English is a combination of grammar and vocabulary.

1. Read, Read and Read. Include reading in your life style

2. Set your style idol Learn idioms + phrases
3. Set your writing style
4. Punctuate to bring informality e.g.: Help! Or use Read autobiography by Steven Job
parenthesis or dashes
5. Use question tags e.g.; isn’t it? Read human kind + psychology
6. Start a sentence with a coordination conjunction. (and,
but, so)
7. Write short choppy sentences, even run-on sentences. Read Fahad Hussain
The longer they are, the harder to follow.
8. Keep it short and crisp
9. Up your slang game
10. Switch to English channels e.g.; Tedtalks, Noah Trever
11. Expose yourself to a variety of scripts.
12. Use acronyms (ASAP, LOL)
13. Focus on the message, keep simple.
14. Never lose your unique voice.
15. Use clichés (You need to give an arm and a leg to learn
shooting).
16. Empty phrases such as ‘did a great job’.
17. Generalization e.g. Maybe, Perhaps…
18. Adverbs as conversational fillers: Basically, Actually,
Really.
19. Use unconventional similes: ‘my writing got stuck like a
boat in shallow water’.
20. Mention relatable items: ‘you can have that Fortune
you had your eye on’.

What is Colloquialism?

Colloquial Language is the linguistic style used for casual communication. It is the most common functional style of
speech, the idiom normally employed in conversation and other informal contexts.

What is the purpose of Colloquial text?

1. Connect with your audience.

2. Recreate the settings
3. Enliven your characters.
4. Keep the tone informal and chatty

Academic Writing Colloquial Writing

1. Complex language grammar. 1. Single word response.
2. Punctuation 2. No grammar
3. Sentence structure 3. Simple English
4. tenses 4. Write the way you speak.
5. “Mode of address”, the way in which the reader is
“spoken to” by the writer.
A- I know what you’re thinking, what was I doing in a bar in the depth of Eastern Europe at midnight, playing cards
with a bunch of shady characters in motorcycle jacket? Me, a Naïve, young women who had only ever been
abroad once… on a day trip with my mum and dad. Well, don’t worry. I was asking myself the same question.
B- Everything about the bar was of a concern. There were a number of men, of a certain age, gathered round a
beer-soaked table, playing a card game. The lights above were fizzing and cigarette smoke wafted about, hiding
their shadowy faces form time to time.

Notice:

1. How the modes of address differ in these 2 accounts?

2. Which one seems more humorous?

This week’s restaurant is housed in what, from the outside, is a lovely hunk of oldness. I want to say Victorian, but
perhaps it’s Georgian. Or older. Or younger. I don’t know. It’s pretty. What do I know about architecture? And the
mere fact that I am banging on about the outside of the restaurant, as if standing with my toe on the threshold,
hesitating before taking you inside, speaks volumes. Can I also say that the people inside seem nice? Smiley. Rather
sweet. Welcoming Oh God.

This is tough. Not as tough as it’s going to be for them to read, but less than easy all the same. I considered reviewing
without naming them; holding up the faults as ones from which other could learn. But that, I realized, was a stupid
idea. They may be nice people. They may have their hearts in the right place. But they are still charging money – 90
pounds for two is not peanuts – and, after all, who am I writing for?

So come with me then, into the flag-stoned hallway, which is brightly lit. not just “oh, I can see my way” brightly lit
but “Blimey, that’s a bit sharp” brightly lit. and from there into the “lounge”, which is the last place you’d want to do
such a thing. The lights are up..........

I wondered if I was watching the same tem I’d seen last year. It was bizarre. United players kept falling over or
passing to the other team. What was going on? I found my mind drifting. When was half-time? Oh …. They’d scored.
The other team, that is. No surprise there. Time for my half-time pie and cup of tea.

Comment on the use of:

1. Sentence structure
2. Punctuation
3. First direct statement & doubt
4. Stream of consciousness / use of internal thoughts.

Do google below Literary Devices:

1. Metaphors & similes

2. Imagery
3. Personification
4. Sound devices ( onomatopoeia, alliteration)
5. Irony
 6. Satire
7. Hyperbole / exaggeration
8. Oxymoron
9. Juxtaposition
10. Anaphora

Focus on these literary devices to up your writing style.

