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Every English teacher has a sure-fire revision tip that makes developing writers dig down deep and revise initial drafts. One of my favorites involves reducing the number of "to be verbs": is, am, are, was, were, be, being, and been.

At this point, even before I begin to plead my case, I hear the grumbling of the contrarians. One of them mutters a snide, rhetorical question: Didn't Shakespeare say "To be, or not to be: that is the question:"? He used three "to be" verbs right there! If it's good enough for Shakespeare, it's good enough for me. True, but Will used only six more "to be" verbs in Hamlet's next 34 lines. My goals are to convince teachers to help their students reduce, not eliminate the "to be" verbs, and so write with greater precision and purpose. There. I just used a "to be" verb. Feeling better?

What's So Wrong with "To Be" Verbs?

1. The "to be" verbs: is, am, are, was, were, be, being, been are state of being verbs, which means that they unduly claim a degree of permanence. For example, "I am hungry." For most Americans, hunger is only a temporary condition.

2. The "to be" verbs claim absolute truth and exclude other views. "Classical music is very sophisticated." Few would agree that all classical compositions are always sophisticated.

3. The "to be" verbs are general and lack specificity. A mother may tell her child, "Be good at school today." The more specific "Don't talk when the teacher talks today" would probably work better.

4. The "to be" verbs are vague. For example, "That school is great." Clarify the sentence as "That school has wonderful teachers, terrific students, and supportive parents."

5. The "to be" verbs often confuse the reader about the subject of the sentence. For example, "It was nice of you to visit." Who or what is the "It?"

Adapted from Ken Ward's E-Prime article at http://www.trans4mind.com/personal_development/GeneralSemantics/KensEPrime.htm

When Can We Use "To Be" Verbs?

It's not that "to be" verbs are always bad; sometimes writers must use "to be" verbs to communicate exactly what the writer wants to say. In fact, these verb forms can be difficult to replace. When the verb links to the subject (the do-er) of the sentence as a state of being, it performs one of these five functions:

Generally, writers should avoid using "to be" verbs in essays. "To be" verbs can appear more frequently in narrative writing. However, when writers can replace a "to be" verb with a vivid, "show me" verb in any writing genre, it certainly makes sense to do so. With a good "show me" verb, the reader (or listener) can picture the physical or mental action of the verb. The verb engages the interest of the reader and specifically communicates the nature of the action. But, not all non-"to be" verbs are vivid, "show me" verbs. For example, the physical and mental action verbs in this sentence do not use vivid, "show me" verbs: The boy down on the bench and what to do next. In contrast, the physical and mental action verbs in this sentence do use vivid, "show me" verbs: The boy down on the bench and what to do next.

So, how can we get our students to reduce or eliminate "to be" verbs in their essays to create precision of meaning, specificity, clarity, and just good old sentence variety? How do we get our students to use these vivid "show me" verbs instead? Try these five strategies:

How to Eliminate "To Be" Verbs

1. Students need to memorize the "to be" verbs to avoid using them and to revise those that they have used in essays: Identify−is, am, are, was, were, be, being, been. Teach students to self-edit by circling "to be" verbs in the revision stage of writing. Teach students how to problem-solve whether a "to be" verb is necessary or not. Teach students to identify and revise Non-standard English forms of the "to be" verb (Common Core State Standards L.2,3). For example, "They be watching cartoons" or "She been taking her time"

2. Substitute−Sometimes a good replacement of a "to be" verb just pops into the brain. For example, instead of "That cherry pie is delicious," substitute the "to be" verb is with tastes as in "That cherry pie tastes delicious." If a strong, vivid verb does not pop into the brain, HERE is a great list of action verbs, specifically designed for persuasive/argumentative essays, informational/explanatory essays, literary analysis, and narratives (W1.0, 2.0, 3.0 of the Common Core Writing Standards) with useful categories for your students. Thanks to Mary Beth Foster, University of Arizona Strategic Alternative Learning Techniques (SALT) Center for compiling this list. Also, substitute the "there," "here," and "it" + "to be" verbs. For example, instead of "There is the cake, and here are the pies for dessert, and it is served by Mom," replace with "Mom serves the cake and pies for dessert." Let's also add on the "this," "that," "these," and "those" + "to be" verbs. Finally, strong linking verbs can replace "to be" verbs. For example, instead of "That was still the best choice," substitute the "to be" verb was with the linking verb remained as in "That remained the best choice."

