INTERNET WRITINGLAB FLAGS
DESCRIPTION AND EXAMPLES
[!?] (Spell) This flag is inserted when
proper nouns occur which are not in the dictionary. In the case of a compound name, the
flag occurs on the last word of the compound. Double check such items for correct
spelling. This flag also occurs on other words which are composed of valid parts, but
which are not in the system dictionary in their full form. Double check the spelling of
these items.
Examples:
==> In my opinion, Ely[!?] has the colder climate.
==> "Christmas Surprise[!?]" is the name of her entry.
==> The object in the package had a spongelike[!?] texture.
[NOT] (Spell) This flag marks words not known to
the spelling checker. Normally, a word so flagged will be a typo, a misspelling, or a
valid word not present in the dictionary. You must determine whether the flagged word is
an error or not. Make a correction if necessary.
Examples:
==> I traded my Ford frr[NOT] a Chevy because Fords run better.
=>> I traded my Ford for a Chevy because Fords run better.
[<WORD] (Spell) This is the Spelling
Replacement flag. The word enclosed in the flag is the correction of the misspelling which
triggered the flag.
Examples:
==> If the oportunity[<opportunity] presents itself, don't
hesitate for a moment.
=>> If the opportunity presents itself, don't hesitate for a moment.
[@WORD] (Spell) This is the spelling adjustment flag.
The spelling-check has a set of spelling rules. When it thinks that one of these rules has
been broken, an adjusted spelling is given as WORD. Make the adjustment if appropriate.
Examples:
==> That never occured[@occurred] to us.
=>> That never occurred to us.
[%WORD] (Spell) When words can be found neither in
their full form, nor with affixes removed, nor via rule adjustment, other changes are made
in an attempt to recover the intended word. The form in the place of WORD is the
computer's best guess. Make the correction if appropriate.
Examples:
==> They live in an odl[%old] house.
=>> They live in an old house.
[>WORD] (Spell) Contractions lacking the
apostrophe and indicated with this flag. The correct form appears as WORD.
Examples:
==> The officers didnt[>didn't] arrive on schedule.
=>> The officers didn't arrive on schedule.
['s] (Apstr) This flag marks nouns which appear
either to need the singular possessive suffix 's or to use 's incorrectly. Make the
correction if needed.
Examples:
==> My brothers['s] car is faster than mine.
=>> My brother's car is faster than mine.
[+'?] (Apstr) This flag draws attention to plural
nouns which appear to be possessive but lack the required apostrophe. Make the correction
if appropriate.
Examples:
==> The Smiths[+'] new house burned to the ground.
=>> The Smiths' new house burned to the ground.
['''] (Apstr) When active, this flag is
appended to serial possessives using 's.
Check to see whether such constructions are awkward or unclear.
Rewrite as necessary.
Examples:
==> My cousin's dad's new Buick's ['''] transmission is amazing.
=>> The transmission of my uncle's new Buick amazed us.
[?HOMN] (Homn) The program has a list of homonym
word-pairs such as hear/here, bear/bare, break/brake, etc. The homonym of the flagged word
appears in the flag. The flag is a reminder to be certain that the correct member of the
pair has been used for the context in question. Install the form provided by the flag if
you have used the wrong form.
Examples:
==> The capital[?capitol] of Portugal is Lisbon.
=>> The capitol of Portugal is Lisbon.
[=HOMN] (Homn) This flag is a variant of the [?HOMN]
flag. If the program thinks that the wrong member of a homonym pair has in fact been used,
the other member appears in place of HOMN as the suggested placement. Install the
replacement if necessary.
Examples:
==> There[=they're?] the first to lend a hand when your[=you're?] in need.
=>> They're the first to lend a hand when you're in need.
[CAP] (Caps) When the program thinks that it
detects a name which has not been capitalized, this flag is inserted. Replace the lower
case letter with a capital letter if necessary.
Examples:
==> My friend fred[CAP] is coming to visit.
