By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
Affiliate Disclosure: This blog may contain affiliate links, which means I may earn a small commission if you click on the link and make a purchase. This comes at no additional cost to you. I only recommend products or services that I believe will add value to my readers. Your support helps keep this blog running and allows me to continue providing you with quality content. Thank you for your support!
By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
Affiliate Disclosure: This blog may contain affiliate links, which means I may earn a small commission if you click on the link and make a purchase. This comes at no additional cost to you. I only recommend products or services that I believe will add value to my readers. Your support helps keep this blog running and allows me to continue providing you with quality content. Thank you for your support!
This compilation, edited by Dr. Md Munan Shaik, offers a comprehensive guide and practice resource for the IELTS Writing exam. It provides an overview of both Academic and General Training modules, explaining their structure, assessment criteria, and task requirements. The book includes numerous sample essays and letters for both Task 1 and Task 2 of the General Training module, covering a wide variety of common topics and scenarios. Model answers are provided for most samples, along with some analysis of candidate responses, highlighting strengths and weaknesses in terms of coherence, vocabulary, and grammar. The content emphasizes practical application through examples rather than theoretical explanation.
Based on the sources, here is an overview of the IELTS Writing module:
The IELTS Writing module is part of the multi-level IELTS exam. You receive a score between 1 and 9 for this section, and half scores like 6.5 are possible. Universities often require a minimum IELTS score, frequently 6 or 7, and may also require a minimum score in each of the four sections, including Writing.
The IELTS Academic and General Writing Modules have similarities and differences. In both tests, you have one hour to complete two tasks. The nature of the tasks is what distinguishes the two modules.
Here’s a breakdown of the tasks for each module:
For both Academic and General Writing, your score is based on three fundamental criteria:
More detailed marking criteria are used for both modules, assessed out of 9:
It is recommended to divide your time to complete both tasks within the one hour:
To produce an organized and coherent piece of writing, you should take 2-5 minutes to plan. This planning time can be used to decide your position, how to expand on the topic, and the order of ideas. Skipping planning is only advisable if you have very little time left.
Grammar and vocabulary are assessed. You should check for verb tense agreement, prepositions, word order, sentence patterns, sentence structure, and range of vocabulary. Avoid using the same verbs, nouns, or adjectives repeatedly. Slang should not be used at all. In the Academic section, specifically, avoid contractions as they are a clear symbol of informal writing. For essays (Task 2 in both modules), the usual rules of good essay writing apply: plan, use varied sentence structure, utilize linking words, use dynamic and rich vocabulary, be careful with spelling, capitalization, and punctuation, and organize the essay into about 4-5 paragraphs with an introduction, body, and conclusion. You should state your thesis, provide support, and write a strong conclusion, using topic sentences for main themes in paragraphs. For letters (General Task 1), use appropriate grammar, capitalization, and punctuation. Reading sample tests is helpful to familiarize yourself with task types and learn how to write effectively.
Okay, drawing on the sources, here is an overview of the IELTS Academic Writing module.
The IELTS is a multi-level exam, and the Writing section is one of its four components. You receive a score between 1 and 9 for the Writing module, and half scores like 6.5 are possible. Universities frequently require a minimum overall IELTS score, often 6 or 7, and may also specify minimum scores for each of the four sections, including Writing.
The IELTS Academic and General Writing Modules share similarities but also have key differences. In both tests, you are given one hour to complete two tasks. The nature of these tasks is what distinguishes the two modules.
Here is a breakdown of the IELTS Academic Writing module tasks:
For both tasks in the Academic Writing module, your score is fundamentally based on three criteria:
The detailed marking criteria used to score your writing out of 9 are:
To ensure your writing is organized and coherent, it is important to take 2-5 minutes to plan. During this planning phase, you can decide your position, how to expand on the topic, and the order of your ideas. Skipping planning is only advised if you have very little time remaining.
Grammar and vocabulary are explicitly assessed. You should review your writing for aspects such as verb tense agreement, prepositions, word order, sentence patterns, and sentence structure. Using a range of vocabulary is important; avoid repeatedly using the same verbs, nouns, or adjectives. In the Academic section specifically, you should avoid contractions, as they signal informal writing. Slang should not be used at all. Be careful with your spelling, capitalization, and punctuation.
Overall, the Academic Writing module tests your ability to produce clear, well-structured, and grammatically accurate responses in a formal style, interpreting data (Task 1) and discussing general academic topics (Task 2) within the given time limit.
Drawing on the information from the sources and our conversation history, here is a discussion of the IELTS General Writing module.
The IELTS Writing module is one part of the multi-level IELTS exam, for which you receive a score between 1 and 9, with half scores possible. Universities often require a minimum overall score, frequently 6 or 7, and may also require minimum scores in each of the four sections.
The IELTS General and Academic Writing modules are similar in some ways but differ in the nature of the tasks. Regardless of which module you take, you have one hour to complete two tasks.
Here’s a breakdown of the tasks for the IELTS General Writing module:
For both tasks in the General Writing module, your score is based on three fundamental criteria:
The specific marking schemes for General Writing are assessed out of 9:
To produce an organized and coherent piece of writing, it is important to take 2-5 minutes to plan. Planning helps you decide your position, how to expand on the topic, and the order of your ideas. Skipping planning is only advisable if you have very little time left.
Grammar and vocabulary are assessed. You should check for aspects like verb tense agreement, prepositions, word order, sentence patterns, and sentence structure. It is important to use a range of vocabulary and avoid using the same verbs, nouns, or adjectives repeatedly. Slang should not be used at all. While the sources specifically mention avoiding contractions in the Academic section as a symbol of informal writing, the emphasis on a more “personal” or “possible informal style” for General Writing Task 2 and the variability of formality in Task 1 letters suggest that the level of formality is context-dependent. However, following the rules of good essay writing for Task 2 generally implies a degree of formality. Be careful with spelling, capitalization, and punctuation.
For the essay (Task 2), the usual rules of good essay writing apply. This involves using varied sentence structure and utilizing linking words to connect ideas. You should organize your essay into about 4-5 paragraphs, typically including an introduction, body paragraphs, and a conclusion. You need to state your thesis, provide evidence or reasons to support your argument, and write a strong conclusion. Using topic sentences helps clearly identify the main theme in each paragraph. A sample structure provided suggests Paragraph 1 for Introduction (restate topic, indicate position), Paragraphs 2 and 3 for Body (Main idea, supporting idea, examples), and a final Paragraph 4 for Conclusion (Summarize ideas, restate position).
Okay, to discuss IELTS Writing Task 1, I need to know which module you are interested in, as there are two different types of Task 1 depending on whether you are taking the Academic or the General Training test.
Could you please clarify whether you would like to discuss the Task 1 for IELTS Academic Writing or IELTS General Training Writing?
Once you specify, I can provide a comprehensive discussion drawing on the information in the sources about that specific Task 1.
Okay, let’s discuss IELTS Writing Task 2, drawing on the information in the sources and our previous conversation.
IELTS Writing Task 2 is a core component of both the Academic and General Training modules of the IELTS exam. You have one hour to complete two writing tasks, and Task 2 is the second of these tasks. Task 2 carries more marks than Task 1 in the General Training module.
Here’s a breakdown of Task 2 for each module:
IELTS Academic Writing – Task 2
IELTS General Training Writing – Task 2
Common Marking Criteria for Task 2 (and Writing Module)
For both Academic and General Task 2, your score is based on the same fundamental criteria:
These fundamental criteria are broken down into four specific marking schemes used to score your writing out of 9:
Important Considerations for Both Modules:
In summary, Writing Task 2 in both the Academic and General modules requires you to write an essay of at least 250 words, using a clear structure, relevant ideas, and appropriate language. The key differences lie in the formality of the style and the general nature of the topic (academic vs. more personal), with the General Task 2 carrying more weight than its Task 1 counterpart. Strong planning, varied vocabulary, and accurate grammar are essential for success in both versions of Task 2.
By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
Affiliate Disclosure: This blog may contain affiliate links, which means I may earn a small commission if you click on the link and make a purchase. This comes at no additional cost to you. I only recommend products or services that I believe will add value to my readers. Your support helps keep this blog running and allows me to continue providing you with quality content. Thank you for your support!
This extensive document is comprised of practice materials for the IELTS exam, covering various sections including reading comprehension, vocabulary, and grammar. The topics within the reading passages are diverse, ranging from travel advice and leisure trends to technological advancements, environmental concerns, and social issues. Each section typically includes a text followed by questions in different formats, such as True/False/Not Given, multiple choice, and sentence completion, along with accompanying answers. The material appears designed to prepare test-takers for the range of subjects and question types they might encounter in the actual exam.
Based on the sources, information regarding website security precautions is provided primarily within the “Warranties and Disclaimers” sections.
The sources state that precautions are taken to detect computer viruses and ensure security. However, they cannot guarantee that the website is virus-free and secure. Specifically, they give no warranties of any kind concerning the website or the content, and in particular, they do not warrant that the website or any of its contents is virus free.
The owners shall not be liable for any loss or damage which may occur as a result of any virus or breach of security. It is emphasized that you must take your own precautions in this respect, as they accept no responsibility for any infection by virus or other contamination or by anything which has destructive properties.
Regarding personal data, the sources mention making every attempt to secure it. However, they cannot accept responsibility for any unauthorised access or loss of personal information that is beyond their control.
Based on the sources provided, there is information regarding airport ground transportation options and related precautions in different contexts.
Specifically, concerning travel to Keystone via Denver International Airport (DEN) and Vail/Eagle County Airport (EGE):
In a different regional context (Turkmenistan), the sources discuss local travel, which includes ground transportation modes:
Based on the sources, the concept of “Leisure time trends” can be discussed from two main perspectives: the types of activities people are choosing to do with their free time, and the overall amount of leisure time people have.