3. Convert−Students can start the sentence differently to see if this helps eliminate a "to be" verb. For example, instead of "Charles Schulz was the creator of the Peanuts cartoon strip," convert the common noun creator to the verb created as in "Charles Schulz created the Peanuts cartoon strip."

4. tudents can change the subject of the sentence to another noun or pronoun in the sentence and rearrange the order of the sentence. For example, instead of "The car , starting the sentence with a different word or part of speech will help eliminate the "to be" verb. For example, instead of "The monster Change−To eliminate a"to be" verb, s was stopped by a police officer," change the complete subject, the car, to was in the dark tunnel creeping," rearrange as "Down the dark tunnel crept the monster." a police officer to write "A police officer stopped the car." Also, students can add in a different sentence subjectto eliminate a "to be" verb. For example, instead of "The books were written in Latin," add in a different sentence subject, such as "authors" to change the passive voice to the active voice and write "Authors wrote the books in Latin. Lastly

5. Combine−Look at the sentences before and after the one with the "to be" verb to see if combining the sentences will eliminate the "to be" verb. For example, instead of "The child was sad. The sensitive child was feeling that way because of the news story," combine as "The news story saddened the sensitive child."

A Teaching Plan to Eliminate the "To Be" Verb

1. Post a list of the "to be" verbs and the problem-solving strategies listed above for student reference. Download the three "To Be" Posters at the end of this article. Great tools to teach!

2. Why not create a Dead Verbs Cemetery bulletin board? (What a great idea for Halloween!)

3. Share the five strategies one at a time, so as not to overwhelm students. Teach, practice, and master only one strategy before moving on to another strategy.

4. Use teacher think-alouds to model the "to be" verb revision process.

5. Then, turn the revision chore on over to the whole class with one student writing sample. Correct whole class and commend the variety of effective revisions. Compare sentence revisions and discuss which strategies worked and did not work to eliminate the "to be" verbs.

6. Next, collect student writing samples from the whole class and have students individually revise their peers' "to be" verbs. Peer editing focused on one target issue makes sense.

7. Next, have students revise their own sentences from their own writing samples, using the five strategies.

After teaching and practicing all five strategies, set the "rule" that from now on only one "to-be" verb is allowed in any paragraph (excluding direct quotes). Use peer editing to help identify the "to-be" verbs and peer tutors to help struggling students.

Teaching the strategies and practicing them in the context of student writing samples will help students recognize and avoid these "writing crutches" in their own writing. The end result? More precise and purposeful student writing with vivid, "show me" verbs.

Check out the quality program materials found in these teacher-created and classroom-tested resources:

Teaching Essay Strategies provides the step-by-step resources teachers need to teach the argumentative and informational-explanatory essays. The program includes 8 complete writing process essays with accompanying readings (4 argumentative and 4 informational-explanatory), 42 sequenced essay strategy worksheets, 64 writing opener lessons, dozens of writing skill worksheets (like the "to be" worksheet above), plus writing fluency quick writes Also save time grading essays with the e-comments download of 438 writing comments to improve written response and student revisions.

Also, check out the full-year interactive grammar notebooks, grammar literacy centers, and the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs. Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons, designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

Get the "To Be" Verbs Posters FREE Resource:

Grammar/Mechanics, coherence, Common Core writing, eliminate to be verbs, essay revision, essay strategies, grammar, helping verbs, linking verbs, Mark Pennington, pennington publishing, Teaching Grammar and Mechanics, Teaching the Language Strand, Teaching Writing Strategies, to be verb poster, to be verbs, unity, usage, writers workshop, writing revision, writing worksheets Literacy Centers, Study Skills, Writing

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Every English teacher has a sure-fire revision tip that makes developing writers dig down deep and revise initial drafts. One of my favorites involves reducing the number of "to be verbs": is, am, are, was, were, be, being, and been. At this point, even before I begin to plead my case, I hear the grumbling of the contrarians.