=>> My friend Fred is coming to visit.
[1CAP] (Caps) If the first word in a sentence is
not capitalized, this flag will appear. Replace the lower case letter with a capital
letter.
Examples:
==> the[1CAP] news we received was not encouraging.
=>> The news we received was not encouraging.
[NOCAP] (Caps) Capitalized words which the
program does not recognize as proper nouns are marked with this flag. Check to see if the
capitalization is necessary.
Examples:
==> He went into Retirement[NOCAP] last year.
=>> He went into retirement last year.
[ALLUP] (Caps) When turned on, this flag appears
at the end of sentences which are typed entirely in capital letters. The purpose of the
flag is to remind writers that the program distinguishes between upper and lower case
letters. For example, the word "us" is a personal pronoun, while the word
"US" is an abbreviation for United States. Text typed entirely in caps is
converted entirely to lower case, i.e., "US" becomes "us" by default.
If enough incorrect defaults occur, checking may be seriously impaired. Certain incorrect
forms will not be flagged, and a variety of misflags may occur. Be certain that the CAPS
key is not locked when entering text.
Examples:
EXAMPLE: US (United States) vs. us (pronoun)
[PUNC?] (Punc) This flag draws attention to
punctuation combinations which are questionable. Check to see whether the punctuation is
proper or whether a typo or other mistake may have triggered the flag.
Examples:
==> The results will absolutely amaze you!!!![PUNC?]
=>> The results will absolutely amaze you!
[BAL?] (Punc) This flag may be turned on to draw
attention to quotation marks or parentheses which appear to lack right-hand members. Check
to see if quotes and parentheses are evenly balanced.
Examples:
==> Everyone was assigned to read "[BAL?] The Scarlet Letter.
=>> Everyone was assigned to read "The Scarlet Letter."
["] (Punc) When active, this flag marks
possible punctuation errors. For example, if a comma is placed outside of closing
quotation marks, this flag will appear.
Make a correction if necessary by putting the comma inside of the quotes.
Examples:
==> "You might increase the pressure",["] he
suggested.
=>> "You might increase the pressure," he suggested.
[PAREN?] (Punc) If a period, question mark, or
exclamation point is placed outside of a closing parenthesis, this flag will appear if it
is active. This is not necessarily an error. End punctuation should be placed inside the
closing parenthesis only if the material enclosed is a complete sentence.
Make a correction if appropriate.
Examples:
==> (Supplementary information was not available).[PAREN]
=>> (Supplementary information was not available.)
[DASH?] (Punc) This flag signals possible misuse
of dashes. A double dash should be used to set off material which explains or emphasizes
the main clause. A single dash should be used elsewhere (in times, dates, reference
numbers, or hyphenated compound expressions).
Examples:
==> She locked and bolted the door -[DASH] break-ins were becoming
more and more frequent.
=>> She locked and bolted the door -- break-ins were becoming more and more
frequent.
[HYPH?] (Punc) When active the [HYPH] flag
signals the possible need to use a hyphen between the flagged word and the following word.
Convention requires that many compound words as well as compound whole numbers between
twenty-one and ninety-nine be hyphenated.
Examples:
==> They claim that twenty[HYPH] one people witnessed the break[HYPH]
in.
=>> They claim that twenty-one people witnessed the break-in.
[,,] (Punc) This flag signals the possible need for
a comma after adverbs, prepositional phrases, or dependent clauses which occur without
punctuation at the beginning of sentences . If you pause or alter the intonation of the
voice at the location of the flag when reading the sentence aloud, install the comma.
Examples:
==> On the other hand[,,] there is a good chance it will work out.
=>> On the other hand, there is a good chance it will work out.
[+,] (Punc) Coordinate constructions, especially
sentences joined by AND or BUT, may be marked with this flag if no comma was placed
between them. Consider whether adding a comma might serve to clarify the structure of the
sentence.