Always leave some information either incomplete or the readers are just hook up for the further reading.

For further practice: Read the pdf (Writing a Script.pdf).

Types of Sentence structure:

Warm up game:

 Take a blank piece of paper.

 Write 3 complete sentences.
 Review them
 Set them aside.

The person is walking actively on the road side.

I am working very honestly on my dreams.

After few months, I will definitely buy my dream card – Toyota Tundra.

1. Simple sentence.
2. Compound sentence.
3. Complex sentence
4. Compound-complex sentence.

Remember after every 2 sentences, you have to change the structure or at max 3 only.

1. Simple Sentences:
A simple sentence contain a subject and a verb.
It expresses a single complete thought that can stand on its own.
Example;

Simple sentences have one Subject and a verb.

1. The cat stretched.

2. Jacob stood on his tiptoes.
3. She opened the door.
4. Aaron made a picture.
5. I am sorry
 6. I danced.

It should be a subject and a predicate.

Example:

1. My husband (Subject) is cooking (Predicate Verb) Shish Kabobs for us tonight.

2. A scrawny dog (Subject) was scratching (Predicate Verb) at the door.

2. Compound Sentences:
2 simple sentences (means clauses) combined together with the use of conjunction.
An independent clause is a part of a sentences that can stand alone because it contains a subject and a verb and
expresses a complete thought.
Example:

He (subject) was (verb) happy (object), for (conjunction) he just (subject) passed (verb) his exam (object).

Coordinating conjunctions: The Rules

F For
A And
N Nor
B But
O Or
Y Yet
S So
 I really need to go to work, but I am too sick to drive.
 I am counting my calories, yet I really want dessert.
 He ran out of money, so he had to stop playing poker.
 I though the promotion was mine, but my attendance wasn’t good enough.
 Should we start the class now, or wait for the other to join.

3. Complex sentence
A complex is made up of an independent clause and a dependent clause. A subject and a verb but do not express
a complete thought by themselves.
Example:

While he waited at the train station (Dependent clause), joe realized that the train was late (independent clause).

Subordinating conjunctions:

After, Since,
Although, Though,
As, Unless,
Even if, Whenever,
Even though, Whether,
If, While
In order to, When,
As if, Until,
Because, Whatever,
Before,
 Because he was late again (dependent clause), he would be docked a day’s pay (independent clause).
 Although she was considered smart, she failed all her exams.
  Whenever it rains, I like to wear my blue coat.
 Because I was late (dependent clause), and since I was always forgetting things (dependent clause), I was
regarded as a scatterbrain by my friends (independent clause).
 Although the war ended (dependent clause), and as people tend to have short memories (dependent
clause), the city’s people were still divided over its impact (dependent clause).

 Sentence fragments:
Sentence fragments happen when a dependent clause is made to stand on it’s own. They can also happen if a
sentence lacks a subject or a verb.
 Run-on sentence: (which overlook conjunctions)
I went to the store I got bread and milk.
Correction:
Using semi-colon: I went to the store; I got bread and milk.
Using conjunction: I went to the store, and I got bread and milk.

 Phrase vs Clause:
A group of words standing together as a conceptual unit.
A phrase does not make a complete sense.
Example:
Without her parent’s blessings…
After the earthquake…

 Clause
It is a standalone thing
Next below the sentence in rank, consists of a subject + Predicate.

4. Compound-complex sentence (not so much used)

Complex means 2 parts: One clause is dependent and other is dependent (which is compound).
A compound-complex sentence is comprised of at least 2 independent clauses and one or more dependent
clauses.
Compound (independent clause + independent clause) + complex (one dependent clause)

Example: red ones are the compound.

1. I want to travel after I graduated from college; however, I had to work immediately.
2. After I graduated from college, I wanted to travel, but I had to work immediately.
3. Even if the child is hungry, he will never eat oatmeal, but he will always eat ice-cream.
4. The man was mean because he was lonely, but his attitude only made his situation worse.
5. The dog needed a new leash, and he couldn’t go for a walk until he had done.

Do brush up your skills on these for colloquial writing:

 Adverbs of manners and frequency.