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The Ultimate Strong Verbs List That’ll Supercharge Your Writing

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Good writing is about well-chosen nouns and strong verbs, not adjectives and adverbs. What constitutes a tired verb? Here’s what to look for:

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Six writing tips (from class Week 12)

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Annotated Bibliography

Below is an example of an annotated bibliography. The annotated bibliography allows your professor to see the sources you will use in your final research paper. It shows that you have planned ahead by conducting research and gave thought to the information you will need to write a complete research paper. The annotations may summarize or evaluate the sources used. The references need to follow the APA rules for citations. The title page of your annotated bibliography follows the same rules as an APA research paper.

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LibGuides: APA 7th Edition Style Guide: Annotated Bibliography

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How to set-up and cite your sources using APA 7th edition format. The Publication Manual of the American Psychological Association does not give specific guidelines on how to create an annotated bibliography.

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"Therefore, since brevity is the soul of wit,

And tediousness the limbs and outward flourishes,

I will be brief."

-Shakespeare ( Hamlet, act 2, scene ii, lines 96-98)

A

aforementioned = DELETE

a bigger/greater/higher/larger degree of = more

a considerable amount of = DELETE OR BE SPECIFIC

a decreased number of = fewer

a distance of 28 kilometers = 28 kilometers The well was [ a distance of] 28 kilometers away.

a lesser/smaller degree of = less/fewer

a lot of = many, much

a majority of = most, much of, many

a person who is xxx = a xxx person A hill climber who is dedicated will succeed = A dedicated hill climber will succeed.

a total of seven xxxs = seven xxxs

added bonus = bonus

advance notice/reservations = notice/reservations

advance warning = warning

advance planning = planning

after all is/was said and done = DELETE After all was said and done , the trip to the well was a disaster.

alike share = share They alike share responsibility = They share responsibilily

all across = across

all of = all

all of these = these

all-time record = record

all said = delete All said, Jack and Jill had a bad day.

almost never = seldom

along the lines of = like Characters [ along the lines of] [like] Humpty Dumpty were jealous of Jack and Jill.

any and all = all

are/is such that = DELETE

are/was/were able to = can OR DELETE

armed gunman = gunman

assemble/attach together = assemble/attach

as a matter of fact = in fact OR DELETE

as a means to = to As a means to get the water, Jack and Jill used a pail.

as a result of = because of

as a whole = DELETE

as a way to = to

as being a = is a/was a OR DELETE Please note this as being an accident = Please note this was an accident.

as it truly is = DELETE

as of the moment = DELETE

as the case may be = DELETE

at a later date = later

at the conclusion of = after

at all times = always OR DELETE At all times, watch out for uncovered wells.

at first glance = DELETE

at the earliest possible date = soon OR as soon as possible

at the present time = currently, now

at the same time that = while

at this point in time = now OR DELETE At this point in time, they are presumed drowned.

autobiography of his [or her] life = autobiography

B

bald-headed = bald

based in large part on = based on

based on the fact that = since/because

basic necessity = necessity

basic fundamentals = basics OR fundamentals

because of the fact of = because of

being = DELETE Because of the well being deep, . . . = Because the well was deep, . . .

being that = because

best ever = best

beyond a shadow of a doubt = DELETE

blend together = blend

both of these/them/the = both

brings to mind = recalls/suggests This story brings to mind recalls the Pussy-in-the-well incident, involving Little Johnny Flynn.

brief moment/summary = moment/summary

but yet = but OR yet

burning embers = embers

by and large = DELETE

by leaps and bounds = DELETE

by means of = by

by the same token = DELETE OR similarly/likewise

by the use of = using

by virtue of [the fact that] = by

C

came to a realization = realized/recognized

came to an abrupt end = end[ed] abruptly

careful scrutiny = scrutiny

can be seen as = is OR DELETE

classify into groups = classify

clearly articulate = articulate Jack and Jill could not clearly articuate reasons for their downfall.

close scrutiny = scrutiny

close down [up] = close

collaborate together = collaborate

come to the understanding = understand

common similarities = similarities

comparatively larger/smaller than = larger than/smaller than

compare and contrast = compare

complete with each other = compete

complete stranger = stranger

completely eliminate/destroy/annihilate [etc]= eliminate

completely filled/finished = filled/finished

completely separate = separate

concerning the matter of = about/regarding

conduct an investigation into = investigate We will investigat[e] the disappearance of Jack and Jill.