Examples:
==> They are bringing the sandwiches[+,] and Fred, I think, is
bringing the salad.
=>> They are bringing the sandwiches, and Fred, I think, is bringing the salad.
[?,] or [,?]
(Punc) This is the Comma-Check flag. If you
pause or alter the intonation of the voice at the location of the flag when reading the
sentence aloud in context, insert a comma. Otherwise, discard the flag.
Examples:
==> Sometimes[,?] but not always.
=>> Sometimes, but not always.
[+?] (Punc) This flag signals the possible need for
a question mark. If the sentence is a question, install the flag as the end punctuation of
the sentence.
Examples:
==> When will the train arrive.[+?]
=>> When will the train arrive?
[%] (Punc) This flag may be turned on to draw
attention to the percent sign (%).
This symbol is best spelled out as "percent" or "percentage" in formal
writing.
Examples:
==> Less than 50%[%] of the students passed.
=>> Less than fifty percent of the students passed
[SPC] (Punc) This flag appears when a space is
omitted between words in your text. Correct the problem.
Examples:
==>How terrible![SPC]How did it happen.
=>>How terrible! How did it happen.
[Subj] (Begin) The sentence begins with its
subject. Click the B-Map button on the SCORES BAR of WordMAP or request the
DISTRIBUTIONS report from RemoteCHECK to see the distribution of initial constituents. If
[Subj] occurs on more than its share of sentences, consider reordering or rephrasing with
some other constituent in sentence-initial position.
Examples:
==>They escaped despite the locked door and barred windows.[Subj]
=>>Despite the locked door and barred windows, they managed to escape.[Prep]
[Prep] (Begin) The sentence begins with a
prepositional phrase. Click the B-Map button on the SCORES BAR of WordMAP or request
the DISTRIBUTIONS report from the remote menu to see the distribution of initial
constituents. If the [Prep] flag appears on more than its share of sentences, you may wish
to rephrase, placing some other constituent type in initial position.
Examples:
==>Despite the locked door and barred windows, they managed to escape.[Prep]
=>>They escaped despite the locked door and barred windows.[Subj]
[Part](Begin) The sentence begins with a
participle. Click the B-Map button on the SCORES BAR of WordMAP or request the
DISTRIBUTIONS report from the remote menu to see the distribution of initial constituents.
If the [Part] flag appears on more than its share of sentences, you may wish to rephrase,
placing some other constituent type in initial position.
Examples:
==>Being aware of the potential problem, they decided to stay at home.[Part]
=>>They decided to stay at home, being aware of the potential problem.[Subj]
[AvCl] (Begin) The sentence begins with an
adverbial clause. Click the B-Map button on the SCORES BAR of WordMAP or request the
DISTRIBUTIONS report from the remote menu to see the distribution of initial constituents.
If the [AvCl] flag appears on more than its share of sentences, you may wish to rephrase,
placing some other constituent type in initial position.
Examples:
==>Because they detested him, they decided to launch a media blitz against him.[AvCl]
=>>They decided to launch a media blitz against him, because they detested him.[Subj]
[Advb] (Begin) The sentence begins with an adverb.
Click the B-Map button on the SCORES BAR to see the distribution of sentence types. If the
[Advb] flag appears on more than its share of sentences, you may wish to rephrase, placing
some other constituent type in initial position.
Examples:
==> Sometimes I think that we ought to move our business to another location.[Advb]
=>> From time to time, I think that we ought to move our business to another
location.[Prep]
[Smpl] (Type) The sentence is simple. Click the
T-Map button on the SCORES BAR to see the distribution of sentence types. If the [Smpl]
flag appears on more than its share of sentences, you may wish to combine some of the
simple sentences in compound or complex constructions.
Examples:
==> Johnny fell off his bicycle riding to school.[Smpl] He broke
his front tooth.[Smpl]
=>> Johnny broke his front tooth when he fell from his bicycle while riding to
school.[Cmpx]
[Cmpd] (Type) The sentence is compound. Click the
T_Map button to see the distribution of sentence types surrounding this one. If compound
sentences dominate, for the sake of variety, you may wish to rewrite the sentence using
subordinate rather than coordinate clauses.
