Repetition
*Use HaloI/Josh i ngpouxler.lIaloicashesichitest.SvnonvmsandnCaJ-·SYll0I1VI11 S
I~<.;tmt;drctU!illg(/ 1 1OL:;/lasl"night ; atdaten,th e b ookICliS
sti lli llmyhands.*G cn c r a lwonts
[ j i n tcis it n l Sail Seb as tutnill'8, 9,am!I've lovedtireci t y
e!./crsi n ce.
The hoysIl.:er ebeingunnatu ralh] helpfuland polit e.I
icontlc reduilu-therth cljIi-'c r e p /m Hl i ll{!.toflickm e , b ut I
keptmy~uHJJ;cioIlSto myself.
A1IUII/Imlll!Jct!into/lieillthe marketth i smorni ng.I
tho /lghtnot h ingofth eincilleJlItillInnchtimc,tclicnI
!mll/;'thaiIllyicalletfwdb een st olen.
The former- a n d thelatter
The [onnerrefe rs to the firstortw o th in gso r peo ple
mentioned whilethe latterre fe rsto the se co nd.
Neither]{cag tl11" o rHllsh coulddenyk"ou;i llgahontth is
plan: th e formerfwdtho ught it u p , {chilethelatterhad
actin:lysllpportedit.lie/s'le /they
Compare the foll()\\ing sen t e nces:
a If yoll f l1ld a goodteacher,cou ld yOIlgiveme Irisad d ress?
h If yoIIfi1/(1a goo d teacher, cO/tid you git:e me Iris/her
mldress?
c If yOIlfinda good t eacher. couldyOIlgiL:e metheir
ad d ress?
All the above sen te ncesare gram mati callycorr ect, h ut :
se n te nceaassum esth atth e tea cherwill he a man. As the
svxte tua t ic liseofmale p ro no uns torefertoeithe ra m uuo ra
wo ma nhasnegativeco nsequence s forwo me n, this p ra ct ice
is nowwide lv avoid ed.
Senten cehi~a non-sexistalternative,butth i s style -andth e
usag esthco r(s)h e-can be rathe rclu msy.
Sen te ncecis anothernon-sexist alt e rnative, lessc1u lllsy than
b,and now ill com mon usage,
1'lw ycan he used tore fertoo ne person,
Som coue k/ll)ckedatthed oo r, h iltnihenI openeditthey
hadgo"e.
Thenext tim e I see ad octo r,I'llaskthemab ou t!l0llr
problem.
If allY stude nt icishes11O[[0ha vetheirexa1/lresul tssentto
theirhome , cou ldtheyp leaseIWL:e auxntluiithth e sch ool
secrctanj?
Alternattvclv, theproblemca n he avoide d by using a
plural noun.
If r lllYstudentsll;ish not toh a vetheirexam results se nt[ 0
theirhomes ,couldtire!]please h acc aniordus it l,theschool
secreta ry?Reference1.1 It
Thesesentences, w rittenby CAEcandidates ,all includ e
referencemistakes: theyalluse thewordit
inapprop riately. In eachsentence, replaceitwith an
appropriateword or words.Theymaynot be pronouns:
it might beappropriateto userepetitio n, a synonym or a
generalword.
a Mulee mp loye esin Jap ane secompaniesar e usually
\\i llingto he sen t to anot he r brunch .h ut Japane se
womenoften refuseit.
l> Whe n d e mocracy fails, the people 's I:L'\tweapon is civi l
disobedience .Itmeans actio ns that disoheyth e
a u thority o f t hesta te ,{(II'in stanceillegaldemo ns t m tious
andrefu sing topaytaxes.
c The re ar e o ne o r t w od e tails1' 111 no te n t ir ely happy
about.Itconcerns the officefurn itureand the he ati ng.
d She spen t yea rsre searching th e causesofcancer.Ithink
itis \ "e ry necessary.
c I' mvel)'sa ti sfiedwiththe at mosphere illth e offiec ,Illy
workloa dandthesalary,hutIreel,howeve r, th atthere
arcso mewaysill whichitcouldhe improved.
f E verybe ach inIll"couutrvhaslifcgn a nl sincasevou
nee dit.
g In cre aSingly,au niversit y degr ee isessential.Forthose
whohaveit ,the re is ple ntyorwo rk.'Please scm/meillformatiot/ aboutFmllilyInco me
Sllpp le mc nt. I lm ce(lsix-mo n th-old h ahy([1Il1 1 di dn't
knou: aboutitunt il yesterday. 'Writingsub- skills • 27