connect[ed] together = connect[ed]

continue into the future = continue OR DELETE

continue on = continue

consensus of opinion = consensus

core essence = DELETE

correctional facility = jail

crisis situation = crisis

D

dates back to = dates to

depreciate in value = depreciate

derived great pleasure from = enjoyed, appreciated, etc.

despite the fact that = although

did not succeed = failed Jack and Jill did not succeed = Jack and Jill failed.

disappear from sight = disappear

doomed to perish = doomed

due diligence = DELETE [except when used in a purely legal sense]

due to the effects = because

due to the fact that = because

dull in appearance = dull

during the course of = during, while

E

each and every [one] = each, every

each individual = DELETE OR everyone

each of = each

early on in the = early in the

each separate incident = each incident

economically deprived = poor

eliminate altogether = eliminate

enclosed herewith = enclosed

end result = result

engaged in = DELETE

enter into = enter OR DELETE

equal to one [each] another = equal

equally as good = equally good OR equal

erode away = erode

every single one = each one, all, each

exactly identical = identical

exactly the same = the same For Jack, every well was the same.

F

fair amount = DELETE [or be specific]

fall down = fall

few and far between = rare, unusual OR DELETE

few in number = few

filled to [full to] capacity = filled [full]

final demise/destination/outcome = final OR DELETE

first priority = priority

fly through the air = fly

foreign imports = imports

for all intents and purposes = DELETE

for that which is = for the

for the purpose of = to, for

foreseeable future = [when exactly?]

free gift = gift

frozen ice = ice

future plans/prospects = plans OR prospects

G

gain entry into = enter

gather together = gather

general consensus = consensus

general public = public

give an indication of = indicate We need to give an indication of our intentions = We need to indicate our intentions.

give consideration to = consider

grave crisis = crisis

grow in size = grow

H

hand-in-hand = together

has the ability to = can

has/had/have a tendency to = often OR DELETE

has/had/have the ability to/capacity for = can/could

has/had/have the effect of = DELETE

has/had/have the opportunity to = can/could

has had an effect upon = influenced

hear the sound of = hear the I hear the sound of twelve drummers.

heat up = heat

I

I might add that = DELETE

[in a] clear and concise way = [concisely] concise

in a situation in which = in yourself in a situation in which [you have] fall[en] into a well . . .

in a very real sense = DELETE

in actuality = DELETE

in close proximity = near

in connection with = about

in essence = DELETE

in excess of = more than

in keeping with = AVOID

in itself = DELETE

in nature = DELETE

in order to = to

in order to make her argument stronger = to strenghen her argument

in reference to = about/regarding

in the event that = if

in the neighborhood of = about

in the vicinity of = near

in today's society = today

in spite of = despite

in spite of the fact that = although

in such a way = in a way

in terms of = DELETE

in the course of = during, while

in the event that = if

in the final analysis = finally OR DELETE

in the light of = considering OR DELETE

in the midst of = during, amid

in the nature of = DELETE

in the near future = soon OR DELETE

in the not too distant future = soon OR DELETE

in the vicinity of = near

in their own right = DELETE

in this day and age = currently, now, today

in today's society = today

in view of the fact that = because

in which = DELETE Here is the book in which you will find it = You will find it in this book.

inadvertent error = error

inner feelings = feelings

integrate/join together = integrate/join

interestingly enough = DELETE

intertwine[d] together = intertwine[d]

invisible to see = invisible

irregardless = DELETE

is able to = can OR DELETE

is an important factor in = DELETE Fear is an important factor in motivation = Fear motivates.

is aware of the fact that = knows

is described as being = is OR is described as

is effective in its ability = is effective The pail is effective in its ability to carry water = The pail effectively carries water.

is found to be = is

is going to = will

is helpful in understanding = clarifies

is in conflict with = conflicts with/is against

is in contrast to = contrasts with

is of significant importance = is significant OR is important

is scared of = fears

is seen as = is

is well aware that = understands

is when = is OR DELETE

is where = DELETE

is/was more or less = is/was

it appears/seems as though = it appears OR DELETE

it can be seen that = DELETE It can be seen that Jill fell down.