Firstly, the sources indicate a trend where learning is becoming a new form of travel and leisure. Instead of focusing on traditional holiday outcomes like a winter tan or memories of restaurant meals, people are now seeking to acquire new skills and come home with their own handcrafted items or abilities like making their own bread or filleting their own fish. This suggests a shift away from purely passive leisure towards activities that feel more worthwhile, industrious, and focused.
Several factors are contributing to this trend:
Secondly, concerning the amount of leisure time, a study by economists Mark Aguiar and Erik Hurst looking at Leisure Time in America suggests a different kind of trend. Despite the common perception among working people in the United States that they are as busy as ever and technology has increased demands, the economists’ research indicates that Americans seem to have much more free time than before.
Their findings show that over the past four decades, the amount of time working-age Americans spend on leisure activities has risen by 4-8 hours a week. For someone working 40 hours weekly, this is equivalent to 5-10 weeks of extra holiday a year. This increase is seen across nearly every category of American, including single or married individuals, with or without children, and both men and women. While Americans may work longer hours in the office compared to other wealthy countries, this is because average work hours in those countries have dropped sharply.
Aguiar and Hurst attribute this finding partly to their definition of work and the data they used. Unlike traditional labor studies that focus narrowly on paid work, their research used time-use diaries that capture the entire day, including activities like shopping, cooking, running errands, and keeping house. They found that Americans actually spend much less time doing these chores than they did 40 years ago, due to a “revolution in the household economy” involving appliances, home delivery, the internet, 24-hour shopping, and more affordable domestic services. These advancements have increased flexibility and freed up people’s time. Time-use diaries are considered accurate because they account for every hour of the day.
It is noted that this study deliberately excluded the growing number of retirees (those 65 or older, or who retired early). As these individuals are significant leisure-gainers, the “true leisure boom” in America might be even bigger than estimated by the study. The potential for multitasking (combining work and leisure) is acknowledged as a theoretical problem with time diaries, although the study counted many such combinations, like reading a novel while commuting or using the internet at the office, as work time.
Ultimately, the sources present two perspectives on leisure time trends: one focusing on the increasing interest in skills-based activities and hobbies, often linked to economic and environmental factors, and another suggesting that Americans, despite feeling busy, have experienced a significant increase in the overall quantity of their leisure time over recent decades, largely due to efficiencies in household tasks.
Based on the sources, a discussion of Ecosystem recovery reveals that ecosystems possess a significant capacity to recover from damage. Contrary to conventional wisdom that human damage is terminal and losses are permanent, the Earth’s ability to shrug off such things is often underestimated, except in cases where a species is driven to extinction. Transient threats caused by humans, such as oil spills and forest fires, can be overcome.
Alan Weisman’s work, referenced in the sources, illustrates nature’s great capacity to recover, suggesting that if humanity disappeared, nature would reclaim its territory with surprising speed. This would involve weeds colonising pavements, rivers flooding subway tunnels, and buildings collapsing. Residential neighbourhoods, for example, would return to forest in 500 years. Only some of the most stubborn human inventions, like certain plastics, might prove permanent.
This view is supported by a study conducted by Holly Jones and Oswald Schmitz. They analyzed 240 peer-reviewed scientific papers on recovery rates in large terrestrial and aquatic ecosystems. The data included studies on various types of damage, such as agriculture, deforestation, the introduction of invasive species, logging, mining, oil spills, overfishing, trawling damage, and even natural disasters like hurricanes. The researchers measured 94 aspects of ecosystem structure, including nutrient cycling, decomposition rates, and population sizes, to classify recovery. They found that 83 of the 240 papers demonstrated complete recovery, while 90 showed a mixed response. Only 67 showed no recovery at all. The authors note that more would likely have shown recovery if the projects had continued long enough to track changes in slower-recovering ecosystems, such as forests.
The recovery time for ecosystems is influenced by factors such as the number of pressures they face. Ecosystems exposed to more than one pressure, like a forest that is logged and then used for agriculture, take longer to recover. Even in such cases, the average recovery time found was 56 years, within a human lifetime. Sites experiencing single threats typically recovered in less than 20 years. Importantly, the researchers found that recovery rates are influenced more by the type of ecosystem than by the magnitude of the damage inflicted. Forests, for instance, take longer to renew (42 years) than ocean floors (typically less than ten years), regardless of the scale of stress.
Despite these positive findings, critics question whether total ecological recovery has been achieved as often as suggested, citing examples like the Grand Banks cod fishery collapse in 1992, which has shown no sign of recovery almost two decades later, possibly due to new predators. There is also a debate about what constitutes a “pristine” or “natural” state. Dartmoor, for example, is considered a wilderness but is a human construction shaped by thousands of years of alterations; yet, it is its current state that people wish to preserve. Most conservation work targets contemporaneous reference systems rather than returning landscapes to their original pre-human states.
Despite the study’s limitations and the difficulty in measuring recovery and choosing targets, the findings are presented as good news for conservationists.
In addition to discussing recovery after damage, the sources also touch upon protecting ecosystems before significant intervention is needed. Protecting wildlife habitats, particularly through parks, reserves, and other protected lands, which are often the only remaining untouched habitats, helps protect entire communities of animals. When communities are kept intact, less conservation intervention is required to ensure species survival.
Based on the sources, eligibility for Housing Benefit is determined by several factors related to your financial situation, living arrangements, and personal circumstances.
Generally, you may get Housing Benefit if you pay rent and your income and capital (savings and investments) are below a certain level. This applies whether you are out of work or in work and earning a wage.
However, there are specific circumstances where you usually can’t get Housing Benefit:
There are also other restrictions:
An important change mentioned is that Child Benefit is no longer counted as income when working out Housing Benefit. This means that some low-income families who currently receive Housing Benefit will get more, and some low-income families may now qualify for Housing Benefit as a result of this change.
The amount of Housing Benefit you get is calculated differently depending on whether you rent from a private landlord (using Local Housing Allowance rules) or live in council or other social housing (up to the amount of your ‘eligible’ rent). ‘Eligible’ rent includes the rent for the accommodation and charges for some services like lifts, communal laundry, or play areas. However, it does not include charges for water, heating, hot water, lighting, cooking, or payments for food or fuel in board and lodgings or hostels, even if these are included in your rent.
To check if you may be eligible, you can use an online benefits adviser to get an estimate. If you think you may be eligible, you can also enter details of where you live to be taken to your local authority website for more information.
By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
Affiliate Disclosure: This blog may contain affiliate links, which means I may earn a small commission if you click on the link and make a purchase. This comes at no additional cost to you. I only recommend products or services that I believe will add value to my readers. Your support helps keep this blog running and allows me to continue providing you with quality content. Thank you for your support!
This collection presents excerpts from Geoffrey Chaucer’s The Canterbury Tales, specifically focusing on a modern English translation. The text provides biographical information about Chaucer and discusses the historical and social context of his work, including perspectives on marriage and the influence of classical and contemporary writers. A significant portion includes selected tales such as “The Knight’s Tale,” “The Miller’s Tale,” “The Reeve’s Tale,” “The Man of Law’s Tale,” “The Wife of Bath’s Tale,” “The Friar’s Tale,” “The Summoner’s Tale,” “The Clerk’s Tale,” “The Merchant’s Tale,” “The Squire’s Tale,” “The Franklin’s Tale,” “The Second Nun’s Tale,” “The Canon’s Yeoman’s Tale,” and “The Manciple’s Tale,” interspersed with commentary and interactions among the pilgrims. The material also touches on religious themes, social satire, and astrological concepts relevant to the stories, concluding with notes on the translation and sources.
Based on the provided sources, here is a discussion of Geoffrey Chaucer’s life:
Geoffrey Chaucer was born in London around 1342; the exact date is not known. His father, John, and grandfather, Robert, were associated with the wine trade and had some connection to the Court. His father, John, served as Deputy Butler to the King at Southampton in 1348. Chaucer’s mother is thought to have been Agnes de Copton, niece of an official at the Mint. The family lived in London in the parish of St Martin’s-in-the-Vintry and were reasonably well-to-do, though in a humbler walk of life than their son would later occupy.
It is believed that Chaucer received his early schooling at St Paul’s Almonry. From there, he became a page in the household of the Countess of Ulster, who was later the Duchess of Clarence and wife of Lionel, the third son of Edward III. The first record of Chaucer’s existence is in her household accounts for 1357, which note that she bought him a short cloak, shoes, and parti-coloured breeches. Being a page in such a prominent family was a coveted position. His duties included making beds, carrying candles, and running errands. This experience provided him with a fine education in good manners, which was important for his career as a courtier and poet. As a page, he would have waited on important figures, including John of Gaunt, Duke of Lancaster, who became Chaucer’s most faithful patron and protector throughout his life.
In 1359, Chaucer was sent abroad as a soldier during the Hundred Years’ War against France. He was taken prisoner near Rheims and was ransomed the following year, with the King himself contributing to the payment. The sources suggest that well-trained and intelligent pages were highly valued.
It was likely in France that Chaucer’s interest in poetry was first sparked. He soon began translating the long allegorical poem of courtly love, the Roman de la Rose. His literary experience was further enhanced by visits to Italy. Chaucer was a prodigious reader with an almost faultless memory, learning to read widely in Latin, French, Anglo-Norman, and Italian. He also became an expert in contemporary sciences like astronomy, medicine, physics, and alchemy. His literary favorites among the ancients included Vergil, Ovid, Statius, Seneca, and Cicero, while among the moderns, he favored the Roman de la Rose and works by Dante, Boccaccio, and Petrarch. He also knew the Fathers of the Church and frequently quoted from the Bible and Apocrypha.