 Dashes, Colons, Semi-Colons, Ellipsis, brackets, Exclamation.

Learning English:
Step # 1: Find words having the similar meaning

Example: Good => awesome, amazing, and nice

How to:

1. Find 3 words that have the same meaning as your main word.
2. Write down the words in your notebook next to the main word.
3. Memorize 3 words

Example: Round => Circular, Spherical, Globular

Step # 2: Select words that start with the same letter.

Example: Round => right, rampant, rough

How to:

1. Select 3 words that start with the same letter as your main word
2. Write the words and their definitions down in your notebook next to the main word.
3. Memorize the 3 words

Example:

Round =>

Rough (not even or smooth)

Roll (to cause something to move somewhere by turning over rand over or from side to side)

Random (happening, done, or chosen by chance rather that according to a plan.)

Step # 3: Search for the words with the same sound as the main word.

Example: Round => sound, Mound, Pound

How to:

1. Search for 3 words that have the same sound as your main word.
2. Write the words and their definitions in your notebook next to the main word.
3. Memorize the 3 words.

Example: Round =>

Around: in a position or direction surrounding, or in a direction going along the edge of or from one part to
another (of)

Astound: to surprise or shock someone very much

Bound: tied with rope, cord or string etc.

Avoiding Redundancies:

Redundancies such as cooperate together, close proximity, basic essentials, and true fact are a common source of
wordiness. There is no need to say the same thing twice.

Example:
  Mr. Barker still hasn’t paid last month’s rent yet.
 Black slaves were portrayed or stereotyped as lazy even though they were the main labor force of the south.

Although modifiers ordinarily add meaning to the words they modify, occasionally they are redundant.

 Sylvia very hurriedly scribbled her name, address and phone number on the back of a greasy napkin.
 Joel was determined in his mind to lose weight.

Avoid unnecessary repetition of words:

Although words may be repeated deliberately, for effect, repetitions will seem awkward if they are clearly
unnecessary. When a more concise version is possible, choose it.

Example:

 Out fifth patient, in room six, is a mentally ill patient.

 The best teachers help each student to become a better student grow both academically and emotionally.

Cut empty or inflated phrases:

An empty phrase can be cut with little or no loss of meaning. Common examples are introductory word groups that
apologize or hedge: in my opinion, I think that, it seems that, one must admit that, and so on.

Example:

 In my opinion, our current policy in Central America is misguided on several counts.

Inflated Concise
Along the lines of Like
As a matter of fact In fact
At all times Always
At the present time Now, currently
At this point in time Now, currently
Based of the fact that Because
By means of By
Due to the fact that Because
For the purpose of For
For the reason that Because
Have the ability to Be able to
In the nature of Like
In order to To
In spite of the fact that Although, though
In the event that If
In the final analysis Finally
In the neighborhood of About
Until such time as Until
 We will file the appropriate papers in the event that if we are unable to meet the deadline.

Simplify the structure:

If the structure of a sentence is needlessly indirect, try simplifying it. Look for opportunities to strengthen the verb.

Example:
  The financial analyst claimed that because of volatile market conditions she could not make an estimate of
the company’s future profit.

The verb estimate is more vigorous and more concise than make an estimate of.

The colorless verbs is, are, was and were frequently generate excess words.

 The administrative secretary is responsible for monitoring and balancing monitors and balances the budget
for travel, contract services, and personnel.

The expletive constructions there is and there are (or there was and there were) can also generate excess words.
The same is true of expletive constructions beginning with it.

 There is another videotape that tells the story of Charles Darwin and introduces the theory of evolution.
 It is important that hikers must remain inside the park boundaries.

Finally, verbs in the passive voice may be needlessly indirect. When the active voice expresses your meaning as
well, prefer it.

 All too often, our coaches have recruited athletes with marginal academic skills have been recruited by our
coaches.

Reduce clauses to phrases, phrases to single words.

Word groups functioning as modifiers can often be made more compact. Look for any opportunities to reduce
clauses to phrases or phrases to single words.

 Thermography, which is a method of detecting breast cancer, records heat patterns on black-and-white or
color-coded film.
 Susan’s stylish leather pants, made of leather, were too warm for our climate.

