnect, and you may lose them.

To make idiom use even more confusing, native English speakers often shorten them or add different words. For instance, “Every cloud has a silver lining” might be shortened to “Look at the silver lining.” This might confuse someone who isn’t familiar with the idiom.

It’s not a good idea to assume all your readers know these expressions. It’s like telling someone a joke, and they don’t understand it. They’ll get frustrated. Idioms are sort of like inside jokes. If you want everyone to understand, don’t use them. Instead, state what you mean using direct language. Try not to make a reader feel like an outsider.

Here’s an example of revising an idiom so the same idea is expressed directly: If you write, “Put your thinking cap on, and solve this problem,” you might instead write, “Start thinking carefully about how you might solve this problem.”

Bottom line? It’s important not to alienate your readers with language they might not understand. 

Use idioms sparingly. It’s better to say exactly what you mean.

Lately I’ve seen the ampersand used frequently within sentences in formal writing.

The ampersand (&) represents the word and.

The word ampersand comes from the phrase and, per se and. It means “and intrinsically the word and.” The symbol is a graphic representation of the Latin et, which translates to “and.”

It’s used to indicate collaboration or partnership.

But the word and isn’t interchangeable with the ampersand.

Some people love to replace and with &. I see it sprinkled throughout manuscripts. I see it in web copy, in business letters, in graduate school admissions essays, and even in academic papers (not just in the citations). Maybe texting slang is getting in the way of proper English. Maybe people think their writing looks better with the ampersand.

Although the ampersand is a visually pleasing symbol, it’s not an option to choose it over and just because you want to.

So when can you use the ampersand?

• In names and titles—for example, AT&T
• In an address—it’s ok to write “Mr. & Mrs. Jones”
• In a place where space must be saved—such as notes in a table
• In designs—for example, an ampersand is used on this website
• In citations with multiple authors—such as MLA or APA citations
• In informal notes—such as texts, tweets, or letters to friends

Is it wrong to use the ampersand to replace and within a sentence? Yes. The rule is that the ampersand shouldn’t be used when you feel like shortening the word and.

You might think this is a ridiculous rule. But the success of your writing comes down to following rules.

Remember what the purpose of rules are in writing: to make communication as clear as possible. Used incorrectly, the ampersand is an obstacle that blocks clarity.

It’s ok to love the ampersand. But use it correctly so your readers don’t stumble through the ideas you’re presenting.

Do you ever avoid doing something you need to do by delaying it in favor of focusing on something you find more enjoyable?

Many writers sometimes procrastinate. Maybe you don’t consider yourself a writer, but you need to produce a written document for professional purposes; so you procrastinate. When a project becomes challenging, and you’re not sure what to do next, it’s easy to get stuck.

Most people are familiar with what procrastination is. When trying to overcome it, it also helps to understand what it isn’t:

• Laziness—although you’re avoiding your project, you might be productive in other ways.
• An indication that there’s something wrong with your project—if you’re unsure of how to move forward with your writing, it doesn’t mean your end result won’t be amazing.
• A habit that can’t be changed—although there are genetic roots to procrastination, it’s something that can be overcome. (According to the Journal Psychological Science, procrastination is 50 percent genetic and 50 percent environmental.)
• Harmless—procrastination isn’t just detrimental to your professional success; it can harm your health.

Why do you procrastinate when writing?

• You’re afraid. Will your project turn out how you want it to?
• You’re too hard on yourself. You expect your work to be perfect.
• You’re unsure of your next step. You’re waiting for a good idea to come to you.
• You’re concerned that you might get sucked into your work. And you’ll neglect other tasks.
• You’re emotionally blocked from something unrelated to your work. You can’t focus.
• You’re convinced you’re not a good writer. Or, you don’t see yourself as a writer.
• You’re lacking motivation. You feel stuck.

There may be other reasons you procrastinate, but it’s important to know that when you do it, you’re choosing one task over another. You may tell yourself that the task you’re choosing to engage in is more urgent, when in reality, it’s just more pleasurable. Science has proven that procrastination temporarily improves your mood; but this improved mood is short lived. Doesn’t this sound similar to other bad habits?

You might think a particular task is causing you stress. But procrastination results in more stress. It’s even linked to health problems. Some short-term effects of procrastination include headaches, insomnia, and digestive problems; long-term effects are associated with cardiovascular diseases because of the effects of stress on the body’s inflammatory responses.

So, procrastination=stress=inflammation=disease

Maybe the prospect of having health problems gives you an incentive to stop procrastinating. Maybe the possibility of not meeting your long-term professional goals gives you incentive. Don’t you want to share your message? Don’t you want to see your work published?

Here are some strategies to overcome procrastination:

• Identify how you’re spending your time. Make a list. You’re likely engaging in tasks from which you find more short-term satisfaction than the task you’re avoiding.
• Choose any time of day, and devote a span of time each day to working on your project.
• Break your work into small bunches. Focus on one bunch at a time.
• Make a schedule of how you’ll use your time. Put it in a visible place.
• Remove the distractions around you: email, phone, messes. Determine whether you need to work in a new environment.
• Put motivational quotes where you can see them.
• Set goals and reward yourself.
• If you’re working with an editor, ask for advice about next steps.
• Realize that many people have successfully broken their procrastination habit. You can be the next!

