Introduction

Stepping away from the daunting lengths of typical English grammar books, which
span from 400 to 1800 pages,1 this guide presents a concise and mathematician-
friendly approach. My goal isn’t to overwhelm you with extensive grammar rules,
but provide key insights that are directly relevant and easily applicable.
Designed specifically
for mathematicians (or physi-
cists), I avoid the complex
jargon of standard gram-
mar guides. I aim to sim-
plify the process by se-
lecting a handful of essen-
tial topics, ranging from di-
rect and indirect sentences
to I NTROs—a new con-
cept, key to writing read-
able math. By following
our straightforward recom-
mendations, you can re-
duce up to 80% of com- Figure 1: Fat grammar books (Vecteezy Library)
mon errors in your papers,
thereby enhancing their clarity and readability. Don’t worry about achieving 100%
perfection—that would require a 600-page manual!
I added ‘extras’ (which you can reach by a link to this book’s Springer Web
page) to each topic, with the title: Practice makes perfect. Do some exercises to see
what you have learned from the topic. The Hints give you a helping hand.
I suggest using a manageable strategy, reading one topic a day. It’s just a few
minutes of easy reading that can significantly improve your writing skills. Some 400
examples help you along; grammatically correct examples are marked by a ‘smiling
meme’ and the others by a ‘sad meme’ .
1 For instance, see item [14] in the Bibliography.

ix
x Introduction

“What is the use of a book without pictures or conversations?” Alice thought in

Lewis Carroll’s work [3]. To lighten the reading, I incorporated many illustrations and
also some conversations (with the generative artificial intelligence system ChatGPT).
I asked ChatGPT:
I am writing a book to improve the use of English in math articles. Am I crazy?
And the answer:
Not at all! Writing a book to teach better English for math expositions is an
excellent idea and addresses a vital need.
Encouraging indeed.

For whom the bell tolls

(This is the title of Ernest Hemingway’s

famous novel [12]. The quote is from
John Donne’s Meditation XVII.) This
book is primarily intended for mathe-
maticians whose native language is not
English, though native English speakers
will find value in some sections. Where Figure 2: Illustration library (Vecteezy Library)
American and British customs diverge, I adhere to American conventions to maintain
simplicity.

The sum of my parts

Throughout my career as a mathematician, I have published approximately 300

articles and authored 34 books; see [9]. My scholarly contributions have earned over
3,425 citations. In 1971, I founded the journal Algebra Universalis, which has since
published 85 volumes and now comprises around 34,000 pages. This extensive body
of work has provided me with numerous opportunities to observe both the misuse
and proper use of English by mathematicians.
The illustrations in this book are meant to provide visual relief from pages
and pages of text. Apart from a few photos, most are from the Vecteezy illustration
library, housing millions. Subscribers have unlimited downloads and full commercial
rights with no required attribution.
This Introduction is followed by Overview, listing the 23 topics covered in the
book, with a brief description for each. I strongly recommend reading this to get an
overview of the book, so if you need help, you know where to turn.
In Appendix C, the essay, “How to write mathematics” by P. R. Halmos—
a master expositor—deals more with the math aspects of writing; see [11]. It is
reprinted with permission as an addendum.
Have fun and enjoy this journey toward clearer, more effective math writing.
Introduction xi

An extremely talented and experienced group of experts—Barbara Beeton, Gre-

gory L. Cherlin, Gábor Czédli, David Derbes, Michael Doob, and Murray Eisenberg—
read the draft and provided detailed reports. I am indebted to them.

On the Ides of March, 2024, in Toronto

 Overview

Topic 1. Little words I: Prepositions

This chapter discusses the correct usage of prepositions in math contexts. It
explains how prepositions like ‘between’, ‘among’, and ‘across’ function to clarify
relationships and positions within math arguments, and provides tips on avoiding
common prepositional mistakes that can lead to ambiguity.
Topic 2. Little words II: Pronouns
Focusing on pronouns, this chapter emphasizes the need for clarity and precision
to avoid confusion in math texts. It addresses the potential ambiguities introduced by
pronouns and offers strategies for ensuring that references are clear and unambiguous.
Topic 3. Little words III: Conjunctions
The use of conjunctions in linking math statements is explored here. The chapter
illustrates how proper use of conjunctions like ‘and’, ‘but’, and ‘or’ can enhance the
logical flow of arguments and help maintain clarity in complex math discussions.
Topic 4. Little words IV: So, such, that

