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Chapter 7: Diversity in the Legal Context in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference.
Chapter 8: Fostering Cultural Humility in the Institutional Context in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference.
Chapter 10: Cultural Humility and the Helping Professional in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference.
In your initial discussion post,
Discuss the Civil Rights Act of 1964, its amendments, and the groups it protects.
Describe the differences between the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
Identify the policies that can be used in education to combat sex discrimination.
Describe the factors associated with the integration of cultural humility within an institution’s or organization’s policies, procedures, and service delivery.
Select the best strategies that can be used to assess an institution’s or organization’s culture and climate.
Discuss the five key attributes that human service professionals should adopt to integrate cultural humility into their daily interactions with diverse clients to promote cultural safety.
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10
The Language of
Academic Writing
MangoStar_Studio/iStock/Getty Images Plus
Learning Outcomes
After reading this chapter, you should be able to
ሁ Distinguish between formal and informal language.
ሁ In order to avoid their use, identify common features of informal language in formal writing,
including clichés, colloquialisms, contractions, jargon, idioms, and slang.
ሁ Define and recognize bias in your writing, in order to avoid using it.
ሁ Recognize and properly use commonly confused words.
ሁ Identify contemporary writing issues, including the proper use of new terminology, the improper
ending of a sentence with a preposition and splitting infinitives.
ሁ Demonstrate how to use computer tools such as a spell-checker, thesaurus, grammar and style
checker, and readability statistics.
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Section 10.1
Language Usage
10.1 Language Usage
One key to effective writing is making sure that the language is appropriate to the topic,
audience, situation, and purpose of communication. In some situations, formal language
is required or considered appropriate. In other situations, a more informal writing style is
acceptable. The language a researcher uses in a report may be very different from the language a businessperson uses in a letter to a customer or in an email to a friend. Language used
in casual conversation may not be appropriate for a college essay.
Formal Language
Formal language refers to expression that is more careful and accurate and more mannered
than everyday speech. In the professional world, formal language is often referred to as standard or conventional language, and it is considered the most appropriate level of written
American English for professional documents for public and personal correspondence, and
for most legal, academic, and business writing.
Formal language is not necessarily pompous or pretentious, nor is it wordy or difficult to
read. Effective formal language is used to express serious thought, and is clear, accurate, and
not overly emotional.
Informal Language
Informal language is a term used to describe a wide range
of common and substandard English. Informal language
includes clichés, colloquialisms, contractions, jargon, idioms and figures of speech, and slang.
Clichés
Clichés are expressions that have been so overused they
are predictable. If we say the first part of the expression,
the second part is automatic. Using clichés in your writing
marks you as a lazy thinker.
Examples: bald as an eagle, as American as apple pie, at
arm’s length, a monkey’s uncle, at a snail’s pace, old hat, crystal clear, someone woke up on the wrong side of the bed
Colloquialism
Hung_Chung_Chih/iStock/Thinkstock
ሁ Formal and informal
language each have specific uses
in differing contexts. Informal
language includes slang, idioms,
and jargon.
Colloquialisms are informal expressions used in conversation and informal writing and are
not considered incorrect in those contexts. However, colloquialisms should not be used in
formal speech or writing. Often, colloquialisms are specific to a certain geographical region
and can include words, phrases, or even entire statements. Colloquialisms do not belong in
academic writing as they are typically used in informal setting between individuals who are
having a conversation.
Examples: rathole (a small, dirty room), smoke and mirrors (with no concrete substance), get
your act together (start to work more effectively), there’s no accounting for taste (used when
you disagree with someone’s judgment)
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Language Usage
Section 10.1
Contractions
Contractions are shortened words formed by combining two words and inserting an apostrophe to indicate missing letters. Contractions are common in everyday spoken English, but
they should not be used in formal writing.
Examples: I’m (I am), she’s (she is), aren’t (are not), isn’t (is not), who’s (who is), it’s (it is), I’ve
(I have)
Jargon
Jargon is the specialized or technical language of a specific group or profession. Jargon can be
very useful among people in the same field; if a term is well known, it can be a communication
shortcut. However, when the term is used to communicate with others outside the field, the
meaning may not be clear.