it could happen that = could/may/might

it goes to show that = DELETE

it is/was = DELETE this ability to have well-ryhmed accidents that made them famous.

it is clear/evident/apparent that = DELETE

it is crucial/important that = must/should OR DELETE

it is interesting/important to note that = DELETE

it is necessary that = must/should OR DELETE

it is only a matter of time before = DELETE OR eventually

it is possible that = DELETE

it is rarely the case that [X] happens = [X] rarely happens

it seems at first glance = initially It seems at first glace

it should be noted/pointed out that = DELETE OR note that

it would seem [appear] that = DELETE

itself = DELETE

J

join/gather together = join/gather

joint collaboration = collaboration

joyous celebration = celebration

K

kind of = DELETE

kneel down = kneel

L

lag behind = lag

last but not least = finally

lasting legacy = legacy Jack and Jill have left a lasting legacy for the nursery rhyme business.

later on = later

lift up = lift

local residents = residents

longer/shorter in length = longer/shorter

look ahead to the future = look ahead. plan OR DELETE

M

made out of = made from, made of

mainly focuses on = focuses on

major breakthrough = breakthrough

make a decision = decide

make a determination = decide

make an assumption = assume

made [make] an effort = tried [try] Jack needs to make an effort = Jack needs to try.

make contact with = contact

make/made reference to = refer to

manner in which = way

many different kinds of = many kinds of

many different ways = many ways

meet together = meet

mental attitude = attitude

merge together = merge

mix together = mix

more or less = DELETE [OR be specific]

more preferable = preferable

most likely = likely Jack and Jill will most likely fall down the hill.

mutual agreement = agreement

mutual respect for each other/one another = mutual respect

N

nape of the neck = nape

native habitat = habitat

natural instinct = instinct

necessary prerequisite = prerequisite

never before = never

new invention/innovation = invention/innovation

new record = record [as in SET A NEW RECORD]

new recruit = recruit

none at all = none

nostalgia for the past = nostalgia

not the least of them being = AVOID

O

of great importance = DELETE OR is important

off of = off OR from

old adage/custom = custom/adage

on a daily basis = daily Jack and Jilly climbed the hill on a daily basis = Jack and Jill climbed the hill daily.

on account of the fact that = because

on the basis of = because, based on

on the grounds that = because

on the situation of = about

on the subject of = about OR DELETE

on the surface level = on the surface

on top of all this = moreover OR DELETE

one of the more = DELETE

one of the most interesting = DELETE

only serves to = DELETE

open up = open

over and over again = repeatedly

over exaggerate = exaggerate

over the course of = during OR in OR while [Over the course of their] [While] hill climbing, something went wrong.

overall goal = goal

overall structure = structure

overexaggerate = exaggerate

owing to the fact that = because

P

particular type of = DELETE

past experience = experience

past history = history

past memories = memories

paved the way = DELETE

pay you the amount of $2,000 = pay you $2,000

penetrate into = penetrate

period of time = period, time, OR DELETE

perhaps this may be = this may be OR perhaps this is

personal friend = friend

personal opinion = opinion

personally, I feel/think/believe = I feel/think/believe Personally the hill is too steep.

pick and choose = pick OR choose

plan ahead/in advance= plan

play[s] an important role = DELETE [be specific]

polar opposites = opposites

possible courses of action = choices They had two possible courses of action = They had two choices.

previous/prior to = before

proceed ahead = proceed

prior to = before

protest against = protest

providing that = provided

put to use = use

puzzling in nature = puzzling

Q

quite clearly = DELETE

R

readily apparent = apparent

real truth/life = truth/life

reconsider again = reconsider

refer/reflect/reply back = refer/reflect/reply

regardless of the fact that = although

repeat[ed] [over and over] again = repeat[ed]

respective/respectively = DELETE

rise up = rise

round [square,rectangular] in shape = round [square, rectangular]

S

safe haven = haven

says exactly the same thing = repeats

scrutinize carefully = scrutinize

seems to infer = infers

seek/prefer to have = seek/prefer

serious danger = danger

serve the purpose of = DELETE

serves to explain/show = explain/show

shout loudly = shout

shrugged her shoulders = shrugged

similar to = like Jack and Jill are, in their falling-down way, similar to like Humpty Dumpty.

