E-Prime — writing English without the verb 'to be'.
Welcome to the first lesson in this pioneering E-Prime course—the first systematic, vocabulary-based curriculum for mastering English without the verb “to be.”
What does E-Prime mean?
E-Prime (English-Prime) represents a constrained form of English that eliminates all conjugations of “to be”: be, am, is, are, was, were, been, being, and their contractions (I’m, he’s, it’s, you’re, we’re, they’re, that’s, what’s, there’s). D. David Bourland Jr. developed E-Prime in the late 1940s, building on Alfred Korzybski’s General Semantics philosophy. The discipline encourages clearer thinking by forcing speakers and writers to choose more precise, active constructions.
Why start with “the”?
The definite article “the” ranks as the most frequent word in English. It appears in countless sentences—many of which traditionally use “to be” constructions. By learning how “the” functions within E-Prime constraints from the very beginning, you build a foundation for expressing definiteness, specificity, and reference without falling into copula traps.
Q: How does “the” function in E-Prime? A: The definite article “the” operates identically in E-Prime as in Standard English. E-Prime restricts only “to be” forms. “The” continues to mark specific, known, or previously mentioned nouns. The challenge lies in constructing sentences around “the” that avoid “is,” “are,” “was,” and other forbidden forms.
Course Index:
https://latinum.substack.com/p/index
• “The” functions identically in E-Prime and Standard English—no modification required for the word itself
• The challenge lies in building sentences containing “the” without using any form of “to be”
• Common patterns like “The X is Y” require transformation to “The X seems Y,” “The X appears Y,” or active restructuring
• Perception verbs (appear, seem, look, feel, sound) serve as primary replacements for copula constructions
• E-Prime trains the mind to distinguish observation from identity claims
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Archaic: art, wast, wert
Equation Verbs — equal, make, total, amount to
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Format: Line (a) presents the E-Prime sentence with the topic word in bold. Line (b) provides grammatical glossing.
1.1a The cat sits on the mat.
1.1b The (DEF.ART) cat (N-subj) sits (V-pres.EXIST) on (PREP) the (DEF.ART) mat (N-obj).
1.2a The sky appears blue today.
1.2b The (DEF.ART) sky (N-subj) appears (V-pres.PERCEPT) blue (ADJ-pred) today (ADV-time).
1.3a The child laughs joyfully.
1.3b The (DEF.ART) child (N-subj) laughs (V-pres) joyfully (ADV-manner).
1.4a The bread smells fresh.
1.4b The (DEF.ART) bread (N-subj) smells (V-pres.PERCEPT) fresh (ADJ-pred).
1.5a The door remains closed.
1.5b The (DEF.ART) door (N-subj) remains (V-pres.STATE) closed (ADJ-pred).
1.6a The teacher explained the lesson clearly to the students.
1.6b The (DEF.ART) teacher (N-subj) explained (V-past) the (DEF.ART) lesson (N-obj) clearly (ADV-manner) to (PREP) the (DEF.ART) students (N-obj).
1.7a The scientist discovered the new element in the laboratory.
1.7b The (DEF.ART) scientist (N-subj) discovered (V-past) the (DEF.ART) new (ADJ) element (N-obj) in (PREP) the (DEF.ART) laboratory (N-loc).
1.8a The music sounds beautiful to the audience.
1.8b The (DEF.ART) music (N-subj) sounds (V-pres.PERCEPT) beautiful (ADJ-pred) to (PREP) the (DEF.ART) audience (N-obj).
1.9a The problem seems difficult, yet the team works diligently.
1.9b The (DEF.ART) problem (N-subj) seems (V-pres.PERCEPT) difficult (ADJ-pred), yet (CONJ) the (DEF.ART) team (N-subj) works (V-pres) diligently (ADV-manner).
1.10a The guests arrived early, and the host greeted them warmly.
1.10b The (DEF.ART) guests (N-subj) arrived (V-past) early (ADV-time), and (CONJ) the (DEF.ART) host (N-subj) greeted (V-past) them (PRON-obj) warmly (ADV-manner).
1.11a The evidence suggests the defendant acted alone during the robbery.
1.11b The (DEF.ART) evidence (N-subj) suggests (V-pres) the (DEF.ART) defendant (N-subj) acted (V-past) alone (ADV-manner) during (PREP) the (DEF.ART) robbery (N-obj).
1.12a The philosopher questioned the nature of reality throughout the lecture.
1.12b The (DEF.ART) philosopher (N-subj) questioned (V-past) the (DEF.ART) nature (N-obj) of (PREP) reality (N-obj) throughout (PREP) the (DEF.ART) lecture (N-obj).
1.13a The committee reviewed the proposal and found the arguments compelling.
1.13b The (DEF.ART) committee (N-subj) reviewed (V-past) the (DEF.ART) proposal (N-obj) and (CONJ) found (V-past.PERCEPT) the (DEF.ART) arguments (N-obj) compelling (ADJ-pred).
1.14a The ancient manuscript revealed secrets about the civilization that built the pyramids.
1.14b The (DEF.ART) ancient (ADJ) manuscript (N-subj) revealed (V-past) secrets (N-obj) about (PREP) the (DEF.ART) civilization (N-obj) that (REL.PRON) built (V-past) the (DEF.ART) pyramids (N-obj).