Two journeys on the King’s business took Chaucer to Italy: the first in 1372 to Genoa, and the second in 1378 to Milan. These missions are thought to have introduced him to the Renaissance dawn, which influenced his later poetry. While retaining what he learned from French culture, he added depth from Dante and splendor from Boccaccio. The stories for Troilus and Criseyde and The Knight’s Tale came from Boccaccio. His power to tell a story seems to have emerged and derived from Italy at this time.
Meanwhile, Chaucer was steadily promoted in the Civil Service as a courtier. In 1374, he became Comptroller of customs and subsidies on wools, skins, and hides at the Port of London. He became Comptroller of petty customs in 1382, Justice of the Peace for Kent in 1385, and Knight of the Shire in 1386. He was in a position of some affluence.
Around 1374, Chaucer married Philippa de Roet, a lady in attendance on the Queen and sister to Catherine Swynford, who later became the third wife of John of Gaunt. Chaucer is not known to have written any poems to his wife, as it was not the fashion. The sources note the contrast between the courtly love ideal (secret, illicit passion for an unattainable lady) and the theoretical view of marriage (husband commands, wife obeys). Chaucer’s mature work is increasingly ironical about women as wives, as seen in the perspectives of the Wife of Bath and the Merchant. The Wife of Bath’s Prologue and the Merchant’s Tale are described as two of his most astounding performances. By the time he wrote them, Philippa had long been dead. It’s noted that these characters’ views may not reflect Chaucer’s personal convictions; he was a great writer who could lend them powerful thoughts and language. He is said to have alluded to Philippa only once, comparing her voice waking him to that of an eagle in The House of Fame.
In December 1386, Chaucer was suddenly deprived of all his offices. This occurred after John of Gaunt left England on a military expedition to Spain and was replaced by the Duke of Gloucester as an influence on King Richard II. Gloucester was not Chaucer’s patron and replaced him with his own supporters. The sources suggest this lapse in favor granted Chaucer leisure, during which he almost certainly began to set in order and compose The Canterbury Tales.
In 1389, John of Gaunt returned, and Chaucer was restored to favor and office. He was put in charge of repairs of walls, ditches, sewers, and bridges between Greenwich and Woolwich, as well as the fabric of St George’s Chapel at Windsor. He was also given the office of Sub-Forester of North Petherton, likely a sinecure. The daily pitcher of wine he was allowed by Edward III in 1374 was increased to an annual tun under Richard II, and Henry Bolingbroke gave him a scarlet robe trimmed with fur. This period saw a return of the cheerful good luck reflected in his poetry.
Chaucer felt he was growing old and complained that his faculty for rhyming had deserted him. He never finished The Canterbury Tales. He died on October 25, 1400, and was buried in Westminster Abbey. An admirer erected a fine tomb in the fifteenth century, marking his grave as the first of those gathered in what is now known as Poets’ Corner. He is referred to as the Father of English Poetry.
Drawing on the provided sources, Geoffrey Chaucer’s The Canterbury Tales offers a rich tapestry of social commentary on 14th-century England, primarily through its diverse cast of characters and the interactions and tales that emerge during their pilgrimage.
Firstly, the work’s Prologue itself is described as a “concise portrait of an entire nation,” encompassing people of all ranks and backgrounds: “high and low, old and young, male and female, lay and clerical, learned and ignorant, rogue and righteous, land and sea, town and country”. The diverse assembly at The Tabard inn allows Chaucer to present a cross-section of society, providing implicit and explicit commentary on the various estates, professions, and social types of his era.
Commentary on specific social roles and institutions is woven throughout the descriptions of the pilgrims:
Through these diverse voices and narratives, Chaucer offers a multifaceted and often satirical view of his society, highlighting both the virtues and vices prevalent among its members across different social strata. The “normality” of the characters presented in the Prologue allows them to serve as relatable figures through whom social commentary is delivered.
Geoffrey Chaucer’s The Canterbury Tales, as seen in the provided sources, explores a variety of relationship dynamics, offering a complex and often contradictory view of human connections in the 14th century. Through the diverse characters and their tales, Chaucer delves into the intricacies of marriage, love, rivalry, and societal roles.
Here are some key relationship dynamics discussed in the sources:
Overall, the sources demonstrate that Chaucer presents a multifaceted view of relationships, often highlighting the gap between societal ideals (like obedience in marriage or courtly love) and the complex, sometimes corrupt or pragmatic, realities of human behaviour.
Based on the provided sources, Geoffrey Chaucer’s The Canterbury Tales offers significant social commentary on alchemical practices, particularly through the detailed and critical account given in the Canon’s Yeoman’s Tale. Chaucer himself is described as a considerable expert in contemporary sciences, especially in astronomy, medicine, psychology, physics, and alchemy. The Canon’s Yeoman’s Tale is highlighted as showing an intimate but furiously contemptuous knowledge of alchemical practice.
The tale primarily focuses on the failed attempts and deceptions inherent in the pursuit of transmutation, the goal of turning base metals into gold. The Yeoman, the narrator, is the assistant to a Canon involved in this craft. Despite the Canon’s claimed “subtle powers”, the Yeoman notes that the work is never successful, and the Canon remains “sluttish,” unable to afford better clothes.
Alchemical practice, as depicted, involves hard work and the use of technical and quaint terms. Practitioners lurk in holes and corners and blind alleys, suggesting secrecy and perhaps illicit activity. The process involves working with fire, which has discoloured the Yeoman’s face. They mix numerous substances in various vessels and furnaces. The sources list a wide array of materials used, including orpiment, burnt bones, iron filing, quicksilver (mercury), lead protoxide, arsenic, brimstone (sulphur), sal ammoniac, various herbs, chalk, quicklime, ashes, piss, dung, dregs, and many others. Specific equipment like crucibles, retorts, phials, and lamps are also mentioned. Key concepts include the “spirits four” (quicksilver, orpiment, sal ammoniac, and brimstone) and the “bodies seven” (metals associated with planets: gold for the sun, silver for the moon, iron for Mars, quicksilver for Mercury, lead for Saturn, tin for Jupiter, copper for Venus). Processes like sublimation, amalgaming, calcination, rubefaction, albefaction, and fermentation are attempted. The aim is to reach citrination (turning yellow), which was thought to indicate being close to the Philosopher’s Stone.
Despite the effort and complexity, the results are consistently failure. Experiments “reach no conclusion”. The metals can be violent, leading to explosions that ruin the pots. The “cursed trade” leads to ruin for those involved. The Yeoman describes being stripped bare, worth nothing, and deep in debt from borrowing money. He warns others that they will lose their savings, gain empty money-bags and addled brains, and potentially go raging mad. Alchemy has caused “strife of old / In every class waged between men and gold” and led poor people to “destruction”.
A significant part of the commentary focuses on the deception prevalent in alchemy. Practitioners “keep plenty under that illusion” and borrow money by making people think their investment will be doubled or increased, which is a lie. The tale illustrates this through a detailed account of a canon tricking a priest into believing he can make silver. The trick involves using a fake powder, a prepared piece of coal with hidden silver filings, and a hollow stick also containing silver filings. The priest is completely fooled, believing the alchemical process worked, offers the canon his body and soul, and is so happy he offers to work for him. The canon then sells the priest the fake recipe (powder) for forty pounds, emphasizing secrecy. The canon then disappears, and the priest finds the powder doesn’t work, having been tricked and made a laughing-stock. The Yeoman expresses fury and a desire for vengeance against such “fraud and treachery”.
The tale also touches upon the theoretical aspects, citing authorities like Arnold de Villa Nova and Hermes Trismegistus on concepts such as “mortifying” mercury using sulphur. It also discusses the Philosopher’s Stone, mentioning a dialogue attributed to Plato (or Solomon) where the stone is called “Magnesia,” a liquid of the four elements, but its root principle is a secret only revealed by God’s will. The conclusion drawn is that trying to pursue this art against God’s will means one will “never thrive”, reinforcing the idea that the constant failure is perhaps divine judgment or simply the reality that some secrets are not meant for humans to discover without inspiration.
Overall, the Canon’s Yeoman’s Tale paints a picture of alchemy as a ruinous, deceptive practice based on woolly jargon that leads to debt, madness, and failure, rather than the promised wealth and knowledge. The details provided on alchemical techniques are noted as accurate and reliable for the period, and some have speculated that Chaucer’s detailed critique might stem from personal experience of being defrauded, although the source’s author doubts Chaucer would have been so easily fooled. The tale strongly advises against meddling with alchemy and warns people to shun the fire.
Geoffrey Chaucer’s The Canterbury Tales, as presented in the provided sources, is structured around a storytelling competition among a diverse group of pilgrims journeying to Canterbury. The Host, Harry Bailey, proposes that each pilgrim tell two tales on the way out and two on the way back, with the teller of the best story winning a supper. This framework allows for a wide variety of narratives, reflecting the different social ranks and experiences of the pilgrims.
The sources highlight several key aspects of the tales told:
In essence, the tales told in The Canterbury Tales function as individual narratives, character revelations, social commentary, and part of a larger, dynamic storytelling event, showcasing a “robust” and “representative” picture of 14th-century English life.
By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
Affiliate Disclosure: This blog may contain affiliate links, which means I may earn a small commission if you click on the link and make a purchase. This comes at no additional cost to you. I only recommend products or services that I believe will add value to my readers. Your support helps keep this blog running and allows me to continue providing you with quality content. Thank you for your support!