small in size = small

so much so = DELETE and be exact

some kind of = DELETE

somewhere in the neighborhood of = about Jack weighed somewhere in the neighborhood about 170 pounds.

sort of = DELETE

spell out in detail = spell out OR DELETE

start to gain some momentum = gain some momentum As they begin to fall down the hill, they will start to gain some momentum.

state of affairs = DELETE [vague] Their accident was terrible state of affairs.

still has yet = has yet

study in depth = study

subsequent to = after

subsequent to the use of = after using

sudden impulse = impulse

sum total = total OR sum

summarize briefly = summarize

surrounded on all sides = surrounded

sworn affidavit = affidavit

symbolically represents = represents OR symbolizes

T

take action = act

take into account = consider

tall in height = tall

terrible/horrible tragedy = tragedy

that/this being said = DELETE

that exists = DELETE

that exists between/with/among = between/with/among

that is/are/were = DELETE when possible

that is to say = DELETE

the colour green = green

the end OR final result = the result

the extent to which = DELETE The extent to which Jack was injured was clear = Jack was severely injured.

the human race = humans OR humanity OR people

the fact that = that OR DELETE

the fact remains = DELETE

the final conclusion = the conclusion

the majority of = most/many

the manner/means by which = how

the month of September = September

The nature of the [NOUN] = The [NOUN]

the overall plan = the plan

the possibility exists for = may/might/could The possibility exists for no rain = It might not rain.

The purpose of the XXXX is to illustrate/show/demonstrate = XXXX illustrates/shows/demonstrates

the reason is because = the reason/because

the reason why [is that] = the reason, why, because

the type OR use of = DELETE

there is a tendency = DELETE OR BE SPECIFIC

there is/are/was/were = DELETE

This is a way to get . . . = This gets . . .

total destruction = destruction

to a certain extent = DELETE OR BE SPECIFIC

to be = DELETE The well was considered to be deep.

to be in a position to = to

to make a plan/decision = to plan/decide

to make an acquisition = to acquire

to make an arrangement = to arrange

true fact = fact

two p.m. in the afternoon = two p.m.

two a.m. in the morning = two a.m.

U

ultimate fate = fate

ultimate objective/goal/aim = objective OR goal OR aim

unexpected emergency = emergency

unexpected surprise = surprise

unintentional mistake = mistake

united as one = united

until such time as = until

upon first glance = DELETE Upon first glance, they seemed like a nice couple.

useless in function = useless

utmost perfection = perfection

V

vacillate back and forth = vacillate

valuable asset = asset

various different = various

very unique = unique

violent explosion = explosion

virtually = DELETE

visible to the eye = visible

W

warn in advance = warn

we are of the opinion that = we believe

we as a society = we OR society

We can see that = AVOID

we were found to be in agreement = we agreed

well aware of = aware

were in attendance = attended

what is important is = DELETE

whether or not = whether/if OR DELETE

which have been found to be = are OR DELETE

which is/are/were = DELETE WHEN POSSIBLE

will come in the future = will come

will have an effect on = will effect

who are/was/were = DELETE

why it functions the way it does = how it functions

with regard to = about/regarding

with this is mind = DELETE

witnessed first hand = witnessed

X

Y

young in age = young

Z

= Due to the fact that access to internet resources are actually at the present time very easy to access in many places, the vast majority of users seek to have those kinds of devices that are most easy to carry around with them wherever they go. Because the Internet is available most places, users often prefer portable devices .

That's twelve words in place of forty-six. Easy peasy.

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"Therefore, since brevity is the soul of wit, And tediousness the limbs and outward flourishes, I will be brief." -Shakespeare ( Hamlet, act 2, scene ii, lines 96-98) aforementioned = DELETE a bigger/greater/higher/larger degree of = more a considerable amount of = DELETE OR BE SPECIFIC a decreased number of = fewer a distance of 28 kilometers = 28 kilometers The well was [ a distance of] 28 kilometers away.

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jhutchison1@georgebrown.ca

# data[].attributes.body
Student 24/7 Help
416–415–5000 ext. 2285
bbstudent@gerogebrown.ca
Free lynda.com Blackboard training videos

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A good APA source.

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Purdue OWL® - Purdue OWL® - Purdue University

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.