Examples:
==> Our family used to live in Utah, but we moved to Nevada two years ago.[Cmpd]
=>> Our family lived in Utah until two years ago, when we moved to Nevada.[Cmpx]
[Cmpx] (Type) The sentence is complex, having one
or more subordinate clauses. Click the T-Map button on the SCORES BAR to see the
distribution of sentence types. If the [Cmpx] flag appears on more than its share of
sentences, or if the sentence exceeds the length limit you have set, you may wish to break
it up into two or more sentences.
Examples:
==> The rain fell heavily and without a break for hours, which prevented us from
completing our vacation agenda.[Cmpx]
=>> The rain fell heavily and without a break for hours.[Smpl] This
unexpected developoment prevented us from completing our vacation agenda. [Smpl]
[PdPx] (Type) The sentence is compound-complex.
Examples:
==>The student we met in the library passed his orals but his side-kick flunked
out.[PdPx]
=>>Although his side-kick funked out, the student we met in the library passed his
orals.[Cmpx]
[WT=number] (T-Unit) Mean words per T-Unit (GRADE
n+). This value is a syntactic complexity statistic.
Examples:
DATA ONLY
[WC=number] (T-Unit) Mean words per clause (GRADE
n+). This value is a syntactic complexity statistic.
Examples:
DATA ONLY
[WS=number] (T-Unit) Mean words per sentence. This
value is a syntactic complexity statistic.
Examples:
DATA ONLY
[TS=number] (T-Unit) Mean T-Units per sentence. This
value is a syntactic complexity statistic.
Examples:
DATA ONLY
[CS=number] (T-Unit) Mean clauses per T-Unit. This
value is a syntactic complexity statistic.
Examples:
DATA ONLY
[^WORD] (Synt) WordMAP is guessing that the
word contained in the flag may be appropriate in the context where it appears. If so,
install the flag; otherwise, discard the flag.
Examples:
==> The reason[^why] I decided to quite school is that my funds
have expired.
=>> The reason why I decided to quite school is that my funds have expired.
[+_] (Synt) Structural gap. Check for clarity. This
flag often occurs when a relative pronoun, subordinating conjunction, or punctuation mark
has been omitted. Consider inserting one of these elements to clarify the sentence.
Examples:
==> We considered the possibility[+_] the dam might break[FUSED?].
=>> We considered the possibility that the dam might break.
==> Mary will go first Henry will leave next[RUN_ON?]
=>> Mary will go first. Henry will leave next.
[SPLICE?] (Synt) This flag signals a possible
comma splice. Make the appropriate corrections if a comma (rather than a period) is
wrongly used between sentences.
Examples:
==> They became angry,[SPLICE?] I'm not sure why.
=>> They became angry. I'm not sure why.
[FUSED?] (Synt) This flag means that two or more
sentences may have been fused together without appropriate punctuation. Please note,
however, that the checker sometimes inserts this flag for a good sentence if subordinating
conjunctions or relative pronouns have been omitted. Further, if parenthetic clauses are
present within parentheses or quotes, or if other complicating conditions are present ,
this flag may appear.
Check the structure of the sentence carefully. If the sentence is in fact two sentences
fused together, make corrections as necessary. Otherwise, discard the flag.
Examples:
==> We considered the possibility[+_] the dam might break[FUSED?]
=>>We considered the possibility that the dam might break.
==>The crack was more visible each day it was a serious situation.[FUSED?]
=>>The crack was more visible each day. It was a serious situation.
[CLSP?] (Synt) Check for a clause problem when
this flag occurs. The system may insert this flag for a good sentence if the relative
pronoun is missing or separated from its antecedent or if other conditions are present
which confuse the program.