Examples: applet (a computer term referring to a small program used to carry out a particular task), fatigues (a military term for a standard combat uniform), gainsharing (a business
technique that compensates workers based on productivity improvements), ground truth (a
mathematical term referring to measurements that are field checked to ensure validity)
Idioms and Figures of Speech
An idiom is an expression or figure of speech whose meaning cannot be understood by looking at the individual words and interpreting them literally. Many idioms could be considered
colloquialisms. However, an idiom is standard language and uses everyday known words.
Examples: catch a bus (you aren’t literally going to catch it), jump the gun (start before a signal is given), kick the bucket (to die)
Slang
Slang is the nonstandard language of a culture or subculture. It should be used only in informal situations when communicating with peers. Slang consists of both newly coined terms
and new meanings attached to established terms. Slang usually passes into disuse in time or
comes to have a standard status. In addition, slang may also be a very newly created word not
everyone would understand.
Examples: dude (a person), threads (clothing), yolo (you only live once), yeet (to be excited)
Avoid double negatives. A double negative occurs when two negative words or phrases are
used in one sentence. Double negatives are generally considered informal, are associated
with slang, and therefore should not appear in formal communication.
Examples: Incorrect: We do not have no openings.
Correct: We have no openings.
Correct: We do not have any openings.
Incorrect: Neither Randi nor Troy are unable to come to the phone right now.
Correct: Neither Randi nor Troy are able to come to the phone right now.
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Section 10.1
Language Usage
S K I L L B U I L D E R 1 0 . 1 : Knowing Your Audience
In today’s world of text messaging and social media, many of us have gotten used to relying
on informal language when we communicate with others. While this practice is perfectly
acceptable when talking with friends and family, it is not appropriate when communicating
with colleagues in any type of academic or professional environment. For example, when
talking with friends it might be common to say something such as LOL (laugh out loud) or
IKR (I know, right), but these terms should never appear in an academic outlet.
It is also important to note that spelling needs to be professional when working in an academic or professional place. For example, sometimes in texting or in informal emails we may
write something like “folx.” This grammatically incorrect spelling is used for the term “folks.”
But you should make sure that you are spelling words the correct way.
It has also become very popular for people to use an emoji or emoticons in their writing.
Again, this would not be seen as a professional thing to do. While it may not seem like any
of these things is nothing to worry about, it is. Being able to communicate with others in a
professional way is paramount to ensure your ultimate success in your academic and professional careers.
Bias in Language Usage
Our language choices reflect our attitudes toward a subject. To be respectful of others, we
should be sensitive to language usage (that could intentionally or unintentionally offend),
perpetuate negative stereotypes, or express negative attitudes. One aspect of that sensitivity
involves referring to people by the names they prefer we use to describe them. Following are
some general guidelines for avoiding language bias.
Gender Bias
The English language changes in response to changes in society. At one time, the noun “man”
was considered a generic word that referred to all humans. Today, many people find it offensive if the term “man” and the pronouns “he,” “him,” and “his” are used to refer to people of
both sexes. New gender-neutral nouns and pronouns have been proposed. Using the plural
pronouns “they” or “their” with a singular subject, such as “employee,” has also been suggested. “Ze” is one of several relatively new pronouns. It is preferred by some transgender
people and by some who consider themselves neither male nor female, and therefore find
“he” and “she” inappropriate and hurtful. APA Style has adopted this usage, but other style
guides might have a different stance, so you should check with your instructor or submission
guidelines. If the preference is not clear, consider rewording the sentence to avoid pronouns
altogether. Use the following options, as appropriate, to avoid gender bias.
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Section 10.1
Language Usage
Avoiding Noun Problems
Option #1
Instead of “man” or “mankind,” use terms such as “human,” “person,” and variations such as
“humankind,” “humanity,” “human beings,” “human race,” “individuals,” and “people.”
Examples: all people (NOT mankind)
Option #2
average person (NOT man on the street)
Substitute a more descriptive or inclusive word or
phrase for terms that begin or end in “-man” and
could also include women.