These images appear to be from a Longman Advanced Learners’ Grammar textbook, authored by Mark Foley and Diane Hall. The book is presented as a self-study reference and practice book with answers, designed for students aiming for a high level of English grammar proficiency. The excerpts showcase the book’s structure, including a detailed table of contents with various grammar topics, diagnostic tests covering specific grammar points, and practice exercises and explanations for advanced grammar concepts like tenses, passives, reported speech, conditionals, subjunctive forms, multi-word verbs, prepositions, modal verbs, and determiners.
Based on the provided sources, we can discuss what “Advanced grammar” entails according to the book “Longman Advanced Learners’ Grammar”.
The “Longman Advanced Learners’ Grammar” is described as a comprehensive advanced level grammar of the English language. It is presented as a self-study reference and practice book with answers.
The book consists of:
The book is intended for students who are at or above the level of the Cambridge First Certificate Examination (or equivalent). It can be used for preparing for the Cambridge Advanced or Proficiency exams, or by advanced students who are not preparing for exams at all.
In addition to traditional grammar ‘rules’, the book examines the close relationship between grammar and vocabulary in English. The explanations cover areas such as multi-word verbs, prepositions, and reporting verbs, where grammar and vocabulary are closely linked. The book includes useful word lists, charts, and Round ups. It also explains common errors and areas of potential confusion, and highlights differences between British and American usage. The importance of context and levels of formality are highlighted, and examples are given that reflect up-to-date, idiomatic speech and writing. Many examples are taken from the BNC/Longman corpus. The book also contains units on text structure and discourse, described as areas essential for the advanced student beyond the confines of simple grammar and sentence structure.
The book generally contains four pages of practice exercises for every four pages of grammar explanation. These exercises include a variety of types such as gap-filling, matching, and transformation tasks, including text manipulation. These tasks are typical of those found in advanced level examinations.
The table of contents provides a detailed overview of the advanced grammar topics covered:
The diagnostic tests (pages 10-45) allow users to identify specific areas of grammar that require practice. Each item in the diagnostic tests refers to a particular section or sub-section of the book for further explanation and practice. For example, Diagnostic Test 4 focuses on the future tense. An item answered incorrectly in this test would direct the user to the relevant unit for that specific aspect of the future tense. Similarly, Diagnostic Test 6 covers negation, Diagnostic Test 7 covers questions, Diagnostic Test 11 covers the subjunctive and ‘unreal’ past forms, Diagnostic Test 13 covers participle and infinitive phrases, Diagnostic Test 15 covers dependent prepositions, Diagnostic Test 16 and 17 cover modal verbs, Diagnostic Test 21 covers adjectives, Diagnostic Test 23 covers gradable and ungradable adjectives, Diagnostic Test 25 covers nouns and noun phrases, Diagnostic Test 31 covers relative clauses, Diagnostic Test 32 covers contrast, Diagnostic Test 33 covers introductory there and it, and Diagnostic Test 34 covers emphatic structures and inversion.
Users can use the book in different ways, including using the Contents to find a unit, using the index to find a specific area, or using the diagnostic tests to identify areas needing practice. After reading the explanations, users are encouraged to do the related practice exercises and check their answers in the key.
Based on the provided excerpts from the “Longman Advanced Learners’ Grammar”, the discussion of the English language focuses on its advanced grammatical structures and usage. This book is designed for students who are already at or above the level of the Cambridge First Certificate Examination (or equivalent), and is intended for self-study, reference, and practice.
According to this resource, advanced English grammar encompasses a wide range of topics beyond basic sentence structure. Key areas covered include:
The structure of the book, with diagnostic tests, detailed explanations, and practice exercises (including gap-filling, matching, and transformation tasks typical of advanced exams), further illustrates the depth and practical focus of studying advanced English grammar. The diagnostic tests, for example, cover areas like future tenses, negation, questions, the subjunctive and ‘unreal’ past forms, participle and infinitive phrases, dependent prepositions, modal verbs, contrast, and emphatic structures and inversion.
Based on the provided excerpts from the “Longman Advanced Learners’ Grammar”, the practice exercises are a crucial component of the book, designed to reinforce the understanding and application of the advanced grammar points presented.
Here’s a discussion of the practice exercises according to the sources:
Looking at the provided pages, we can see specific examples of these types:
In summary, the practice exercises are fundamental to the book’s purpose as a learning tool for advanced English grammar. They are varied in type to cover different skills, directly linked to the grammar explanations, and designed to prepare students for the kinds of tasks found in advanced examinations.
Based on the sources, the diagnostic tests are an integral part of the “Longman Advanced Learners’ Grammar” and serve a specific purpose within the learning process.
Here’s a discussion of the diagnostic tests:
Based on the sources, the core content of the book is its discussion of grammar rules, presented as “grammar explanation” in numerous units. Here’s a discussion of these grammar rules as depicted in the sources:
In summary, the grammar rules, presented as detailed explanations within structured units, form the knowledge base of the book. They are comprehensive, cover a wide array of advanced topics, provide detailed usage notes, examples, and warnings about common errors, and are designed to be studied in conjunction with the diagnostic tests and practice exercises to facilitate targeted learning for advanced learners.
By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
Affiliate Disclosure: This blog may contain affiliate links, which means I may earn a small commission if you click on the link and make a purchase. This comes at no additional cost to you. I only recommend products or services that I believe will add value to my readers. Your support helps keep this blog running and allows me to continue providing you with quality content. Thank you for your support!
Words shape perception—and in the workplace, perception can make or break careers. Whether you’re climbing the corporate ladder or trying to build credibility as a professional, what you say (and how you say it) leaves a lasting impression. Certain phrases, while common, can signal insecurity, deflect responsibility, or make you seem outdated. In a high-stakes work environment, even casual language can sabotage how you’re viewed by managers, colleagues, or clients.
What’s even more concerning is that many of these problematic phrases masquerade as harmless or polite. They’re passed around so frequently in meetings, emails, and hallway conversations that we don’t even notice when we’re using them. But just because something is culturally embedded doesn’t mean it’s professionally effective. As George Orwell once wrote, “If thought corrupts language, language can also corrupt thought.” Sloppy communication fosters sloppy thinking—and vice versa.
If you’re aiming for influence, credibility, and upward mobility, it’s time to fine-tune your workplace vocabulary. This article outlines 32 phrases you need to stop saying at work, not just because they’re overused, but because they can undermine your authority, clarity, and effectiveness. With each phrase, we’ll break down why it’s harmful and what to say instead, drawing on expert opinions and professional insights along the way.
1- Just
Using “just” is often a form of minimizing—minimizing your request, your contribution, or your role. For instance, saying “I just wanted to check in” or “I’m just a marketing assistant” subtly undermines your own authority. According to Dr. Lois Frankel, author of Nice Girls Don’t Get the Corner Office, women in particular are socialized to use qualifiers like “just” as a way to avoid seeming demanding, but it ends up diluting their message.
Removing “just” from your language helps convey confidence and assertiveness. You aren’t “just” doing anything; you’re making a professional statement. Practice replacing “just” with stronger alternatives like “I’d like to follow up” or “I noticed this needs attention.” Your words should reflect your professionalism—not downplay it.
2- It’s not fair
Saying “It’s not fair” can come across as immature and emotionally reactive. In a results-driven environment, fairness is often subjective and rarely a compelling argument. Instead of appealing to fairness, which sounds like playground logic, focus on facts, policies, or performance metrics to support your case.
Leadership expert Dr. Travis Bradberry notes that emotional intelligence is key in modern workplaces. Professionals who voice objections with poise and rationale—not emotional appeals—are taken more seriously. Try reframing your concern with phrases like “This seems inconsistent with our usual practice” or “Can we revisit the criteria used?” These show critical thinking rather than complaint.
3- Sorry, but
Apologizing before delivering a statement implies that your position is weak or unjustified. “Sorry, but” is often a way to soften what we perceive as confrontation, but it can end up signaling a lack of conviction. If you believe in what you’re about to say, don’t apologize for it.
According to Deborah Tannen, linguist and author of Talking from 9 to 5, women are especially prone to over-apologizing, which can make them appear less confident or competent. Instead of leading with “Sorry, but,” try going straight to the point: “I see it differently,” or “Here’s another perspective.” You’ll come across as more assertive and credible.
4- It’s not my fault
This phrase reeks of deflection and an unwillingness to take responsibility. In collaborative settings, no one wants to hear finger-pointing. It signals a fixed mindset and can quickly damage your professional relationships.
Instead, focus on what you can do moving forward. Even if you weren’t responsible, taking initiative to help resolve the problem shows leadership. As Jocko Willink writes in Extreme Ownership, true leaders take responsibility for everything in their world. Try: “Here’s what we can do to fix it,” or “Let’s figure out how this happened and prevent it going forward.”
5- This is the way it’s always been done
Clinging to outdated methods stifles innovation and signals resistance to change. In today’s agile and tech-forward workspaces, adaptability is key. This phrase can mark you as rigid or disconnected from progress.
Clayton Christensen, author of The Innovator’s Dilemma, warns against institutional inertia—the tendency of organizations to resist innovation because they’re anchored in tradition. Replace this phrase with openness: “Is there a reason we continue this method?” or “I’m open to exploring more efficient alternatives.” This shows you’re solutions-oriented and adaptive.
6- Does that make sense?
Though meant to be clarifying, this phrase can unintentionally sound condescending or self-doubting. It puts the burden on the listener to validate your clarity, which can subtly undermine your authority.
Instead, consider alternatives that invite dialogue without casting doubt. Try “Let me know if you have any questions,” or “I’d love to hear your thoughts.” These expressions maintain confidence while encouraging engagement, as recommended by communication expert Dianna Booher in Communicate Like a Leader.