Check the structure of the sentence carefully. Consider a better word order or, if the
sentence is in fact two sentences run together, make corrections as necessary.
Examples:
==>Getting an education is very imnportant that[CLSP] will enable
us to qualify for a good job.
=>>Getting an education that will enalbe us to qualify for a good job is very
important.
[RUN_ON?] (Synt)
Check for a run-on sentence when this flag occurs. The system may insert this flag for a
good sentence if subordinating conjunctions or relative pronouns have been omitted.
Examples:
==>We considered the possibility[THAT] the dam might break
[RUN_ON?].
=>>The crack was more visible each day it was a serious situation[RUN_ON?].
[frag?] (Synt) This flag, if active, is inserted
whenever a finite verb appears to be missing in a subordinate clause construction. Many
clausal fragments are acceptable, of course. If the fragment was intended, disregard the
flag or consider whether the sentence might be clarified or improved by filling in the
understood elements.
Examples:
==> If possible[frag?], complete the assignment by this time
tomorrow.
=>> If it is possible for you, complete the assignment by this time tomorrow.
[FRAG?] (Synt) The fragment flag is inserted
whenever a finite verb appears to be missing or the sentence appears to contain clause
fragments. Fragments are acceptable in some contexts, of course.
If the checker is wrong, disregard the flag. Otherwise, consider whether the fragment is
acceptable in the context in which it occurs.
Examples:
==> After completing the assignment.[FRAG?] The man rested on the
balcony.
=>> After completing the assignment, the man rested on the balcony.
[SEG?] (Synt) Text segments which have no final
punctuation are marked with this flag. Check to see whether such segments are titles or
headers which do not require punctuation or whether punctuation should be added.
Examples:
==> CHAPTER IX [SEG?]
[CHAIN?] (Synt) This flag, when active, is
inserted whenever a sentence appears to consist
of a rambling chain of clauses joined by AND, BUT, and SO. Consider rewriting the
sentence.
Examples:
==> We hiked a long ways and some of us got real tired and then it was getting late
so we decided to camp for the night.[CHAIN?]
=>> After hiking a long ways, some of us were very tired. Since it was getting late,
we decided to camp for the night.
[LINK?] (Synt) This flag is inserted if a
fragment appears to belong to what precedes it or follows it. Rewrite the fragment as a
sentence or link it to the preceding or following sentence if necessary.
Examples:
==> I stayed behind. Because[LINK?] there wasn't room for
everyone.
=>> I stayed behind because there wasn't room for everyone.
[THAT?] (Synt) When this flag appears, the
checker thinks that you may have omitted a relative pronoun or subordinating conjunction.
If the program is right, consider whether inserting one of these elements might improve
the readability of the sentence.
Examples:
==> Mary believes[THAT?] John accepts[THAT?] his
brother is guilty.
=>> Mary believes that John accepts the fact that his brother is guilty.
[BECAUSE] (Synt) This flag is inserted whenever
two or more clauses introduced by BECAUSE occur in succession. Consider rewriting the
sentence.
Examples:
==> They cancelled the outing because the weather was bad because[BECAUSE?]
the children were just recovering from a bout of the flu.
=>> Since the weather was bad and the children were just recovering from a bout of
the flu, they cancelled the outing.
[IF] (Synt) This flag is inserted whenever two or
more clauses introduced by IF occur in succession. Consider rewriting the sentence.
Examples:
==>They will prevail if they try if[IF] no other evidence comes to
light.
=>>They will prevail if the try, provided that no other evidence comes to light.
[THEN] (Synt) Signals the presence of sequential
THEN clauses.
Examples:
==> Then when you get to the station then [THEN?] look around for
Aunt Augusta.
=>> Then you get to the station, look around for Aung Augusta.
[FUZZ] (Usage) The word flagged is a
"fuzzy" (over-used) word. Too many of these in your writing make for a boring
and a decidedly less-than-impressive style. Use the on-line thesaurus to find alternatives
for at least some of your fuzzy words.