Examples: manhunt = hunt for a fugitive
manpower = personnel or workforce
workman = workers
man-sized = adult-sized
fireman = firefighter
policeman = police officer
flagman = flagger
gunman = shooter
Monkeybusinessimages/iStock/Thinkstock
ሁ Avoid using gendered terms like
“fireman.” Instead, choose a genderneutral and inclusive term like
“firefighter.”
mailman = postal carrier, postal worker, postal employee
businessman = businessperson or business professional
Option #3
congressman = member of Congress or congressional representative
Generally, avoid “-ess” endings or terminology that includes gender references.
Examples: flight attendant (NOT stewardess)
server (NOT waitress or waiter)
cleaning or housekeeping personnel (NOT cleaning lady or man)
Note: The term “actress” is still in general use, although some people prefer the term “actor”
for both males and females.
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Section 10.1
Language Usage
Option #4
Avoid unnecessary references to gender.
Examples: poet (NOT female poet)
nurse (NOT male nurse)
doctor (NOT lady doctor)
Option #5
pilot (NOT female pilot)
When referring to men and women together, make language parallel. Referring to adult
women as “girls” when adult males are described as “men” is inappropriate.
Examples: girl/boy
women/men
lady/gentleman
Option #6
husband and wife (NOT man and wife)
Avoid language that stereotypes roles.
Examples: Managers have spouses and children to
support.
NOT: Managers have wives and children
to support.
Avoiding Pronoun Problems
Option #1
Paul Sancya/Associated Press
ሁ In your writing, avoid using language
that stereotypes certain roles, such as
referring to CEOs or business leaders
as male.
Use they/their as a plural pronoun as well as a gender-neutral singular pronoun.
Example: If an employee wants time off, they must use vacation time.
NOT: If an employee wants time off, he/she must use vacation time.
NOT: If an employee wants time off, he must use vacation time.
Example: An employee must use their vacation time.
NOT: An employee must use his/her vacation time.
NOT: An employee must use her vacation time.
Note: The singular use of “they” is not universally accepted.
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Language Usage
Section 10.1
Option #2
Avoid beginning a sentence with a conditional statement such as shown in Option #1 (statements that begin with “if” or “when,” which often require the use of pronouns). Instead, define
or limit the class or individuals later in the sentence.
Example: Employees who are late must sign in when they arrive. (“who are late” defines
which employees must sign in.)
Option #3
NOT: If an employee is late, he must sign in when he arrives.
Make nouns and personal pronouns plural.
Example: Employees must use their vacation time for time off.
Option #4
NOT: An employee must use his vacation time for time off.
Eliminate personal pronouns.
Example: An employee must use vacation time for time off.
Option #5
NOT: An employee must use his vacation time for time off.
Use synonyms.
Example: The employee should plan accordingly.
Option #6
NOT: He or she should plan accordingly.
Use second-person point of view.
Example: If you plan to attend, you should send in your reservation.
Option #7
NOT: Anyone who plans to attend should send in his or her reservation.
Use an article instead of a possessive pronoun.
Example: After signing the time card, each employee should report for work.
NOT: After signing his time card, each employee should report for work.
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Language Usage
Section 10.1
Option #8
Rewrite the sentence to avoid the pronoun.
Example: A good employee takes work very seriously.
Option #9
NOT: A good employee takes his job very seriously.
Use passive voice.
Example: Time off should be requested by employees.
NOT: If an employee wants time off, he should request it.
Note: Use this option sparingly; see section on active and passive voice.
Option #10
In combinations such as “men and women,” reverse the word order or alternate the word
order to show the absence of bias.
Example: women and men
S K I L L B U I L D E R 1 0 . 2 : Avoiding Anthropomorphism in Writing
Anthropomorphisms have been around for a long time. In fact, anthropomorphisms date
back to the late 6th and early 5th century B.C.E. It stems from the human need to connect
socially with others and the world around us. Anthropomorphism is defined as “the attribution of human-like capacities and traits to non-human entities” (Williams et al., 2020, p. 299).