Add words needed to complete compound structures:

In compound structures, words are often omitted for economy: Tom is a man who means what he says and [who]
says what he means. Such omissions are perfectly acceptable as long as the omitted word is common to both parts
of the compound structure.

If the shorter version defies grammar or idiom because an omitted word is not common to both parts of the
compound structure, the word must be put back in.

 Some of the regulars are acquaintances whom we see at work or who live in our community.
The word who must be included because whom live in our community is not grammatically correct.
 I never have [accepted] and never will accept a bribe.
Have … accept is not grammatically correct.
 Many of these tribes in the South Pacific still believe [in] and live by ancient laws.
Believe … by is not idiomatic English.

Add the word that if there is a danger of misreading without it:

If there is no danger of misreading, the word that may sometimes be omitted when it introduces a subordinate
clause: The value of a principle is the number of things [that] it will explain. Occasionally, however, a sentence
might be misread without that.
 As Joe began to prepare dinner, he discovered [that] the oven wasn’t working properly.
Joe didn’t discover the oven; he discovered that the oven wasn’t working properly.
Problem with modifiers:

Modifiers, whether they are single words, phrases, or clauses, should point clearly to the words they modify. As a
rule, related words should kept together.

Put limiting modifiers in front of the words they modify.

Limiting modifiers such as only, even, almost, nearly, and just should appear in front of a verb only if they modify
the verb: at first I couldn’t even touch my toes. If they limit the meaning of some other word in the sentence,
they should be placed in front of that word.
 You will only need to plant [only] one package of seeds.
 Our team didn’t even score [even] once.

Place phrases and clauses so that readers can see at a glance what they modify:

Although phrases and clauses can appear at some distance from the words they modify, make sure your meaning is
clear. When phrases or clauses are oddly placed, absurd misreading’s can result.

Misplaced The king returned to the clinic where he underwent heart surgery in 1982 in a
limousine sent by the White House.
Revised Travelling in a limousine sent by the White House, the king returned to the clinic
where he underwent heart surgery in 1982.

The king did not undergo heart surgery in a limousine. The revision corrects this false impression.

 On the walls There are many pictures of comedians who have performed at Gavin’s on the walls.
The comedians weren’t performing on the walls; the pictures were on the walls.
 The robber was described as a [150 pounds] six-foot-tall man with a mustache weighing 150 pounds.
The robber, not the mustache, weighed 150 pounds.

Occasionally the placement of a modifier leads to an ambiguity, in which case two revisions will be possible,
depending on the writer’s intended meaning.

AMBIGUOUS We promised when the play was over that we would take Charles to an ice cream parlor.
CLEAR When the play was over, we promised Charles that we would take him to an ice cream parlor.
CLEAR We promised Charles that we would take him to an ice cream parlor when the play was over.

The first version suggests that the promising occurred when the play was over, the second that the taking would
occur when the play was over.

Repair Dangling Modifiers:

A dangling modifier fails to refer logically to any word in the sentence. Dangling modifiers are usually introductory
word groups (such as verbal phrases) that suggest but do not name an actor. When a sentence opens with such a
modifier, readers expect the subject of the following clause to name the actor. If it doesn’t, the modifier dangles.

DANGLING Deciding to join the navy, the recruiter enthusiastically pumped Joe’s hand. [Participial
phrase]
DANGLING Upon seeing the barricade, our car screeched to a halt. [Preposition followed by a gerund
phrase]
DANGLING To please the children, some frameworks were set off a day early. [infinitive phrase]
 DANGLING Though only sixteen, UCLS accepted Martha’s application. [Elliptical clause with an
understood subject and verb].

These dangling modifiers falsely suggest that the recruiter decided to join the navy, that the car saw the barricade,
that the fireworks intended to please the children, and the UCLA is sixteen years old.

Identifying dangling modifiers.

Does an opening phrase suggest an NO NO

action without naming the actor? Problem
YES

Does the subject of the independent NO

NO
clause name the actor? Problem
YES

Revise the dangling modifier.

To repair a dangling modifier, you can revise the sentence in one of two ways:

1. Name the actor immediately following the introductory modifier; or

2. Turn the modifier into a word group that includes the actor.

 When watching a classic film such as Gone With the Wind, [I find] commercials are especially irritating.
 When [I am] watching a classic film such as Gone With the Wind, commercials are especially irritating.