Examples:
==> John became very[FUZZ] ill.
=>> John became so ill that his friends feared for his life.
[CLICHE] (Usage) Certain expressions which have
become trite through over-use are highlighted with this flag.
Examples:
==> One must not forget the bottom line.[CLICHE]
=>> One must not forget the final outcome of the matter.
[IDM] (Usage) This flag is appended to word
sequences comprising an idiom or possible idiom. The writer must decide whether the idiom
is appropriate in the context of the writing.
Examples:
==> The old man kicked[IDM] the bucket[IDM] last
night.
=>> The old man died last night.
[SLANG] (Usage) The expression flagged is slang.
Consider whether the use of slang is appropriate in the context of the flag.
Examples:
==> It just ain't[SLANG] right to cuss that way in the presence of
ladies!
=>> It just isn't right to use profane language in the presence of ladies!
[SUB] (Usage) Profane expressions
Examples:
YOU PROBABLY KNOW THE EXAMPLES.
[COL] (Usage) The expression marked by the flag is
colloquial. Consider whether a more formal expression would be preferable.
Examples:
==> It's just really dumb[COL].
=>> The situation simply doesn't make sense.
[BIAS?] (Usage) Expression flagged is sexually
biased.
Examples:
==> We need to hire another salesman[BIAS].
=>> We need to hire another salesperson.
[WOW!] (Usage) Consider using a simpler
expression.
Examples:
==> Compliance [WOW!] with this directive will obviate[WOW!]
problems.
=>> Following these instructions will prevent problems.
[DEAD!] (Usage) The expression flagged
contributes nothing (deadwood).
Examples:
==> The manual explains it in clear language[DEAD].
=>> The manual explains it clearly.
[$number] (Usage) Big money word! It exceeds
four syllables in length, as indicated by the number. If you are writing for an audience
of limited reading experience, consider using the dictionary/thesaurus to find a suitable
simpler word.
Examples:
==> He was lacadaisical[$5].
=>> He was listless.
[PLUR?] (Gram) The context in which the flag
occurs suggests that a plural rather than a single noun may be needed. Check to see if
this is so and install the flag if needed.
Examples:
==> Their are many error [PLUR?] to illustrate how error flags are
inserted into the text.
=>> There are many errors to illustrate how error flags are inserted into the text.
[SNGLR?] (Gram) This flag marks plural nouns
when the context appears to require singular. Consider using a singular noun here.
Examples:
==> This is my reasons[SNGLR?] for resigning.
=>> These are my reasons for resigning.
[POSS?] (Gram) This flag draws attention to
occurrences of THEIR which appear to have singular rather than plural antecedents. Check
the agreement of the possessive pronoun with its antecedent.
Examples:
==> Every student buys their [POSS?] food at the corner store.
=>> Every student buys his/her food at the corner store.
[AGREE?] (Gram) WordMAP inserts this flag
when it thinks a verb is not conjugated to agree with its subject. Check the agreement of
the flagged verb with its subject.
Examples:
==> My collection are [AGREE?] the best.
=>> My collection is the best.
[PRN?] (Gram) This flag is inserted when
WordMAP thinks that an object pronoun is used in subject position or a subject
pronoun is used in object position. Change the form of the pronoun if the software is
correct.
Examples:
==> John and her[PRN?] arrived late.
=>> She and John arrived late.
[TENSE?] (Gram) This flag may occur if verb
tense shifts within the same sentence. The flag simply draws attention to the shift. Check
to see whether the shift is necessary.
Examples:
==> First the thief broke the window and then he crawls [TENSE?]
into the house.
=>> First the thief broke the window and then he crawled into the house.
[~WORD] (Gram) This flag means that you may have used
a "strong" verb form incorrectly. The suggested correction is given by the form
contained in the flag. Be certain that the flag form is correct before installing it.
Examples:
==> We sung[~sang] that song for our Christmas program.
=>> We sang that song for our Christmas program.
