The Most Common Mistakes in English Usage

By Dr. Thomas Elliott Berry

This book analyzes the errors most commonly made in spoken and written English and presents them in a systematic, down-to-earth manner. It does not dictate grammar to the reader; rather, it presents the guidelines for English usage currently being observed by the most competent and careful speakers and writers.

The most troublesome words and phrases—as well as grammatical terms—are listed alphabetically within 18 subject areas to enable the reader to check quickly on questions of usage. In each case, illustrative examples are given, and the guiding principle is stated for the reader to follow in avoiding the mistake and others similar to it. An extensive index for additional ease of reference helps make this book a handy tool for the modern reader who realizes that mere knowledge is no longer sufficient—that one must be able to express his knowledge clearly, forcefully, and correctly.

• Language: English
• Publisher: Valmy Publishing
• Release date: Jul 31, 2017
• ISBN: 9781787207806

Dr. Thomas Elliott Berry

Thomas Elliott Berry was a Professor of English at West Chester State College, West Chester, Pennsylvania, where he established and directed the graduate program in English. He was also a prolific author in a number of fields. His published books include Journalism in America (1958), The Most Common Mistakes in English Usage (1961), Values in American Culture (1966), The Biographer’s Craft (1967), The Study of Language: An Introduction (1970), and The Craft of Writing (1974). His textbook Journalism Today was the most widely used in its field. He was a contributing editor of A Mass Communications Dictionary and wrote numerous articles for professional journals. Berry received his Ph.D. in 1949. His dissertation was titled “A History of the Recent Translations of the American Novel into Spanish.”

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Text originally published in 1961 under the same title.

© Valmy Publishing 2017, all rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted by any means, electrical, mechanical or otherwise without the written permission of the copyright holder.

Publisher’s Note

Although in most cases we have retained the Author’s original spelling and grammar to authentically reproduce the work of the Author and the original intent of such material, some additional notes and clarifications have been added for the modern reader’s benefit.

We have also made every effort to include all maps and illustrations of the original edition the limitations of formatting do not allow of including larger maps, we will upload as many of these maps as possible.

THE MOST COMMON MISTAKES IN ENGLISH USAGE

by

THOMAS ELLIOTT BERRY

Professor of English

West Chester State College

West Chester, Pennsylvania

TABLE OF CONTENTS

Contents

TABLE OF CONTENTS 3

PREFACE 4

1—COMMONLY CONFUSED WORDS 6

2—WORDS COMMONLY MISUSED 26

3—ERRORS IN USING NOUNS 33

4—ERRORS IN USING PRONOUNS 41

5—ERRORS IN CASE 50

6—ERRORS IN USING VERBS 57

7—ERRORS ARISING FROM THE CONFUSION OF ADJECTIVES AND ADVERBS 67

8—ERRORS IN USING THE PREDICATE ADJECTIVE 70

9—ERRORS IN USING ADVERBS 73

10—ERRORS IN USING MODIFYING ELEMENTS 75

11—ERRORS IN USING PREPOSITIONS 79

12—ERRORS IN USING CONJUNCTIONS 85

13—ERRORS IN MAKING COMPARISONS 89

14—ERRORS IN PUNCTUATION 93

15—REDUNDANCIES 105

16—STYLE 110

17—BROAD AND VAGUE WORDS 119

18—MISCELLANEOUS ERRORS IN USAGE 122

REQUEST FROM THE PUBLISHER 130

PREFACE

This book has been written (1) to serve as an analysis of the errors most commonly made in spoken and written English and (2) to present clear explanations of how to correct these errors. It has also been prepared as a reference work for the general reader who may want to check questions of usage. Therefore, the book can be used either as a text or a handbook—as individual circumstances may decree.

As one peruses this book, he may well ask, By what right does an author of a book on usage tell me how to speak and write? The answer is that most authors in the field of usage do not dictate to their readers. Rather, they present, as this author has done, the guidelines for usage which are currently being observed by the most competent and careful speakers and writers. Thus the authors say to their readers, Here are the principles of usage which are necessary for acceptable expression in educated society.

From the above discussion, one can see that the term correct usage—as used in this and similar books—must be equated with usage of the linguistically competent; that is, the term correct must be construed to mean the language practices of those persons whose usage, in the opinion of language specialists, merits respect.

After reflecting upon this explanation of correct usage, one must recognize another fundamental fact: some questions of usage cannot be settled unequivocally in terms of right or wrong. The reasons are quite clear. In some instances, specialists find that competent users of English differ in their observance of a given practice—e.g., the splitting of the infinitive. In other instances, specialists find that a practice widely endorsed in recent years is now disappearing—e.g., the fine distinctions between the use of shall and will. In still other instances, they find situations that lie beyond any detailed analysis—e.g., the line between slang (which is a term, incidentally, that defies precise definition) and acceptable usage. As a result, no reputable specialist dare proclaim final rulings on many practices.

However, despite the fact that correct usage is, in a sense, an arbitrary and sometimes an unsettled matter, certain standards do exist; and the careful user of English must abide by them. These are the standards upon which this author bases his compilation of the most common mistakes in English usage.