7- I’ll try
“I’ll try” lacks commitment and makes you sound uncertain. In high-performance environments, phrases like this can suggest a lack of accountability. As Yoda wisely said, “Do or do not. There is no try.”
You can express willingness without hedging. Say “I will” or “I’ll do my best by [date].” This communicates reliability and initiative. According to The Confidence Code by Katty Kay and Claire Shipman, bold language is a hallmark of those who are perceived as competent and influential.
8- That’s not my job
Refusing responsibility with “That’s not my job” shows a lack of team spirit and adaptability. While it’s fair to have defined roles, rejecting tasks outright reflects poorly on your attitude.
Instead, aim for constructive collaboration. You could say, “That’s typically handled by [X], but I’m happy to assist where I can,” or “Let me connect you with the right person.” This conveys professionalism and cooperative intent without overstepping boundaries.
9- I can’t
Saying “I can’t” is absolute—and not in a good way. It closes the door on problem-solving and paints you as inflexible or unresourceful. High-functioning teams thrive on adaptability and creativity.
If something isn’t possible, explain why and suggest an alternative. Say, “That won’t work because of [reason], but here’s another approach.” This shows strategic thinking. As Stephen Covey emphasized in The 7 Habits of Highly Effective People, proactive language builds trust and influence.
10- You’re wrong
Bluntly telling someone they’re wrong can escalate conflict and damage rapport. It may be accurate, but it’s rarely effective. You’ll gain more by challenging ideas, not people.
Use language that keeps the conversation constructive: “I see it differently,” or “Let’s look at this from another angle.” Harvard negotiation expert William Ury recommends keeping disagreements focused on interests, not egos, in Getting to Yes.
11- At the end of the day
This phrase is overused and often adds nothing of value. It can also feel dismissive, as if to say, “Your point doesn’t matter—this is what’s important.”
Choose clarity over clichés. Say “Ultimately,” or “The main takeaway is…” to drive home your point. Cleaner, more direct language increases comprehension and respect in communication, as noted in Made to Stick by Chip and Dan Heath.
12- Think outside the box
This once-trendy phrase is now a tired cliché. Ironically, asking people to “think outside the box” often results in predictable, uninspired responses.
If you want creativity, be specific. Try “Let’s explore unconventional solutions,” or “What’s a new angle we haven’t tried?” As Edward de Bono suggests in Lateral Thinking, innovation comes from structured provocation, not vague slogans.
13- Low-hanging fruit
This corporate jargon often sounds lazy or dismissive. It implies taking shortcuts or focusing only on easy wins, which can feel demotivating to teams.
Instead, use clearer terms. Try “quick wins,” “initial opportunities,” or “starting points.” Transparency and clarity in language, as emphasized by Patrick Lencioni in The Five Dysfunctions of a Team, help build credibility and trust.
14- No problem
While meant to be polite, “No problem” can imply that your help was inconvenient. It subtly shifts attention to the burden rather than the willingness.
Replace it with “You’re welcome,” or “Glad to help.” These expressions reinforce a positive tone and reflect professionalism, as recommended in customer service training and business etiquette guides.
15- It’s a paradigm shift
This phrase is often used without real substance, making it feel like empty jargon. Unless you’re literally shifting an entire framework of understanding, it sounds exaggerated.
Instead, describe the change concretely: “We’re implementing a new strategic model,” or “This approach redefines our workflow.” Clarity trumps grandiosity, especially in professional environments.
16- Take it to the next level
Vague and overused, this phrase lacks actionable meaning. What is “the next level,” and how will we get there? Without context, it feels like filler.
Offer specifics instead. Try “Let’s increase our customer retention by 20%,” or “We’re aiming to scale this project regionally.” Specific goals drive accountability, as emphasized in Measure What Matters by John Doerr.
17- Synergy
“Synergy” is corporate-speak that has become a punchline. It’s often used to mask a lack of real strategy or collaboration.
If you mean teamwork, say “collaboration,” “alignment,” or “combined effort.” This shows authenticity. As Brené Brown writes in Dare to Lead, clarity is kindness—even in language.
18- Motivated
Describing yourself or a colleague as “motivated” is too generic to be meaningful. It doesn’t distinguish competence, skill, or drive.
Go deeper. Say “self-starter with a track record of initiating process improvements,” or “high performer with a passion for strategic outcomes.” Richer language adds credibility to resumes and performance reviews.
19- Driven
Like “motivated,” “driven” is overused and vague. It may signal ambition, but it lacks precision.
Try describing the kind of drive you exhibit. For instance, “Results-oriented professional consistently exceeding quarterly goals,” or “Data-driven leader focused on measurable outcomes.” Language should show, not just tell.
20- Blue sky thinking
This phrase sounds like you’re brainstorming for the sake of it. It suggests a lack of grounding in feasibility.
Reframe your call for ideas. Say “Let’s explore imaginative solutions” or “What’s a bold approach we haven’t tested yet?” Keep it inspirational but grounded.
21- Take it offline
Though sometimes necessary, this phrase can sound like a brush-off. It may imply the issue isn’t important or disrupts transparency.
Be clearer about the intent. Try “Let’s schedule a one-on-one to dive deeper,” or “Can we continue this in a focused discussion after the meeting?”
22- Leverage
“Leverage” is often used when “use” or “apply” would do. Overuse can make you sound like you’re speaking in corporate riddles.
Instead of “leverage our assets,” say “use our strengths” or “apply our resources.” Simpler language makes communication more direct and effective.
23- Reach out
While polite, “reach out” has become so common it’s lost all weight. It also can sound overly casual or vague.
Use “contact,” “follow up with,” or “speak with.” As Susan Scott notes in Fierce Conversations, precision in language fosters clarity and action.
24- Ping me
“Ping me” feels tech-bro casual in a formal work setting. It also doesn’t communicate urgency or importance.
Say “send me a quick message,” or “follow up via email.” Match your tone to your environment to maintain credibility.
25- Growth hacking
This startup jargon often feels like empty buzz. It’s rarely clear what strategy is being referenced.
Be specific: “We’re testing rapid marketing experiments to increase acquisition,” or “We’re applying data-driven techniques to boost user engagement.” Clarity beats trendiness.
26- Deliver
“Deliver” is often used vaguely: “We need to deliver results.” But what does that mean?
Spell it out. Say “complete the project by May 15” or “achieve a 10% increase in engagement.” Tangible targets build accountability.
27- Collaborate
“Collaborate” is meaningful—but only when you explain how. Simply saying “let’s collaborate” isn’t enough.
Detail what collaboration looks like: “Let’s schedule a joint session to align goals,” or “I’ll contribute insights from marketing, and you can bring the product team’s input.”
28- Disruptor
Everyone wants to be a disruptor now, but the term is overused and often inaccurate.
Focus on describing innovation. Say “We’re offering an alternative to traditional services,” or “We’re introducing a model that improves efficiency by 40%.”
29- Going forward
While common, “going forward” can be vague. It’s better to attach timeframes or actions.
Instead of “going forward, we’ll monitor metrics,” say “Starting next quarter, we’ll review key metrics weekly.”
30- Empower
“Empower” sounds great but often lacks follow-through. It can sound performative if not backed by actual support.
Clarify the tools or authority you’re providing: “We’re giving team leads autonomy to approve budgets,” or “Staff now have access to training to build skills.”
31- Touch base
“Touch base” is another vague phrase that can mean anything from a quick hello to a deep strategy session.
Be clear: “Let’s check in on progress this Thursday,” or “I’d like to schedule a 15-minute sync-up.”
32- Give it 110%
This phrase is mathematically impossible and emotionally exhausting. It implies overwork as a virtue.
Encourage sustainable excellence instead: “Let’s aim for our best while maintaining balance,” or “Let’s exceed expectations where possible.”
Conclusion
Language isn’t just how we communicate—it’s how we shape perception, manage impressions, and cultivate professional influence. Many of the phrases explored here may seem harmless, but over time, they erode clarity, weaken credibility, and obscure accountability. By replacing jargon with precision, cliché with authenticity, and defensiveness with collaboration, you project competence and leadership.
In the words of management guru Peter Drucker, “The most important thing in communication is hearing what isn’t said.” When you refine what is said, you help others hear the right message loud and clear. For those committed to long-term career growth, upgrading your professional vocabulary isn’t optional—it’s essential.
By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
Affiliate Disclosure: This blog may contain affiliate links, which means I may earn a small commission if you click on the link and make a purchase. This comes at no additional cost to you. I only recommend products or services that I believe will add value to my readers. Your support helps keep this blog running and allows me to continue providing you with quality content. Thank you for your support!
This document is the fourth edition of English Grammar in Use, a self-study grammar textbook. The book’s numerous units cover various grammatical points, such as phrasal verbs and verb tenses, with accompanying exercises and answer keys. Seven appendices offer supplementary information on topics like irregular verbs and American English. A study guide and additional exercises are included to aid in learning. The text emphasizes a flexible approach, encouraging learners to focus on their individual grammatical challenges.
Instructions: Answer the following questions in 2-3 sentences each.