[-WORD] (Gram) This flag appears when regular verb
forms appear to be used incorrectly. The suggested correction is contained in the flag.
Install the flag only if it contains the correct form.
Examples:
==> He do[-does] it all the time.
=>> He does it all the time.
[*WORD] (Gram) Possible miscellaneous problem in
grammar or style here. Look for misplaced punctuation or other problems. Also, THERE BE
and GET constructions (signaled by the [*THERE] and [*GET] flags) tend to be overused. You
may wish to eliminate some of these.
Examples:
==> There[*THERE] were many people at the party.
=>> Many people attended the party.
==> We got[*GET] everything we need.
=>> We have everything we need.
[DBL-CMP] (Gram) Check for double comparision
in the vicinity of the flag.
Examples:
==> Susie wanted to have the more [DBL-CMP] bigger piece of candy.
=>> Susie wanted to have the bigger piece of candy.
[NEG] (Gram) Check for a double negative in the
vicinity of the flag.
Examples:
==> He don't have no[NEG] money at all.
=>> He doesn't have any money at all.
[DEL?] (Gram) Possible redundancies are marked
with this flag. Delete the flagged word if it is not needed.
Examples:
==> We packed food, clothing, and[DEL?] etc.
=>> We packed food, clothing, etc.
[CON] (Style) WordMAP has a list of words and
phrases which are frequently used to express contextual relationships between sentences
and paragraphs. The flag [CON] is inserted whenever one of these expressions is found.
This enables the writer to monitor the frequency and variety of such expressions in
his/her writing. Typically, you will want to increase [CON]TEXTUAL expressions rather than
minimize them. Too few [CON] flags in a grammar check suggests that the logical flow of
the writing may need clarification.
Examples:
==> Handley was more than willing to take credit for his part in the win. He was
not willing to acknowledge the contribution of his teammates.
=>> Handley was more than willing to take credit for his part in the win. On the
other hand[CON] , he was not willing to acknowledge the contribution of
his teammates.
[ORDER?] (Style) The purpose of this flag is to
draw attention to questionable word order. Change the ordering if necessary.
Examples:
==> I and my brothers[ORD] were best friends.
=>> My brothers and I were best friends.
[NUM?] (Style) This flag draws attention to
numbers int he text. Check to see whether numbers so flagged should be spelled out, i.e.,
expressed as words rather than digit values.
Examples:
==> We lived in Chicago for 20[NUM] years.
=>> We lived in Chicago for twenty years.
[ABBR?] (Style) This flag draws attention to
abbreviations. If the flag occurs, ask yourself whether the abbreviation is appropriate or
whether it should be spelled out.
Examples:
==> We decided to pay a visit to LTI[ABBR?].
=>> We decided to pay a visit to Linguistic Technologies, Inc.
[SPLIT] (Style) This flag is appended to adverbs
which occur between the TO and the verb of infinitive constructions -- the so-called split
infinitive. Traditionally, this ordering of elements has been branded as bad syntax.
Consider moving the adverb elsewhere unless the adverb is a non-restrictive modifier. In
this case, you can't move it without altering the meaning of the infinitive.
Examples:
==> They tried to completely[SPLIT] exclude us.
=>> They tried to exclude us completely.
==> To wisely save his money was the objective. (A WISE THING TO DO)
=>> To save his money wisely was the objective. (SAVE MONEY IN A WISE MANNER)
NOTICE THAT THE REWRITE OF THE SECOND EXAMPLE CHANGES THE MEANING OF THE SENTENCE.
[DANGLER] (Style) This flag is inserted when a
preposition is found dangling at the end of a sentence or before a punctuation mark.
Traditionally, grammarians frowned on such constructions. If you can improve the sentence
by eliminating the dangling preposition, go ahead. Otherwise, discard the flag.
Examples:
==> This is a situation I will not put up with[DANGLER].
=>> This is a situation up with which I will not put. (CAN'T ELIMINATE THE DANGLER
THIS WAY!)