A Dangling modifier cannot be repaired simply by moving it: commercials are especially irritating when watching….
Readers still don’t know who is doing that watching.

 Opening [when the driver opened] the window to let out a huge bumblebee, the car accidentally swerved
into an oncoming car.
The car didn’t open the window; the driver did.

What causes wordiness?

Another problem in writing is wordiness. Wordiness happens when you use more words than you need to in order to
write what you mean. Everyone has a tendency to be too wordy at times. Some of the causes of this wordiness are:

 Trying to sound too formal or academic. Unfortunately, in academic and business writing, there are a lot of
examples of wordy writing. This doesn't mean you have to model your writing on bad examples. Your readers
will always appreciate if you state your ideas clearly, using no more words than necessary.
 Not knowing more precise vocabulary. For example, saying. She ran quickly to the store can be made less
wordy, and more precise, by saying: She raced to the store (race = run quickly). Finding the right vocabulary can
help you cut down the number of words you use. Every reduction helps, even if it's only a word or two.
 Using too many unnecessary and vague modifiers. Modifiers like really, very, quite, and similar words add no
meaning to your writing. If you need to modify a word, find precise modifiers. For example, instead of "There's a
really tall building near my house," write: "There's a 50-story building near my house."
 Using too many prepositional phrases or possessives. These types of phrases can add length to your sentences,
often unnecessarily. So, instead of the car belonging to Mr. Wang is in the garage [10 words], write: Mr. Wang's
car is in the garage [7 words].
Look over anything you have written recently, and see if you can find ways to reduce wordiness.

Writing a Script: Effective Habits

Shonda Rhimes
So to me, a lot of what writing is, is very much like being a runner.
If you don't run every day, running is incredibly hard.
Those muscles do not know what they're doing.
If you exercise those muscles, those muscles have muscle memory.
So if you run every day running becomes a lot easier, right?
It's the same with writing.
So to me I always have this idea of writing as being like there's a long hallway to the door, where when the door
opens that's when I access the place where it is to just easily get to the creative space.
Until I get to that door, I'm basically just sitting at my desk staring at the wall, feeling really bitter and sorry for
myself.
And to me, when I think of that hall, if you're jogging down that hall trying to get to that door, the hall is incredibly
long and it's filled with candy and pictures of Idris Elba and phone calls I need to make and television shows I need to
watch and times I need to sit around and feel sorry for myself.
And then finally, you get to the door and it takes forever.
But the more I go down that hall, the less interested I am in the food and the Idris and the phone calls and the pity.
And I get to the door faster and faster and faster.
Until now, because I do it every day and the muscle memory is really there at honed, I get to that door immediately.
So it's not a big deal trying to get to the door anymore. Because like a runner, I'm like perfectly fit mentally in that
sense as a writer.
And it's the same as being a sprinter or something.
I'm good to go.
That's what it should be like for people.
It should be that if you're exercising that muscle you can get there faster and faster.
So the discipline actually has a point.
It's helpful.

Adverbs in English:
Adverbs describe a verb, an adjective or another adverb. Adverb + suffix –ly; how
something is done.
Adverbs of Manner Adverbs of Time Adverbs of Place Adverbs of Frequency
Beautifully Always Above Always
Boldly Already Abroad Constantly
Bravely Annually Along Often
Calmly Before Away Frequently
Carefully Constantly Back Generally
Cautiously Daily Behind Normally
Cheerfully Early Below Usually
Joyously Earlier Downstairs Regularly
Eagerly Eventually East Sometimes
Gladly Ever Far Occasionally
Easily Finally Here Infrequently
Elegantly First Indoors Rarely
Equally Formerly inside Seldom
faithfully Fortnightly Nearby Hardly ever
Frankly Generally Next door Almost never
Honestly Hourly Off Never
Generously Immediately Out Ever
Gently Infrequently Outside Hourly
Justly Just Overseas Daily
Kindly Later Right Nightly
Neatly Lately Somewhere Weekly
Obediently Monthly There Monthly
patiently Now Under Annually