TermDefinitionTenseA verb form that indicates the time of an action or state.Modal VerbAn auxiliary verb (can, could, may, might, must, should, will, would, shall) that expresses possibility, ability, permission, obligation, and other nuances of meaning.GerundA verb form ending in -ing that functions as a noun.InfinitiveThe base form of a verb, often preceded by “to” (to walk, to study, etc.).ParticipleA verb form that functions as an adjective (present participle: -ing; past participle: -ed or irregular form).ClauseA group of words that contains a subject and a verb and forms part of a sentence.PrepositionA word that shows the relationship between a noun or pronoun and another word in the sentence (in, on, at, for, to, with, by, etc.).ConjunctionA word that connects words, phrases, or clauses (and, but, or, because, so, although, etc.).AdverbA word that modifies a verb, adjective, or another adverb (quickly, slowly, very, really, etc.).Question TagA short question added to the end of a statement to confirm information or seek agreement (You’re coming, aren’t you?).SubjectThe noun or pronoun that performs the action of a verb in a sentence.ObjectThe noun or pronoun that receives the action of a verb in a sentence.Passive VoiceA grammatical construction in which the subject of a sentence receives the action of the verb (The ball was thrown by John).Active VoiceA grammatical construction in which the subject of a sentence performs the action of the verb (John threw the ball).Reported SpeechThe restatement of what someone has said, often with changes in tense and pronouns (He said that he was tired).Direct SpeechThe exact words that someone has said, enclosed in quotation marks (“I am tired,” he said).Countable NounA noun that can be counted and has both singular and plural forms (book, books).Uncountable NounA noun that cannot be counted and usually does not have a plural form (water, advice, information).Compound NounA noun made up of two or more words (toothbrush, bus stop, washing machine).Phrasal VerbA verb combined with a preposition or adverb to create a new meaning (take off, put on, look up, etc.).IdiomA phrase with a figurative meaning that is different from the literal meaning of the individual words (kick the bucket, raining cats and dogs).
This briefing document summarizes key themes and important grammatical points covered in excerpts from Raymond Murphy’s “Essential Grammar in Use.” It highlights the book’s approach to explaining various grammatical concepts, using examples and dialogues for clarity.
Main Themes
Key Grammatical Points and Examples
1. Present Tenses for Future Actions
The book explains how present tenses can express future events, particularly when schedules or fixed plans are involved.
2. Present Perfect Tense
Emphasis is placed on the present perfect’s use for actions or experiences within a timeframe that continues up to the present.
3. For and Since with Present Perfect
The distinction between “for” (duration) and “since” (starting point) with the present perfect is clearly explained.
4. Past Simple vs. Present Perfect
The book contrasts the use of the past simple for completed actions in the past with the present perfect for actions connected to the present.
5. Modal Verbs
A detailed breakdown of modal verbs like “can,” “could,” “must,” “should,” “may,” and “might” is provided, focusing on their various functions (ability, permission, obligation, possibility, etc.).
6. -ing and Infinitive Verb Patterns
The book clarifies when to use verbs followed by -ing forms or infinitives, including situations where both are possible.
7. Prepositions
Usage of prepositions in different contexts is covered, including prepositions of place, time, and those used after specific adjectives and verbs.
8. Relative Clauses
The use of relative pronouns (who, which, that) to connect clauses and provide additional information is explained.
9. Passive Voice
The formation and usage of the passive voice are illustrated.
10. Apostrophes
The book clarifies the rules for using apostrophes to indicate possession and in contractions.
Conclusion
Raymond Murphy’s “Essential Grammar in Use” offers a clear and practical guide to English grammar, focusing on common usage patterns and addressing areas where learners often face difficulties. Its use of examples and dialogues, along with a systematic approach to grammatical concepts, makes it a valuable resource for improving English language skills.
“I am doing” (present continuous) is used to talk about fixed plans or arrangements in the future. For example, “I am meeting Sarah for lunch tomorrow.”
“I do” (simple present) is used with future time expressions to talk about schedules or timetables. For example, “The train leaves at 8:00 AM.”
“Going to” is used to express intentions or predictions based on present evidence. For example:
In modern English, “will” is generally used for all subjects (I, you, he, she, it, we, they). “Shall” is occasionally used in formal contexts with “I” and “we” to make offers or suggestions.
For example:
The present perfect (have + past participle) is used to talk about:
Some common verbs that can be followed by both -ing and to + infinitive, with a change in meaning, are:
Question tags are short questions added to the end of statements to confirm information or seek agreement. They use the auxiliary verb from the statement and the subject pronoun.
The intonation of the tag can change the meaning:
Phrasal verbs are verbs that are combined with other words, such as in/out, on/off, up/down, away/back, by, about, through, along, over, forward, round, or around, to create a new meaning. [1] These additional words are sometimes called particles. [2] Phrasal verbs can be used in a variety of ways.
Phrasal verbs for movement and direction:
Phrasal verbs with a special meaning:
Phrasal verbs with a preposition:
Phrasal verbs with an object:
The sources provide a number of examples of phrasal verbs and their meanings. The source also includes exercises to help you practice using phrasal verbs.
The sources primarily focus on English verb tenses, categorizing them as simple or continuous, and present or past.
The sources also discuss perfect tenses, which are formed using “have” and the past participle of the verb:
English uses various structures to express future time, including:
The sources provide detailed explanations and numerous examples of each tense, including common usage patterns and exceptions.
The sources cover a wide range of English grammar rules, providing explanations and examples for each. Some key areas discussed include:
The sources provide comprehensive explanations and examples of these grammar rules, along with exercises to practice using them.
The sources focus heavily on proper English usage, aiming to clarify common areas of confusion for intermediate English learners. Here’s a breakdown of key usage points:
By focusing on these specific usage patterns, the sources help learners improve their grammatical accuracy and achieve more natural-sounding English.
The sources explain that the passive voice is used when the focus is on the action itself rather than who or what is performing the action. The passive voice is formed using “be” + past participle. [1-3]
Here’s a breakdown of the passive voice based on the sources:
The sources offer a thorough examination of the passive voice, including its formation, usage, and various applications in different tenses.
By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
Affiliate Disclosure: This blog may contain affiliate links, which means I may earn a small commission if you click on the link and make a purchase. This comes at no additional cost to you. I only recommend products or services that I believe will add value to my readers. Your support helps keep this blog running and allows me to continue providing you with quality content. Thank you for your support!
This book serves as a guide for writing effective business English in a global context. It emphasizes clarity, conciseness, and understanding the audience, which often includes non-native English speakers. The author addresses common writing pitfalls, grammar and punctuation, and provides practical tips for various business communications like emails and letters. The text highlights the evolving nature of business English and the importance of adapting style for different cultural expectations. Ultimately, it aims to equip readers with the confidence and skills to write professional and impactful business communications that achieve their objectives.
This study guide is designed to help you review the key concepts presented in the provided excerpts on business English writing. It covers various aspects, including audience awareness, clarity, common errors, formatting, and specific business communication types.
I. Understanding Your Audience:
II. Clarity and Conciseness:
III. Common Writing Challenges:
IV. Grammar and Punctuation:
V. Formatting and Structure:
VI. Specific Business Communication Types:
VII. Quality Control:
Answer the following questions in 2-3 sentences each.
This briefing document summarizes the main themes and important ideas from the provided excerpts of a book focused on improving confidence and competence in writing English for global business. The central philosophy emphasizes creating clear, concise messages and avoiding verbosity, highlighting that precision becomes crucial when using fewer words.
This briefing document provides a foundational understanding of the key principles and practical advice presented in the source material for writing effective business English in a global context. By focusing on clarity, audience awareness, and attention to detail, individuals and organizations can enhance their communication and achieve their business objectives more effectively.
In international trade, effective business English is paramount for creating clear, concise messages and avoiding misunderstandings. Since fewer words are often used, it’s crucial that each word is precise and correctly conveys the intended meaning to a diverse global audience. Ambiguity or the use of jargon and culturally specific expressions can lead to confusion, wasted time, and potentially damaged business relationships. Ensuring clarity and conciseness helps to streamline communication, improve efficiency, and project a professional and quality-conscious corporate image.
The term “customer” in the context of business English writing should be interpreted broadly. It includes not only external individuals or entities that buy goods or services but also internal colleagues, suppliers, and those in the public sector with whom you interact in your daily work. Therefore, when writing, you should consider the perspective and potential understanding of anyone who might read your message, regardless of their direct purchasing role.
One significant challenge is the existence of different correct spellings (e.g., “recognize” vs. “recognise”), grammatical nuances, and vocabulary (e.g., “car park” vs. “parking lot,” “mobile phone” vs. “cellphone”) between different varieties of English, primarily UK and US English. Companies need to make active decisions about which variant to use for consistency and to avoid undermining their corporate image. Furthermore, anglicized words used in specific regions or within companies may not be universally understood, leading to confusion for a global audience.
Idioms, clichés, and nuances should be approached with caution in business writing, especially for a global audience. Idioms, being language-specific expressions, can be misinterpreted by non-native speakers. Clichés are overused expressions that can make writing seem tired and ineffective. Nuances, subtle differences in meaning between words, can also lead to misunderstandings as interpretations can vary between native speakers and across cultures. It is generally advisable to avoid them in favor of clearer, more direct language to minimize the risk of confusion.
While online dictionaries can be helpful, they may suggest overly complicated or contextually inappropriate words (e.g., “consecution” for “outcome”). Non-native writers might mistakenly choose these “intelligent-sounding” but less common words, hindering understanding. Similarly, using “cut and paste” without careful consideration of context can lead to grammatically incorrect or nonsensical writing, as phrases may not fit the new context. It’s crucial to prioritize clarity and common usage over overly complex vocabulary or blindly copied text.
Business English today often seems more informal than in the past, influenced significantly by the prevalence of email communication. The style of email tends to fall somewhere between conversation and formal writing. This informality is also affecting other forms of business documentation, leading to a more accessible and straightforward style that focuses on expressing facts simply. While this shift promotes reader engagement, it’s still essential to be mindful of audience expectations and maintain professionalism where appropriate.