In attempting to master standards of usage, one should begin with the realization that he is engaging in a fascinating study. From the first lessons, one can find in learning principles of usage an exciting challenge—a challenge that actually makes pleasant the pursuit of the frequently disparaged rules of grammar. One can derive herein the same fascination he encounters in examining the meaning and the application of federal, state, and local laws; and he can experience the same thrill he feels in learning the basic principles of chemistry, physics, and other disciplines.

In studying canons of usage, one should also recognize, of course, the far-reaching utility involved. He should realize that he must respect principles of usage in order to move effectively in any circle where correct language is a requisite. In the business world, for instance, he must be able to state his thoughts in such a manner that he will never be misinterpreted. Hence he cannot write such a sentence as

Mr. Stone told Mr. Keane that he must leave.

because the sentence is ambiguous. Instead, he must write

Mr. Stone told Mr. Keane, I must leave.

or

Mr. Stone told Mr. Keane, You must leave.

or he must employ other phraseology that will create only one meaning—the meaning he has in mind.

Similarly, in any social or other circle where acceptable usage is demanded, one may not say

He don’t know no better.

or

I ain’t got no more powder.

or any similar usage that deviates from accepted practice because, rightly or wrongly, these circles invoke language requirements that must be met.

Finally, one should realize that rules for usage are necessary to maintain the uniformity of meaning that language has had across the years. If everyone were suddenly permitted to speak and write as he pleased, a chaotic situation would soon result. Men would not be able to construct legal systems, to write contracts, and to engage in the numerous other activities within society that demand a clear, precise, and uniform expression. Guidelines for usage, therefore, are actually one of society’s most important safeguards.

In using this book, the reader can consult the table of contents or the index. The table of contents shows the grouping of material according to subject. The index, naturally, is the customary alphabetical listing of material according to title. In order to facilitate the locating of material, the index has been extensively cross-referenced.

To the many teachers of English on all levels who have given so generously of their time and counsel in the preparation of this book, the author expresses his sincere thanks.

T. E. B.

1—COMMONLY CONFUSED WORDS

Among the most common errors in usage are those which arise from confusing certain pairs or sets of words. Speakers and writers use these words incorrectly because they have not learned their precise meaning. The following words are among the ones most likely to present difficulty.

1. Able—capable

The word able means having the ability to perform a given act. For example,

I am able to walk through that swamp.

The word capable means (1) having adequate capacity to do or to make or (2) having adequate capacity to receive an action. For example,

He is a capable leader.

This book is capable of being translated.

A common error arises from the attempt to use able for capable in the second meaning listed above, i.e., situations in which the capacity to receive an action is involved.

Wrong: This law is able to be evaded. (Wrong because the capacity to receive an action is involved.)

Right: This law is capable of being evaded.

Wrong: This tanker is able to be restored.

Right: This tanker is capable of being restored.

2. Accept—except

Accept, which is always a verb, means to receive. For example,

I accept your apology.

Except may be either a preposition or a verb. As a preposition, it is used as follows:

Every boy is here except Henry.

As a verb, the word except means to make an exception of. For example,

We except Jimmy from the responsibility.

If one realizes the meaning involved, he should never experience difficulty in knowing which word to use.

Wrong: I shall except the gift when he brings it.

Right: I shall accept the gift when he brings it.

Wrong: They excepted the offer as soon as it was made.

Right: They accepted the offer as soon as it was made.

Right: The lawyers excepted certain clauses from the agreement

3. All ready—already

The words all ready mean that everything is in readiness or everyone is ready.

The word already is an adverb which emphasizes the idea that an action is complete at the present moment or was completed at a moment in the past. For example,

Marian is tired already.

Louis already had finished the painting.

Wrong: He is all ready five pounds overweight.

Right: He is already five pounds overweight.

Wrong: We are already for the dance.

Right: We are all ready for the dance.

Wrong: The all ready heavy load became heavier.

Right: The already heavy load became heavier.

4. All right—alright

The term all right is correct; the word alright is non-existent in acceptable usage.

Wrong: Everything was alright.

Right: Everything was all right.

Wrong: "Alright, said he, that’s the end."

Right: "All right, said he, that’s the end."

5. All together—altogether

The words all together have the meaning of everyone in or at the same location. The word altogether means entirely.

Wrong: We were altogether for the first family reunion in ten years.

Right: We were all together for the first family reunion in ten years.

Wrong: They were all together mistaken in their conclusion.

Right: They were altogether mistaken in their conclusion.

6. Allusion—delusion—illusion

Using these three words correctly is simply a matter of understanding the definition of each.

The word allusion means a reference. It is the noun form of the verb allude. For example,

His allusion to the national debt was rather pointed.

The word delusion, defined broadly, is a fixed aberration of the mind. For example,

The patient suffered from the delusion that he was a king.

The word illusion means a situation wherein a person has misinterpreted the data of his senses, or, stated more broadly, he has made an error in vision or mental perception. For example,

Jean thought she saw a ship on the horizon, but it was an illusion.

Wrong: The music created the delusion that it was coming from the next room.

Right: The music created the illusion that it was coming from the next room.

Wrong: The large furniture on the stage made Marianne appear small, thereby creating a delusion.

Right: The large furniture on the stage made Marianne appear small, thereby creating an illusion.

Wrong: Mr. Potterby suffered from the illusion that he was