Learning not to procrastinate is an ongoing process. Habits aren’t broken overnight.

I’m not suggesting you do nothing but work. I’m suggesting you can experience a sense of accomplishment from completing even a small amount of work.

Procrastination is common. But it makes things take longer. And life is short. Use your time wisely. A once challenging task will become exciting when you’re making progress. Try not to let procrastination lead you to giving up on your amazing project.

I like balance. Not just because my zodiac sign is the symbol of the scales but because balance is the state in which things work best. Balance creates stability and order.

What happens when things are out of balance? Something fails.

In writing, a lack of balanced sentences means that your message may fail to reach your readers.

Balance in writing is called parallel structure (or parallelism). It’s when words in a series use similar grammatical form; this means that each item in a series is the same part of speech.

If your sentences are unbalanced, your readers will get stuck. They’ll struggle to grasp ideas. Lack of parallel structure leads to awkwardness. It affects flow by breaking the rhythm.

Whether your readers are even aware of it, they expect words in a series to be in similar grammatical form. It makes the meaning of a sentence easier to understand.

Use parallel structure to help your readers follow. Show them how related items fit together. Repeat the same grammatical form. This kind of repetition is appealing to your readers.

A Writer’s Reference reminds us of two important things to remember when ensuring parallel structure:

1) Balance similar ideas in a series:

Not parallel—She loves running, hiking, and to swim
Parallel—She loves to run, to hike, and to swim. Or She loves running, hiking, and swimming.

(The first revision uses to for each word in the series. The second revision uses –ing for each word in the series.)

2) Balance similar ideas presented as pairs:

• Use a coordinating conjunction (but, and, or)
Not parallel—She loves running and to hike.
Parallel—She loves running and hiking.

(This revision uses –ing for each word in the series.)

•Use correlative conjunctions (either/or, neither/nor, not only/but also)
Not parallel—My teacher told me either to read the book or take the test.
Parallel—My teacher told me either to read the book or to take the test.

(This revision balances to read with to take.)

• Use a word that introduces a comparison (than, as)
Not parallel—He said that to read the book is better than seeing the movie.
Parallel—He said that reading the book is better than seeing the movie.

(This revision balances reading with seeing.)

You can also use parallel structure to create emphasis. Martin Luther King Jr.’s “I Have a Dream” speech is full of examples of parallel structure. The repetition in the following excerpt emphasizes King’s ideas while creating balance that is pleasing to the ear:

“I have a dream that one day on the red hills of Georgia, sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.”

What’s helpful to remember about parallel structure in writing?

• Words in a series should use the same grammatical form.
• Listen to how your sentences sound. If you hear faulty parallelism, revise accordingly.
• Remember that you want your readers to arrive at your message with as little trouble as possible. A lack of balance will cause trouble.

Writing is easier to follow when sentences are balanced. Be sure that your writing appeals to your readers’ need for balance.

The start of a new year is a great time to review my editing philosophy. Defining a philosophy gives me an awareness of how I work, what I consider important, and what my goals are when working with you.

Do you want to know what principles are guiding your editor? You should; they’ll influence your project.

Here are the tenets of my editing philosophy:

• Quality. I’ll help you produce the best written product you can. I’m invested in the success of your project.

• Instruction. I have a rationale for every change I make. I’ll help you understand why I’ve made certain changes; through this, you’ll improve your writing skills.

• Respect. I’ll always keep your voice. With respect for you and your readers, I’ll partner with you through the writing process. I’ll highlight your strengths as a writer and leave you motivated to tackle your next project.

There are three main consequences I want to result from our work together:

1. Your writing is the best it can be.
2. You’ve learned something.
3. You’ve felt that your work with me was collaborative, and you’re happy with the result.

Overall, my philosophy is grounded in an accepted rule of editing: first, do no harm.

This principle originated in medicine; the Latin is primum non nocere. It encourages physicians to consider the potential harm in an intervention. It’s also used in education. Teachers are encouraged to remind themselves that they’re in a position of influence, and their words and actions can have lasting impact.

So what does this phrase mean for editors?

It reminds editors to leave text better than it was and not introduce any errors. With too much intervention, there’s a risk of losing the author’s voice or altering the intended meaning. If a sentence is okay as it is, I won’t change it just because I like it better another way. That’s like a teacher forcing a student to learn in a certain way or a physician investigating something that a patient isn’t having a problem with.

As I’m editing, I’m also teaching you and doctoring your text. I’m helping you learn to be a better writer while prescribing changes to anything that might distract readers from understanding. It’s ultimately up to you whether you want to adhere to the recommended treatment.

According to copyediting.com, “first, do no harm” is “important to keep in mind for a surgeon cutting into a patient, and it’s important to remember for a copyeditor cutting into a story.”

With me, your writing is in good hands. Through a collaborative process, centered on the goals of quality, instruction, and respect, you’ll end up with strong work you’re proud of and skills you can apply to future projects.