==> I will not put up with this situation.(THIS WORKS FINE.)
[BE] (Style) This flag signals the presence of some
form of the BE verb. Too frequent use of BE tends to detract from lexical variety and
expressive precision. Consider rephrasing.
Examples:
==> Your paper should surely be [BE] better than this one.
=>> Your paper should surely exhibit better writing skills than this one.
[PSVE] (Style) This flag marks passive
constructions whether preceded by a form of the BE verb or not. Passive predicates are
less precise in providing detail than active ones, because the agent of the action
expressed by a passive verb is absent in the text unless provided in a phrasal modifier,
e.g., BY AGENT X. To increase the information content of your writing, replace at least
some passive constructions with active ones. That way you are forced to give the subjects
of the verbs.
Examples:
==> This item can be purchased[PSVE] for a reduced[PSVE]
price.
==> You can purchase this item for a lower price.
[NOM?] (Style) Nominalized verb form.
Nominalizations frequently occur without reference to the subject or object of the root
verb. You can provide more detail by supplying these elements in prepositional phrases
modifying the form or by rephrasing it as a clause complete with subject and predicate.
Examples:
=>The construction[NOM] of the highway will begin soon.
==>Highland contractors will construct the new highway beginning in June.
[NNN?] (Style) This flag indicates that one noun
is modifying another noun. Such constructions are sometimes ambiguous. If this is the
case, rephrase using a modifier which clarifies the relationship between the two nouns.
Examples:
==> A host of error [NNN?] flags appeared in the listing.
=>> A host of flags signaling possible errors appeared in the listing.
[ME] (Style) First-person reference. Is this
reference to yourself necessary? Too frequent mention of yourself may give others the
impression that you are self-centered. Look for other occurrences of the flag. Do you
appear to have a fixation on yourself?
Examples:
==> Every time I MEI] see myself [ME] in the mirror I[ME]
want to send myself[ME] a laughing telegram.
=>> Every time I look in the mirror, there washes over me the urge to send a
laughing telegram to the person reflected there.
[YOU] (Style) Second-person reference here. Is this
mode of reference being overdone in the piece you are writing? If so, find ways to reduce
the number of YOUs.
Examples:
==> Any paper you [YOU] write should exhibit more
writing skill than this one does.
=>> Any paper that a person writes should exhibit more writing skill than this one
does.
[AND] (Style) This flag appears if the sentence
begins with AND. Are you using too many of these sentence starts? If so, use alternative
constructions to eliminate some of them.
Examples:
==> And[AND] the festivity finally began.
=>> The festivity finally began.
[PPP](Style) Sequence of prepositional phrases
here. Check for clarity.
Examples:
==>The quarterback of the winning team from my school in a star-studded helment[PPP]
threw a tie-breaking touchdown.
=>>Decked-out in a star-studded helmet, the quarterback of the winning team -- the
team from my school -- threw a tie-breaking touchdown.
[BUT] (Style) The sentence begins with BUT.
Are you using too many of these sentence starts? You can rephrase using some other
similar contextual expression.
Examples:
==> But[BUT] all our efforts were in vain.
=>> Nonetheless, all our efforts were in vain.
[&SUGGEST](Style) This flag occurs in
conjunction with suggested replacements for over-worked or dead-wood expressions. Install
the expression contained in the flag if it will improve the sentence.
Examples:
==>We view with alarm[&view_with_alarm=are alarmed at] recent
political developments.
=>>We are alarmed at recent political developments.
[LONG?] (Long) This flag is inserted at the end
of sentences which exceed the length threshhold. When this flag occurs, check the
sentence carefully. If the sentence is good and easily read, discard the flag.
Otherwise, rewrite the sentence or divide it into two or more sentences. This flag
is initially inserted for sentences thirty-five (35) words or longer. To alter this
setting, click the LONG button on the Flags screen of WordMAP and set a new length.
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