Researchers often struggle with attributing human characteristics or behavior to something
that is not human in their academic writing. This issue affects not just students and graduate
students but also postgraduates working in their professional careers.
A good example of a common anthropomorphism within the research realm is to say, “The
study found no differences in management style.” We know a study cannot locate or find
anything. That is a human characteristic. A person finds things. Here, a better way to say the
same thing would be to write, “There were no differences in management style.”
Another example of an anthropomorphism would be to say, “The data says that teachers are
stressed.” We know that data do not physically speak. Another way to illustrate the same
points would be to say, “Given the data that was analyzed, teachers are found to be stressed.”
As you work on your graduate projects throughout your program, be mindful of what you are
writing. It is always good practice to avoid anthropomorphisms when possible.
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Section 10.1
Language Usage
Racial and Ethnics Bias
Terms considered appropriate when referring to racial and ethnic groups change over time,
and members of a group may disagree as to which terms are acceptable and which are not.
The issue is further complicated by the fact that members of a group may use terms that
would be considered offensive if used by others outside the group. The following terms are
generally considered appropriate today when identifying race or ethnicity. Specific terms are
usually preferred over more general ones.
Examples: aboriginal, indigenous, native peoples, or early inhabitants
African American or Black
Alaska Native (or specific group such as Eskimo/Inuit or Aleut)
Asian (or specific terms such as Japanese American, Pacific Islander, Chinese
American, or Cambodian)
Indian (when referring to people from India)
Latino/Latina/Latinx or Hispanic (some people prefer one term over the other)
Mexican American (in reference to U.S. citizens of Mexican descent)
Native American or American Indian (in reference to indigenous people of the
Western Hemisphere except Eskimo/Inuit or Aleut)
Spanish (in reference to people from Spain)
White or Caucasian
DO NOT hyphenate compound ethnic terms such as “African American” when used as nouns
or as adjectives.
Bias in LGBTQ+
References to same-sex relationships should be
made consistent with references to heterosexual
relationships. The term “sexual orientation” is suggested rather than “sexual preference.” The terms
“lesbian,” “gay male,” “bisexual persons” or “bisexuals, “transgendered individuals,” and “queer” are
generally preferred.
Bias in Reference to People With Disabilities
or Illness
Terms that emphasize the person, not the disability
or illness, are preferred. In other words, put the person before the disability or illness. Some examples
follow. When used in comparisons, people without
disabilities should be referred to as “nondisabled.”
Simonkr/iStock/Thinkstock
ሁ When writing about disabilities, it
is better to focus on the person before
the disability. Thus, it is better to say,
“The man uses a wheelchair to get
around campus” rather than saying, “The
wheelchair-bound man goes to college.”
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Commonly Confused Words
Section 10.2
Examples: person who is blind
person who is deaf or person who is hard of hearing
person who walks with a cane
person who uses a wheelchair
person who has schizophrenia
person with Down syndrome
Age Bias
person living with AIDS or HIV
For young people, APA Style suggests the terms “boy” and “girl” are applicable if the individual is aged 12 years or younger. For individuals aged 13 to 17, terms such as “adolescent”
or “young person” are preferred. After age 18, the terms “man” or “transman,” “genderqueer
adult,” and “woman” or “transwoman” should be used.
For older people, the terms “senior,” “senior citizen,” “adult,” “active adult,” “mature adult,”
“older adult,” “retired person,” and “older person” are generally acceptable. However, in specific regions of the United States, one term may be preferred over another. The term “older
American” is also generally acceptable.
Ethnocentrism in Language Usage
The term “ethnocentrism” refers to using one’s own perspective or cultural norms to evaluate
other cultures. Examples of ethnocentric language would include statements like: Europeans
drive on the “wrong side of the road,” rather than the “left-hand side of the road.” Or: Other
languages are read “backwards,” rather than “from right to left.” Bias-free language involves
recognizing that other cultures are different rather than wrong and not assuming that one’s
way of doing things is right or better than another way.
10.2 Commonly Confused Words
The following are some commonly confused or misused words and some simple rules to help
you use each word correctly.
