Let Dr. Mike Zizzi teach you to uplift your world via truly *authentic* writing (and speaking! and listening!) We need more of YOUR voice (not AI's).
We have learned, in Stage 1, that – in English grammar – every complete sentence must include, as its essential component, a main clause (MC), which combines a subject (S) – what we are talking about – and its predicate (P) – what the subject is 1) being, 2) having, or 3) doing. This pair–that-makes–one,…
Read More “Stage 2-a: From “Simple” to “Surprise Me” – Introduction” »
By now, you know all about main clauses (MCs) — also commonly known as independent clauses — and you understand them not just as grammatical factoids, but as a team that, together, constitutes the sentence’s very essense. Something (that you named) either does, has, or is something (according to you). It’s that simple, ha ha….
Read More “Stage 2-b: Across the muck . . . we need *stepping stones*!” »
As you know by now, I cherish authenticity — such that things you say could have been said by you, only. For example, just to show my own authenticity, including my poetic leanings, I might re-arrange those opening eight words like this: “As you, by now, know, I cherish authenticity . . .” (hear the…
Welcome back. In the prior post, labeled Stage 2-c, we explored – and, in some ways, exploded – the idea of any universally proper sentence length. I hope that essay helped you to take an interesting and useful step along our Stage 2 pathway. We now move to the next lesson, Stage 2-d, where we…
If you’ve finished reading and considering the lesson in Stage 2-d, “Run-on or Compound,” you now understand that “not all long(ish) sentences are created equal.” (And, no, it’s not “equal-ly” there. See “adverbs” essay, under “Big-picture Concepts” / “Foundational Issues.”) The first and, to me, foremost division of “longish sentences” simply classifies them as either…
Read More “Stage 2-e: Correct “compounds” – via the semicolon” »
Now we’ve turned a bright light on the first “purposeful” technique for correctly joining MCs in a compound sentence – the semicolon. For many reasons related to how people actually learn all this – as mountains of experience have taught me – I’ve labeled the semicolon “technique #1.” Well, compared to the old TV commercials…
Read More “Stage 2-f: Correct “compounds,” (w/ comma rules & accidentals)” »
From “rules” to “resources“ All over this website/blog, you will find me interpreting grammar rules and proposing ways to utilize the “rules” as “resources.” And understanding these resources opens up options to help you communicate with free and authentic self-expression. The better you understand the grammar rules, the better you understand your writing resources. With…
In this essay, I want to acknowledge the ills of “wordiness” — but I do not confuse (some writers prefer the rarer, but more precise, word, conflate) wordiness (usually bad) with “depth and detail” (sometimes saves the day). Can we have both? I think we can. Let’s explore, in the name of “brevity of style”…
Here’s a grammar lesson to help you to better understand adverbs so that you can use them confidently and correctly. You can see how I put into bold italics the -ly at the end of those two adverbs in the prior sentence. Well, that just gets us started. To learn more about adverbs, including how…
Read More “Adverbs – Do they make you feel bad — or badly?” »
Stage 1-a: The Essence of a Sentence – “Introduction” As I will remind you elsewhere (sorry to nag, but it’s vitally important), your learning will benefit greatly if you read and study my system — all three “stages” — in their sequential order. So start here, then work your way through all the Stage 1…
Read More “Stage 1-a: “The Essence of a Sentence” – Introduction” »