Both native and non-native English writers can encounter difficulties with various aspects of grammar and punctuation. Some common issues include the correct use of commas, apostrophes (especially the difference between possessive “its” and contraction “it’s”), subject-verb agreement (concord), and question tags. Additionally, understanding and correctly applying the different verb tenses, particularly the present continuous versus the present tense, can be challenging. Even seemingly simple aspects like writing dates and times can lead to confusion due to differing international conventions.
When writing business emails for a global audience, it’s crucial to be clear, concise, and culturally sensitive. Avoid overly informal salutations unless you are certain it is appropriate for your recipient. Summarize the main points of message threads to ensure clarity and avoid multi-lingual threads. Be cautious when using the “cc” field due to privacy concerns. Design your emails with readability in mind, using clear fonts, good layout, and sufficient white space. Most importantly, clearly state the purpose of your email, any required actions, and relevant timeframes to ensure a response. Always proofread for spelling and grammar errors using the appropriate variety of English.
Business English is the variety of English used for dealing with business communication. It is a major language of commercial communication, the internet, and global access to knowledge. However, it’s important to note that there are many variants of Business English, and this can present challenges if communication is not designed thoughtfully for the target audience.
Why is Effective Business English Writing Important?
Effective Business English writing is crucial because it can win business, lose business, and communicate the framework for achieving results. Readers judge writing for what it is, and poor writing can lead to confusion, misunderstanding, customer complaints, and even customers walking away. Clear and concise messages are essential. Writing is a fundamental skill for individuals and businesses, and developing it throughout one’s career is important. English business writing, in its various forms, is a common route to the market.
Challenges in Business English Writing:
Key Principles of Good Business English Writing:
Specific Areas in Business English Writing:
The Word Power Skills System:
The source introduces a four-step system for premier business writing: be correct, be clear, make the right impact, and focus on readers as customers. This system emphasizes the importance of accuracy, clarity, impact, and customer-centricity in business communication.
In conclusion, effective Business English writing is a vital skill for success in today’s globalized world. It requires attention to detail, an understanding of the audience and cultural context, and a commitment to clarity and accuracy. By focusing on these aspects, individuals and companies can enhance their communication and achieve their business objectives.
The sources discuss native English (NE) and non-native English (non-NE) speakers and writers in the context of business English, highlighting their definitions, common challenges, and potential strengths.
For ease of reference, the source defines a native English (NE) speaker or writer as a person whose first language is English, and native English (NE) writing as their writing. Conversely, a non-native English (non-NE) speaker or writer is defined as someone whose first language is not English, and non-native English (non-NE) writing refers to their writing. It’s noted that there are more non-native speakers of English than native English speakers. In fact, over 1 billion people speak English, and this number is projected to increase significantly. This underscores that English is no longer exclusive to native English-speaking nations but acts as a bridge across borders and cultures.
Both native and non-native speakers share common problems when writing English for business. However, non-native English writers face unique challenges:
Non-native English writing can also pose problems for native English speakers:
Interestingly, the source points out that non-native English writers can have an advantage. Forward-thinking companies often actively encourage and train their non-NE employees to perfect their business English writing skills, emphasizing the customer’s perception of quality and professionalism. This can ironically lead to non-NE staff making more effort than native speakers to avoid confusion and misunderstandings.
Conversely, native speakers can be complacent, assuming their English proficiency is a given and that everyone understands them. This complacency can lead to mistakes and a loss of competitive edge. The source provides examples of native English writers making errors that had negative consequences.
Ultimately, the source emphasizes that the goal is not necessarily to achieve the proficiency of a native English speaker but to reach the level of competence needed to succeed in all business writing. Both native and non-native speakers need to focus on clarity, conciseness, accuracy, and understanding their audience to write effectively in business English.
The sources highlight that e-mail is by far the predominant form of business writing today, with inestimable billions sent worldwide each day. Conservative estimates suggest that upwards of 75 percent of our business writing is e-mails. Despite this overwhelming prevalence, very few companies offer training or specific advice on how to write effective business e-mails.
The source poses crucial questions about our approach to business e-mails:
The overuse of e-mail can lead to inefficiency in the workplace and a loss of traditional problem-solving skills. When writing e-mails for global business, non-native English writers may write over-concisely to avoid mistakes, which can result in a lack of clarity. Furthermore, formatted messages can become indecipherable on handheld devices if features like font, colours, and bullet points are lost. As e-mails are rapidly replacing letters, it is essential to maintain standards in them, recognizing that they are equally important as other forms of corporate communication.
Several e-mail scenarios to watch out for are discussed:
Multi-lingual e-mail threads can be frustrating and confusing if recipients cannot understand the language used. It is recommended to summarize main points in English, avoid multi-lingual threads, and start each message afresh to ensure clarity for all recipients.
Embedding responses within an e-mail thread can become confusing, especially with multiple contributors and variant English. It’s advisable to start a new e-mail rather than letting embedded messages become hidden. Using different colours for embedded comments can also lead to misinterpretations, as colours (like red) can have negative connotations in some cultures. Using all capitals can be perceived as shouting according to e-mail etiquette.
The structure of e-mails is crucial for readability. Readers generally dislike solid blocks of text. Using an easy-to-read font, good layout, and white space through paragraphs can greatly improve comprehension, especially for those less proficient in English. Every e-mail should have a clear purpose, time frame, and call to action to ensure a response. If an e-mail has no purpose, it should not be written.
Designing how you write e-mails involves considering:
Before sending an e-mail, it’s important to:
After sending, check if you have achieved the desired outcome and if your English has been effective.
Finally, before pressing send, ask yourself:
In essence, the source emphasizes that while e-mail is a powerful and pervasive tool, it requires careful consideration of clarity, tone, audience, and purpose to be effective in a business context.
The sources emphasize that while business English letter writing has evolved, certain conventions should still be followed to achieve your objectives. It’s crucial to identify the purpose of your letter (to inform, instigate action, etc.) and consider its potential impact and the desired feeling in the reader.
Regarding format, the source provides an outline for setting out a business letter in English:
The source notes that even within the UK, there are differing conventions for placing the date and address, as well as for salutations and endings. Other countries will also have their own conventions. Therefore, one size does not fit all, and you need to adapt based on your chosen house style.
For the opening salutation, if you do not know the name of the person you are writing to, the UK English convention is “Dear Sir or Madam”. In this case, the letter should end with “Yours faithfully”. However, if you know the person’s name, you should use it in the salutation (e.g., “Dear Mr Smith”, or informally “Dear Yusuf”) and end the letter with “Yours sincerely”. It is advisable to try to ascertain the name of the person you are writing to, as personalizing your letter writing can be crucial for business success. In US English, a letter ending with “Dear Sir or Madam” could conclude with “Sincerely”, “Best regards”, or “Yours truly”.
The source also discusses open punctuation in business letters, where you can choose to either include or omit a comma after the opening and closing salutations. However, consistency in your choice is important.
When addressing letters, always check the spelling of the recipient’s name and their correct job title, as readers are justifiably offended by incorrect personal details. If you are unsure of a foreign or unfamiliar name’s gender, you could try to make enquiries or use the person’s full name (e.g., “Dear Chris Palmer”) to avoid embarrassment. Standard titles used in English include Mr, Master, Mrs, Ms, and Miss, with common practice today being to write “Mr” and “Mrs” without a full stop. “Dr” is used for both male and female medical doctors and PhD holders.
For addressing envelopes, maintain a professional approach, as this is often the first point of contact. Incorrect details can lead to the mail being returned unopened.
The source briefly mentions CVs and covering letters, noting that a good, customized covering letter sent with your CV can improve your chances of getting an interview. Avoid using standard letters and make sure to send them to the correct person with accurate details. “To whom it may concern” is used when the recipient’s name is unknown, such as in open references.
Overall, while standard formats exist, the source emphasizes the need to adapt your style to the circumstances and your readers. You can be innovative and move away from overly formal language. It’s important to build in rapport and politeness in your letters. Finally, always use spellcheck and grammar check (in the correct variety of English) before sending your letter, and avoid embellishing or over-complicating your writing. Regularly ask yourself if you achieved the desired result from your letter and if the English you used was effective.
The sources emphasize that punctuation and grammar are crucial aids for clear communication in business writing. They help readers understand messages and allow writers to feel more confident and in control of their English writing. A good command of these can lead to improved confidence for the writer and satisfaction for the readers because sentences are designed to work effectively.
Why Punctuation and Grammar Matter:
Punctuation Marks and Their Usage:
The source provides a list of common English punctuation terms and symbols:
Grammar Elements:
The source advises to identify areas of punctuation and grammar to improve and to use spellcheck and grammar check (set to the correct English variety) as tools, but to be aware that they are not fail-safe, especially with homophones. Ultimately, the goal is to write clearly and correctly so that readers understand the message without extra effort.
By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
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Have you ever caught yourself constantly agreeing, apologizing, or downplaying your own needs just to keep the peace? People-pleasing is often mistaken for kindness, but in reality, it can be a self-destructive habit that erodes confidence and personal boundaries. The words we choose to express ourselves have power—they shape our relationships, influence how others perceive us, and, most importantly, define how we value ourselves. Unfortunately, many common phrases reinforce the idea that our own needs and desires come second to those of others.
The problem with people-pleasing language is that it subtly conditions us to prioritize external validation over our own well-being. It teaches us to minimize our feelings, tolerate discomfort, and take on responsibilities that aren’t ours to bear. This linguistic pattern, often ingrained from childhood, can lead to burnout, resentment, and even an identity crisis. As author and researcher Brené Brown states, “Daring to set boundaries is about having the courage to love ourselves, even when we risk disappointing others.” The first step toward breaking free from people-pleasing tendencies is recognizing the phrases that keep us trapped in this cycle.