Confused Words Starting With “A”
a, an
Use “a” before a word that begins with a consonant (“a party”), a consonant sound (“a one
o’clock meeting”—the “w” sound in “one”), a long “u” sound (“a union”), or a pronounced “h”
(“a history class”).
Use “an” before a word that begins with a silent “h” (“an hour”) or a vowel or vowel sound
other than a long “u” (“an usher”).
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Commonly Confused Words
Section 10.2
Use of “a” or “an” before an abbreviation depends upon how the abbreviation is pronounced
(“a M.A.D.D. member”—pronounced as one word, with an initial consonant sound, “m:” or “an
MD”—read as two separate letters, with an initial vowel sound [“em-dee”]).
adapt, adopt, adept
Read the sentence and mentally substitute “modify,” “take over/take on,” or “skillful.”
If you can substitute “modify,” use the word “adapt.”
Example: We need to modify/adapt the rules.
If you can substitute “take over” or “take on,” use “adopt.”
Example: We need to take on/adopt a new policy in the unit.
If you can substitute “skillful,” use “adept.”
Example: Sara is skillful/adept at handling problems.
adverse, averse
“Adverse” means “opposing” or “contrary.”
Example: Curfews had an adverse effect on crime; the crime rate went up.
“Averse” means “unwilling” or “reluctant.”
Example: Julie will never be promoted; she is averse to working late.
affect, effect
“Affect” is usually used as a verb; “effect” is a noun. Read the sentence and mentally substitute the word “influence” or “result.” If the word “influence” fits in the sentence, use “affect.”
Example: Wearing seatbelts can influence/affect your chances of surviving an accident.
If “result” sounds better, use “effect.”
Example: The result/effect of wearing seatbelts is survival.
aggravate, annoy, irritate
Aggravate means “to make something worse.”
Example: Scratching a mosquito bite will only aggravate the itching.
“Annoy” means “to cause slight anger or mental distress.”
Example: The flies in the summertime really annoy me.
“Irritate” means “to arouse impatience or anger.”
Example: I was irritated that he kept whispering during the presentation.
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Commonly Confused Words
Section 10.2
In terms of degree, “annoy” is the mildest word, “irritate” is a bit stronger, and “aggravate” is
the strongest word.
all ready, already
“All ready” means “everyone (or everything) is prepared.”
Example: We are all ready to go to the beach.
“Already” means “before now” or “by this time.”
Example: We already had dinner.
all together, altogether
“All together” means “all of us are assembled in a group.”
Example: The group was all together in the conference room.
“Altogether” means “completely.”
Example: The group was altogether wrong about its investment choices.
a lot, lots, alot, allot
“A lot” and “lots” are informal. In business or academic writing, use “many” or “much.”
Example: I have submitted many reports to my manager.
“Alot” is a misspelling. “A lot” is the correct spelling.
“Allot” means “to distribute something” or “to divide it into portions.”
Example: The judge will allot each of us a fair share of the proceeds.
allude, elude
“Allude” means “to mention” or “to refer.”
Example: Whenever he spoke to the boss, Henry seemed to allude to a possible promotion.
“Elude” means “to evade” or “to escape.”
Example: The boss, however, tried to elude Henry by slipping into the elevator.
allusion, delusion, illusion
An “allusion” is a “mention” or “indirect reference to something.”
Example: Clare made an allusion to the play she was directing.
A “delusion” is a “false belief” or “self-deception” (as in the case of a mental disorder).
Example: Bill suffers from delusions of grandeur.
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Section 10.2
Commonly Confused Words
An “illusion” is a “deceptive appearance” or “something imagined.”
Example: The magician performed an illusion in which the tiger disappeared.
altar, alter
An “altar” is a “table used for worship.”
Example: Place the flowers on the altar before the
wedding.
“Alter” means “to change.”
Example: Jo had to alter her plans because the
president was in town.
among, between
Use “among” to refer to three or more items or
persons.
Example: Divide the apple among Mary, Judy, and
John.
Use “between” to refer to two items or persons.