Figure 3: Conjunctions (Vecteezy Library)

xiii
xiv Overview

This chapter delves into the nuanced use of ‘so’, ‘such that’, and ‘that’ to express
consequence, purpose, and specification in math writing. It advises on avoiding
overuse and ensuring these words contribute to clarity and precision in stating math
results or setting up equations and proofs.
Topic 5. Little words V: Like, such as
Here, the distinction between ’like’ for comparisons and ’such as’ for specifying
examples is clarified. The chapter provides guidance on using these terms to enhance
specificity and accuracy in math descriptions, with examples to illustrate correct
usage.
Topic 6. Little words VI: Either, or, both
Discusses the proper use of ’either’, ’or’, and ’both’ in expressing alternatives
and conditions in math texts. It includes examples that demonstrate how to use these
words to clearly convey exclusivity or co-occurrence of conditions in math reasoning.
Topic 7. Little marks I: Punctuation
This chapter covers the essential role of punctuation in math writing, from
commas and semicolons to colons and quotation marks. It offers rules and examples
for using punctuation to enhance readability and clarity, emphasizing the importance
of the Oxford comma.
Topic 8. Little marks II: Hyphens
Focused on hyphens, this chapter provides rules for their use in math writing,
particularly in compound terms and when used with prefixes and suffixes. It ex-
plains how hyphens can prevent ambiguity and ensure clear communication in math
expressions.
Topic 9. Little marks III: Dashes
Explains the differences between en-dashes and em-dashes and their appropriate
uses in math writing. This chapter shows how dashes can be used to denote ranges,
connect items, or add emphasis within math discussions.
Topic 10. Little transitions: Short version
This chapter focuses on the use of transitional words to connect ideas smoothly
in math writing. It introduces basic transitional phrases that help in building logical
sequences and clarifying relationships among different math concepts.
Topic 11. Little transitions: Longer version
Offers a comprehensive guide to using transitional phrases in math writing. This
chapter provides deeper insights into how effectively used transitions can guide the
reader through complex arguments and enhance the overall coherence of math texts.
Topic 12. Little INTROs
The concept of INTROs, or introductory phrases used before introducing for-
mulas or key terms, is discussed. This chapter emphasizes how INTROs can aid in
readability and comprehension, providing practical examples of their effective use in
math writing.
Topic 13. Little Run: Run-on Sentences
This chapter addresses the issue of run-on sentences in math writing, explaining
their impact on clarity and readability. It provides strategies for identifying and
correcting run-on sentences, including the use of proper punctuation and conjunc-
tions to separate independent clauses. The emphasis is on creating concise and
Overview xv

understandable sentences to improve the logical flow of math discourse.

Topic 14. Little Trip: To go or going
Discusses the correct use of the infinitive and gerund forms of verbs in math
writing, explaining how these forms affect the clarity and tone of the text. Examples
illustrate when to use each form to express actions or ongoing processes effectively.
The chapter helps writers choose the appropriate verb form to maintain precision in
instructions and descriptions.
Topic 15. Little dangling
This chapter deals with dangling modifiers in math writing, offering revision
strategies to align modifiers clearly with the words they are intended to describe.
Examples show how misplaced modifiers can confuse readers and distort the intended
meaning of sentences.
The chapter provides practical tips for rephrasing sentences to ensure clarity
and accuracy.
Topic 16. Little numbers: Less and fewer, both and two
Clarifies the correct usage of the quantifiers ’less’ and ’fewer’, and explains
the distinction between ’both’ and ’two’ in math contexts. The chapter addresses
common grammatical errors and provides rules to help writers choose the right word
based on context and meaning. It aims to prevent numerical and logical inaccuracies
in math writing.
Topic 17. Little Pause: Comma before if
Provides specific guidance on using commas before conditional ‘if’ clauses in
math texts. This chapter explains how such punctuation affects clarity and meaning,
with examples showing correct and incorrect comma usage. The nuances of introduc-
ing conditional statements are explored to help writers avoid common punctuation
mistakes.
Topic 18. Little ambiguity
Focuses on recognizing and resolving ambiguous statements in math writing
to prevent misinterpretation and errors in logical reasoning. The chapter provides
strategies for clear and precise expression, with examples of ambiguous scenarios
and their clarifications. It encourages writers to scrutinize their work for potential
ambiguities and refine their wording accordingly.
Topic 19. Little active vs. passive
Discusses the impact of voice on the clarity and directness of math writing,
recommending the active voice for enhanced engagement and clarity. The chapter
contrasts examples of active and passive constructions, demonstrating how active
voice can make explanations more direct and easier to follow.

