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instructing people how to use the term abnormal loads from now on, rather
than simply declaring what it means in the regulation. Consequently, where no
futurity or contingency is intended, the correct form here is a declarative term
using the simple present.
7.24 Use of verbs in non-enacting terms. Do not use shall in non-enacting terms, for
example recitals or points in annexes. This is because these are not normally
imperative terms (but see 7.25 below) and shall is not used with the third
person in English except in commands (and to express resolution as in it shall
be done). Use other verbs such as will or must as appropriate. Note that this
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also applies to subordinate phrases in enacting terms, since these refer or
explain and do not in themselves constitute commands (e.g. where applicants
must/have to/are to [not shall] submit documentation under paragraph 1, & ).
Avoid also the archaic use of shall in subordinate clauses to express
contingency: use instead the present tense (e.g. if an application is [not shall
be] submitted after the deadline, & ) or the inverted construction with should
(e.g. should an application be submitted after the deadline, & ).
Do not use may not in non-enacting terms to express a prohibition since it will
often be interpreted as expressing possibility: use, for example, must not
instead.
7.25 Instructions in annexes to legislation. While instructions will contain
imperative terms, they often contain descriptions and statements of fact as well.
For the sake of clarity, therefore, you should use the second person imperative
rather than shall for commands:
Place a sample in a round-bottomed flask &
Use must to express objective necessity:
The sample must be chemically pure & (i.e. if it isn t, the procedure won t work
properly)
SPLIT INFINITIVE
7.26 This refers to the practice of inserting adverbs or other words before an
infinitive but after the to that usually introduces it, as in to boldly go where
no-one has gone before . Although there is nothing wrong with this practice
from the standpoint of English grammar, there are still many who think
otherwise. One way of encouraging such readers to concentrate on the content
of your text rather than on the way you express it is to avoid separating the to
from its following infinitive.
Note, however, that this does not justify qualifying the wrong verb, as in we
called on her legally to condemn the practice . In these and similar cases, either
split the infinitive with a clear conscience or move the qualifying adverb to the
end of the phrase.
THE GERUND AND THE POSSESSIVE
7.27 A gerund has the same form as a present participle, i.e. it is made up of a verb
stem plus -ing. Strictly speaking, it is a verb form used as a noun:
Parliament objected to the President s prompt signing of the Treaty. (1)
The use of the possessive form (the President s) follows the rule for nouns in
general, as in:
Parliament objected to the President s prompt denunciation of the Treaty.
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However, (1) could also be expressed as:
Parliament objected to the President promptly signing the Treaty. (2)
Here, though, signing is still clearly a verb and is not itself being used as a
noun, as it takes a direct object without of and is modified by an adverb
(promptly) not an adjective (prompt). Accordingly, as the President is still the
subject of a verb not a noun, there is no reason for it to be in the possessive,
despite what many authorities might say.
Note also the slight difference in nuance: the objection is to the President s
action in (1), but to an idea or possibility in (2). This explains why one could
write criticised in (1) but not in (2), and why does not foresee fits in (2) but
not in (1).
Although the two constructions in (1) and (2) are therefore clearly distinct, the
use of personal pronouns poses a problem. He would be the logical choice to
replace the President in (2), but unfortunately is no longer current English
except in absolute phrases such as he being the President, we had to obey .
The solution is to use him by analogy with similar looking constructions such
as we saw him signing the Treaty or to use his by analogy with (1):
Parliament objected to him/his promptly signing the Treaty.
In such cases, however, the use of the possessive pronoun blurs the distinction
between (1) and (2). This means that the latter form can turn up in contexts
where it would otherwise not occur:
Despite his promptly signing the Treaty, &
Bear in mind, though, that such constructions often look better rephrased:
Even though he promptly signed the Treaty, &
Despite promptly signing the Treaty, he & .
8 LISTS
8.1 Use your word processor s automatic numbering facilities wherever possible,
since it is much easier to amend a list if the numbers are automatically
adjusted.
For the list items themselves, take care that each is a grammatically correct
continuation of the introduction to the list. Do not change syntactical horses in
midstream, for example by switching from noun to verb. Avoid running the
sentence on after the list of points, either by incorporating the final phrase in
the introductory sentence or by starting a new sentence.
When translating lists, always use the same type of numbering as in the
original, e.g. Arabic numerals, small letters, Roman numerals, etc. If the
original has bullets or dashes, use these. However, you need not use the same
punctuation (points, brackets, etc.) for list numbers, and indeed should not do
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so if they would otherwise look the same as numbered headings elsewhere in
the text.
The four basic types of list are illustrated below. In multi-level lists, follow the
same rules for each level.
8.2 Lists of short items (without main verbs) should be introduced by a full
sentence and have the following features:
f& introductory colon
f& no initial capitals
f& no punctuation (very short items) or comma after each item
f& a full stop at the end.
8.3 Where each item completes the introductory sentence, you should:
- begin with the introductory colon;
- label each item with the appropriate bullet, number or letter;
- end each item with a semicolon;
- close with a full stop.
8.4 If all items are complete statements without a grammatical link to the
introductory sentence, proceed as follows:
a. introduce the list with a colon;
b. label each item with the appropriate bullet, number or letter;
c. start each item with a lowercase letter;
d. end each one with a semicolon;
e. put a full stop at the end.
8.5 If any one item consists of several complete sentences, announce the list with a
complete sentence and continue as indicated below:
1) Introduce the list with a colon.
2) Label each item with the appropriate bullet, number or letter.
3) Begin each item with a capital letter.
4) End each statement with a full stop. This allows several sentences to be
included under a single item without throwing punctuation into confusion.
9 SCIENCE GUIDE
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