Example: Divide the apple between Mary and Judy.
amount, number
(top) Joe Gough/iStock/Thinkstock;
(bottom) poco_bw/iStock/Thinkstock
ሁ An “altar” is a special table used for
religious purposes, whereas “alter” is a
verb that means “to change.”
Use “amount” to refer to items that cannot be counted or that are referred to as a whole.
Example: The amount of noise in the room was deafening.
Use “number” to refer to items that can be counted.
Example: The number of people in the room was small.
angry, mad
Use “angry” when you mean “extreme displeasure or resentment.” You can be angry about a
situation, angry at an animal or inanimate object, and angry with (not at) a person.
Examples: I was angry about the court ruling.
I was angry at the dog for chewing the chair.
I was angry with my child for skipping school.
The word “mad” suggests an abnormality. A mad person is insane; a mad dog has rabies.
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Commonly Confused Words
Section 10.2
anxious, eager
Use “anxious” to refer to “nervousness,” “anxiety,” “worry,” or “something fearful.”
Example: I was anxious to learn the results of my lab tests.
Use “eager” to refer to “excitement” or to mean “look forward to something with enthusiasm.”
Example: I was eager to learn which team won the game.
any one, anyone
Use “any one” (two words) when you are referring to specific people or things. “Any one” is
usually followed by the word “of.”
Example: Any one of the ideas will work.
Use “anyone” (one word) when you mean “anybody.”
Example: Can anyone hear me?
as, like
Use “as,” “as if,” or “as though” before a complete statement (one that contains a noun and a
verb).
Examples: You should do as I told you.
He acts as though he owns the place.
“Like” is a preposition that is followed by a noun or a pronoun and means “similar to.”
Example: She looks like her mother.
assume, presume
These two words are very similar; however, they have slightly different meanings.
“Assume” means “to take for granted,” “to speculate,” or “to take on.”
Examples: I assume you made a list of the items you want to order.
Who will assume the duties of the manager in her absence?
“Presume” means “to conclude” or “to anticipate with confidence.”
Example: When Stanley found another explorer in Africa in 1871, he said, “Dr. Livingstone,
I presume?” because he was confident the man could be no one else.
assure, ensure, insure
Use “assure” to mean “promise.”
Example: I assure you I will read the report.
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Commonly Confused Words
Section 10.2
Use “ensure” to mean “make certain,” “guarantee,” or “confirm.”
Example: I backed up my files to ensure the data would not be lost.
Use “insure” only in connection with “insurance.”
Example: I asked the broker to insure my car for collision damage.
a while, awhile
Both “a while” and “awhile” refer to a short period of time.
“A while” is used after a preposition (“in a while,” “for a while”).
Example: I’ll be in the meeting for a while.
“Awhile” is an adverb that modifies or follows a verb.
Example: I read awhile, then I took a break.
Confused Words Starting With “B”
bad, badly
“Bad” is an adjective that answers the question “what kind?”
Example: We had a bad flood in January.
“Bad” is also used after a nonaction or linking verb (a form of the word “be” or the words
“seem,” “appear,” “become,” “grow,” “remain,” “stay,” “prove,” “feel,” “look,” “smell,” “sound,” or
“taste”).
Example: The test results look bad.
“Badly” is an adverb that modifies a verb and answers the question “how?”
Example: He performed badly on the test.
beside, besides
“Beside” means “next to.”
Example: He sat beside me on the plane.
“Besides” means “except for,” “in addition to,” or “other than.”
Example: Jon has no girlfriend besides me.
between
See among.
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Commonly Confused Words
Section 10.2
bi-, semi“Bi-” is a prefix that means “two.”
Example: Our company magazine is published bi-monthly: in January, March, May, July, September, and November.
“Semi-” is a prefix that means “half” or “partly.”
Example: I receive a paycheck semi-monthly, on the 15th and at the end of the month.
biannual, semiannual, biennial
“Biannual” and “semiannual” both mean “twice a year.”
Examples: The solstices occur biannually: once in winter and once in summer.
We reconcile our budget semiannually: once in January and again in August.
“Biennial” means “once every 2 years” or “lasting for 2 years.”