In this article, we’ll examine 17 common people-pleasing phrases that you should remove from your vocabulary. By eliminating these expressions, you can start asserting yourself with confidence, setting healthier boundaries, and fostering relationships built on mutual respect rather than self-sacrifice. Words matter—it’s time to choose ones that empower rather than diminish you.
How many times have you said, “I’m fine,” when you were anything but? This phrase is often a defense mechanism used to avoid confrontation, suppress emotions, or appear low-maintenance. The problem is that constantly downplaying your feelings can lead to emotional suppression, which, according to psychologist Dr. Guy Winch, can have long-term mental health consequences, including anxiety and depression. By refusing to acknowledge and express your true emotions, you deny yourself the opportunity for genuine support and connection with others.
A more honest and self-respecting approach is to express how you truly feel—without fearing judgment. Instead of saying, “I’m fine,” try, “I’m feeling overwhelmed, but I appreciate you asking.” This small shift in language invites meaningful conversations and allows those around you to offer real support. As author Susan Cain notes in Quiet: The Power of Introverts in a World That Can’t Stop Talking, authenticity in communication strengthens relationships and fosters deeper connections.
While offering help can be a generous act, dismissing the effort involved can make others take your time and energy for granted. Saying “It’s no trouble at all” minimizes the work you’re putting in, making it easier for people to continue expecting favors without recognizing their impact on you. Over time, this pattern can lead to resentment and burnout, especially if you feel unappreciated or overextended.
Instead of brushing off your effort, acknowledge it. A simple rephrase like, “I’m happy to help, but I do have other commitments as well” sets a boundary while still offering assistance. Dr. Henry Cloud, in his book Boundaries: When to Say Yes, How to Say No to Take Control of Your Life, emphasizes that setting limits doesn’t make you selfish—it makes you responsible for your own well-being.
This phrase, often used to avoid conflict or seem agreeable, can signal to others that your preferences are unimportant. When you say, “I don’t mind,” you unconsciously train people to disregard your input, reinforcing the idea that your needs are secondary. Over time, this can erode self-confidence and make decision-making difficult because you’ve conditioned yourself to defer to others.
Instead, express your real opinion. If you truly have no preference, you can say, “I’m open to either option, but I’d like to hear what you think.” This statement still communicates flexibility without erasing your voice. As communication expert Celeste Headlee suggests in We Need to Talk: How to Have Conversations That Matter, effective dialogue requires both parties to contribute their thoughts, rather than defaulting to passivity.
Apologizing excessively—even when you haven’t done anything wrong—undermines your confidence and reinforces the idea that you’re at fault for things beyond your control. Dr. Harriet Lerner, author of Why Won’t You Apologize?, explains that over-apologizing can signal low self-esteem and make others view you as less authoritative. When you say, “I’m sorry” unnecessarily, you place yourself in a submissive position, diminishing your credibility in both personal and professional settings.
Rather than defaulting to an apology, practice using alternatives like, “Thank you for your patience” instead of “Sorry for the wait.” If an apology is truly warranted, make it meaningful—acknowledge responsibility, express genuine remorse, and move forward with a solution. Shifting from unnecessary apologies to more constructive responses will help you maintain self-respect and command greater respect from others.
Saying “yes” when you really want to say “no” is a classic people-pleasing habit that can lead to exhaustion and resentment. Author and entrepreneur Greg McKeown, in his book Essentialism: The Disciplined Pursuit of Less, emphasizes that every “yes” is a trade-off—agreeing to something you don’t want means sacrificing time and energy for what truly matters. Overcommitting yourself often leads to burnout, leaving you feeling overwhelmed and stretched too thin.
Learning to say “no” doesn’t mean you’re being difficult—it means you value your time and priorities. Instead of a hesitant “yes,” try responding with, “I appreciate the offer, but I can’t commit to that right now.” This approach is firm yet polite, making it clear that your boundaries matter. Remember, saying “no” to something unimportant means saying “yes” to yourself.
Taking responsibility is admirable, but constantly shouldering tasks to avoid burdening others can lead to frustration and burnout. The belief that “it’s easier if I just do it myself” often stems from perfectionism or a fear of disappointing others. However, as leadership expert Simon Sinek notes, “Delegation isn’t about losing control; it’s about empowering others.” If you always take on everything yourself, you not only exhaust yourself but also deny others the opportunity to learn and contribute.
Instead of doing everything alone, practice asking for help. Say, “I’d love your input on this,” or “Could you take care of this part?” Allowing others to share the workload fosters collaboration and prevents you from becoming overwhelmed. Recognizing that you don’t have to do it all is a crucial step toward balance and well-being.
Downplaying your own concerns, achievements, or struggles can lead others to do the same. When you say, “It’s not a big deal,” you minimize your worth and discourage people from recognizing your contributions. This habit can stem from discomfort with praise or a fear of appearing self-important, but it ultimately weakens your confidence and impact.
Instead, own your experiences. If someone compliments you, resist the urge to brush it off. Instead of “It’s nothing,” try, “Thank you, I worked hard on it.” This subtle shift allows you to accept recognition gracefully while reinforcing your value. As Amy Cuddy discusses in Presence: Bringing Your Boldest Self to Your Biggest Challenges, embracing your accomplishments strengthens your confidence and helps you show up more authentically in life.
The phrase “I should” carries a sense of obligation rather than genuine desire, often making you feel guilty or pressured into doing things you don’t truly want to do. Psychologist Dr. Richard Carlson, in Don’t Sweat the Small Stuff, explains that excessive use of “should” leads to unnecessary stress and dissatisfaction. It implies external expectations rather than personal choice, keeping you trapped in a cycle of obligation.
Instead, replace “I should” with “I want to” or “I choose to.” This shift helps you take ownership of your decisions rather than feeling bound by guilt or duty. For example, instead of saying, “I should exercise more,” say, “I want to make time for my health.” This approach empowers you to act out of intention rather than obligation.
While being easygoing can be a positive trait, constantly deferring decisions to others sends the message that your opinions don’t matter. Saying “Whatever you want” too often can make you seem indifferent or uninvested, weakening your ability to advocate for yourself. Dr. Marsha Linehan, a leading psychologist in emotional regulation, explains that assertive communication is key to building mutual respect in relationships.
Instead of dismissing your own preferences, express your thoughts with confidence. Try saying, “I’d like to hear your thoughts, but I was thinking about…” This keeps the conversation open while ensuring that your voice is heard. Relationships thrive when both parties contribute equally, so practice asserting your needs.
Saying “I’ll try” often conveys uncertainty and lack of commitment, making it easy to back out or not follow through. Leadership expert John C. Maxwell emphasizes in The 15 Invaluable Laws of Growth that success requires decisiveness and confidence, not hesitation. When you say, “I’ll try,” you leave room for doubt rather than fully committing to an action.
Replace “I’ll try” with stronger language, such as “I will” or “I’m working on it.” This small change makes a significant difference in how others perceive your reliability and how you approach challenges. Confidence begins with the words you choose, so commit with certainty.
This phrase, while seemingly selfless, often prevents people from offering support when you actually need it. By insisting that others shouldn’t worry, you may unintentionally isolate yourself or suppress your emotions. Dr. Brené Brown, in The Gifts of Imperfection, argues that vulnerability and connection go hand in hand—allowing others to care for you fosters stronger relationships.
Instead, acknowledge when you need support. Say, “I appreciate your concern, and I could use some help.” This openness strengthens connections and shows that accepting help is not a weakness but a sign of trust.
Using “I guess” weakens your statements and makes you seem unsure of yourself. This phrase often creeps into speech as a way to avoid sounding too assertive, but it ultimately diminishes your credibility. As negotiation expert Chris Voss states in Never Split the Difference, confident communication is key to influencing others and standing your ground.
Instead, replace “I guess” with clear, direct statements. Instead of “I guess I can do that,” say, “Yes, I can do that” or “No, I can’t commit to that.” Owning your decisions demonstrates confidence and self-respect.
The word “just” minimizes whatever follows it, making your statements appear weaker. Saying, “I’m just checking in” or “I just wanted to ask” reduces the importance of your message, making it sound apologetic. Communication expert Debra Fine, in The Fine Art of Small Talk, explains that removing unnecessary qualifiers makes your speech more impactful.
Instead, drop the “just” and state your point directly. Say, “I wanted to follow up,” or “I need clarification.” Speaking with clarity and confidence increases your credibility.
While deferring to someone else’s expertise is fine in some situations, constantly saying this phrase makes it seem like you lack your own perspective. It signals a lack of confidence in your own judgment.
Instead, express your thoughts first. Say, “I trust your input, but here’s what I think…” This creates a balanced conversation rather than making you seem passive.
Blaming yourself unnecessarily can erode self-esteem. Instead of assuming fault, focus on facts.
Replace it with, “Let’s figure out what happened.” This keeps the discussion objective rather than self-deprecating.
Procrastination language weakens credibility. Instead, use clear timeframes: “I’ll complete this by…”
Being adaptable is great, but overusing “I’m flexible” can make it seem like you have no boundaries. Instead, say, “Here’s what works best for me.”
Language shapes reality. By eliminating these people-pleasing phrases, you can start asserting yourself, setting boundaries, and communicating with confidence. Choose words that reflect your worth—you deserve to be heard.
By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog
Affiliate Disclosure: This blog may contain affiliate links, which means I may earn a small commission if you click on the link and make a purchase. This comes at no additional cost to you. I only recommend products or services that I believe will add value to my readers. Your support helps keep this blog running and allows me to continue providing you with quality content. Thank you for your support!