Figure 4: Run-on sentence (Vecteezy Library)

xvi Overview

Topic 20. Little speed: Faster and fastests

Offers tips on writing concisely and clearly to communicate math ideas effi-
ciently, avoiding common pitfalls in verbose explanations. The chapter encourages
the use of straightforward language and the elimination of unnecessary details that
can slow down the reader’s understanding.
Topic 21. Little distinctions
Delves into the subtle differences between commonly confused terms in math
language. This chapter is structured to enhance precision and professional expression
by addressing these distinctions:
Section 21.1: ‘a’ vs. ‘the’ vs. blank
Explores the nuanced use of articles in math writing, explaining when to choose
‘a’, ‘the’, or no article at all to ensure clarity and specificity in descriptions and
arguments.
Section 21.2: Basics
Covers fundamental distinctions between terms that often get mixed up, provid-
ing a foundation for understanding the proper usage of critical vocabulary in math
contexts.
Section 21.3: Typical mistakes
Highlights common errors made due to misunderstanding or misapplying terms,
offering corrective advice to avoid these pitfalls in professional math writing.
Section 21.4: More examples
Presents additional examples to illustrate correct versus incorrect uses of terms,
reinforcing the lessons from earlier sections through practical application.
Section 21.5: Maybe vs. may be
Clarifies the difference between ‘maybe’ (an adverb meaning perhaps) and ‘may
be’ (a verb phrase indicating possibility), which are often confused in writing.
Section 21.6: Further vs. farther
Distinguishes between‘further’ (abstract or figurative distance) and ‘farther’
(physical distance), with guidelines on their appropriate contexts.
Section 21.7: Shall vs. will
Explains the traditional and modern uses of ‘shall’ and ‘will’, guiding the proper

Figure 5: Foreword vs. forward (Vecteezy Library)

Overview xvii

choice based on formality and intended meaning.

Section 21.8: Foreword vs. forward
Differentiates ‘foreword’ (a prefatory section of a book) from ‘forward’ (direc-
tional or progressive movement), which are often misused.
Section 21.9: Not vs. rather than
Discusses the preference for ‘not’ over ‘rather than’ in certain contexts to avoid
ambiguity and improve the flow of math reasoning.
Section 21.10: Cannot vs. can not
Details the subtle difference in usage between ‘cannot’ (denoting impossibility)
and ‘can not’ (optional negation), which can significantly impact the clarity of
statements.
Section 21.11: Note vs. notice
Clarifies when to use ‘note’ (to observe or mention something important) versus
‘notice’ (to become aware of), which can enhance the precision of communication.
Section 21.12: Effect vs. affect
Addresses the common confusion between ‘effect’ (a noun meaning result) and
‘affect’ (a verb meaning to influence), a crucial distinction for accurate scientific
writing.
Topic 22. Little Modification
Delves into modifying nouns and verbs in math language to refine and specify
meanings more precisely. This chapter offers insights into the subtle nuances of
word choice and modification that can significantly impact the clarity and accuracy
of math statements.
Topic 23. Little Only
Focuses on the placement and impact of the word ‘only’ in math sentences,
highlighting how its position can significantly change the meaning of a statement.
The chapter provides examples to show the correct positioning of ‘only’ to convey
the intended meaning accurately, helping writers avoid common misplacements that
can alter the interpretation of math claims.

Figure 6: Only (Vecteezy Library)