Examples: We only go back to Sweden biennially, so I haven’t seen my family in 2 years!
Parsley is a biennial plant, so its lifecycle lasts only 2 years.
breath, breathe, breadth
“Breath” is a noun that refers to the air itself that is taken into or expelled from the lungs.
Example: It was so cold I could see my breath.
“Breathe” is a verb that means “to take in air” or “exhale air.”
Example: Breathe deeply and you will feel relaxed.
“Breadth” means “distance” or “width.”
Example: The breadth of the river was incredible.
bridal, bridle
Use “bridal” to refer to “a wedding.”
Example: The bridal party was quite large.
Use “bridle” to mean a “horse’s harness” or, as a verb, to mean “express resentment.”
Examples: I need a new bridle for my horse.
He bridled at the suggestion that he work on the weekend.
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Section 10.2
Commonly Confused Words
Confused Words Starting With “C”
capital, capitol
Use “capitol” to refer to a “building.”
Example: The state capitol, with its golden dome, is very impressive.
In all other cases, use “capital.”
Examples: The company needs to raise capital for its expansion program.
The capital of Michigan is Lansing.
The sightseeing bus toured the capital.
carat, caret, carrot, karat
“Carat” refers to “the weight of gems.”
Example: The diamond was described as one
carat.
A “caret” is a “mark used to insert a character in
printing.”
Example: The caret shows where the missing
letter should be placed.
A “carrot” is a “root vegetable.”
Example: We ate peas and carrots with dinner.
“Karat” is used to refer to “the weight of gold.”
Example: The chain was 24-karat gold.
censer, censor, censure, sensor
A “censer” is an “incense burner.”
Example: The smoke from the censer filled the
church with a perfumed aroma.
“Censor” means “to edit or delete objectionable
material.”
(top) Ivan-balvan/iStock/Getty Images Plus;
(bottom) Alter-photo/iStock/Getty Images Plus
ሁ A “carat” is a unit of measurement
that notes the weight of a precious stone,
such as a diamond, whereas a “carrot” is
a vegetable.
Example: The movie was censored because of its violent content.
“Censure” means “to give a formal scolding,” “to criticize,” or “to condemn.”
Example: Some members of Congress wanted to censure the president.
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Commonly Confused Words
Section 10.2
A “sensor” is an “electronic signaling or sensing device.”
Example: The sensor was malfunctioning.
cite, sight, site
“Cite” is a verb that means “acknowledge,” “quote,” or “commend.”
Examples: You must cite your sources in your research papers.
The study cited a previous study by Rogers.
The police officer was cited for bravery.
“Sight” is both a noun that means “the ability to see” or “a view” and a verb meaning “observe.”
Examples: Helen Keller accomplished many things without sight.
A sunset at the ocean is a beautiful sight.
On his first voyage, Columbus sailed for over 2 months before he was able to
sight land.
“Site” is a noun that means “place” or “location.”
Example: My hometown was near the site of a Miwok Indian burial ground.
coarse, course
“Coarse” means “rough textured.”
Example: The material was very coarse, and the dress made me itch.
“Course” means “a path of continuous movement” or “a line along which something moves.”
Example: The plane veered off course.
complement, compliment
“Complement” means “to complete” or “to blend.”
Example: The wine complemented the dinner.
A “compliment” is a “flattering remark” or, as a verb, it means “to praise or flatter.”
Example: Julie complimented the hostess on the choice of wine for dinner.
conscience, conscientious, conscious
“Conscience” means “a sense of right and wrong.”
Example: My conscience would bother me if I stole something from a store.
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Section 10.2
Commonly Confused Words
“Conscientious” means “diligent” or “dedicated.”
Example: Jason was very conscientious about submitting his assignments on time.
“Conscious” means “mentally aware” or “awake.”
Example: The football player was barely conscious after the tackle.
continual, continuous
“Continual” means “repetitious” or “ongoing, with brief interruptions.”
Example: The continual complaints caused us to change our customer service policies.
“Continuous” means “constant, without interruption.”
Example: The continuous noise from the air
conditioner was disturbing everyone
in the office.
core, corps
“Core” me