1.15a The conductor raised the baton, and the orchestra began the symphony with precision.
1.15b The (DEF.ART) conductor (N-subj) raised (V-past) the (DEF.ART) baton (N-obj), and (CONJ) the (DEF.ART) orchestra (N-subj) began (V-past) the (DEF.ART) symphony (N-obj) with (PREP) precision (N-manner).
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1.1 “The cat sits on the mat.” [Standard English equivalent: “The cat is on the mat.”] [Strategy: Existence verb replacement (sits)]
1.2 “The sky appears blue today.” [Standard English equivalent: “The sky is blue today.”] [Strategy: Perception verb replacement (appears)]
1.3 “The child laughs joyfully.” [Standard English equivalent: “The child is happy.” / No direct equivalent needed—already action-based] [Strategy: Direct action verb—no transformation required]
1.4 “The bread smells fresh.” [Standard English equivalent: “The bread is fresh.”] [Strategy: Perception verb replacement (smells)]
1.5 “The door remains closed.” [Standard English equivalent: “The door is closed.”] [Strategy: State verb replacement (remains)]
1.6 “The teacher explained the lesson clearly to the students.” [Standard English equivalent: Already active—no “to be” form present] [Strategy: Active voice maintained—no transformation required]
1.7 “The scientist discovered the new element in the laboratory.” [Standard English equivalent: Already active—no “to be” form present] [Strategy: Active voice maintained—no transformation required]
1.8 “The music sounds beautiful to the audience.” [Standard English equivalent: “The music is beautiful to the audience.”] [Strategy: Perception verb replacement (sounds)]
1.9 “The problem seems difficult, yet the team works diligently.” [Standard English equivalent: “The problem is difficult, yet the team is diligent.”] [Strategy: Perception verb (seems) + action verb (works)]
1.10 “The guests arrived early, and the host greeted them warmly.” [Standard English equivalent: Already active—no “to be” form present] [Strategy: Active voice maintained—no transformation required]
1.11 “The evidence suggests the defendant acted alone during the robbery.” [Standard English equivalent: “It is suggested by the evidence that the defendant was alone.”] [Strategy: Active voice transformation (suggests) + action verb (acted)]
1.12 “The philosopher questioned the nature of reality throughout the lecture.” [Standard English equivalent: Already active—no “to be” form present] [Strategy: Active voice maintained—no transformation required]
1.13 “The committee reviewed the proposal and found the arguments compelling.” [Standard English equivalent: “The arguments are/were compelling.”] [Strategy: Perception verb (found) expressing assessment]
1.14 “The ancient manuscript revealed secrets about the civilization that built the pyramids.” [Standard English equivalent: Already active—no “to be” form present] [Strategy: Active voice maintained—relative clause uses “built” not “was”]
1.15 “The conductor raised the baton, and the orchestra began the symphony with precision.” [Standard English equivalent: Already active—no “to be” form present] [Strategy: Active voice maintained—no transformation required]
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1.1 The cat sits on the mat.
1.2 The sky appears blue today.
1.3 The child laughs joyfully.
1.4 The bread smells fresh.
1.5 The door remains closed.
1.6 The teacher explained the lesson clearly to the students.
1.7 The scientist discovered the new element in the laboratory.
1.8 The music sounds beautiful to the audience.
1.9 The problem seems difficult, yet the team works diligently.
1.10 The guests arrived early, and the host greeted them warmly.
1.11 The evidence suggests the defendant acted alone during the robbery.
1.12 The philosopher questioned the nature of reality throughout the lecture.
1.13 The committee reviewed the proposal and found the arguments compelling.
1.14 The ancient manuscript revealed secrets about the civilization that built the pyramids.
1.15 The conductor raised the baton, and the orchestra began the symphony with precision.
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**These grammar rules govern “the” in E-Prime:**1. Standard English Function
The president gave a speech. (contextually known)
“The” precedes singular and plural nouns, countable and uncountable nouns alike.2. E-Prime Considerations
“The building was destroyed.”
These patterns require transformation. The definite article remains; only the copula changes.3. Replacement Strategies for Sentences with “The”
Most Common Transformations:
Standard English E-Prime Alternative Strategy The soup is hot. The soup feels/tastes hot. Perception verb The book is on the table. The book sits/lies/rests on the table. Existence verb The man is a doctor. The man works as a doctor. Relational verb The answer is four. The answer equals four. Equation verb The door is open. The door remains/stays open. State verb4. Common Mistakes
Correct: “The problem seems difficult.”
Correct: “The book sits on the shelf.”
Correct: “The ball broke the window.”
Correct: “The child reads the book.” / “The child continues reading the book.”5. Style Notes
Read aloud to check for awkwardness
Elegant E-Prime often requires restructuring entire sentences rather than word-for-word substitution.
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Alfred Korzybski (1879–1950) founded General Semantics with his 1933 work Science and Sanity. His famous dictum—”the map does not equal the territory”—reminds us that words represent reality without being reality itself. (Note: Korzybski’s original phrasing “the map is not the territory” violates E-Prime; the reformulation demonstrates the discipline in action.)
Korzybski observed that the verb “to be” encourages false identification between symbol and referent. When we say “John is a criminal,” we equate John’s entire existence with one characteristic. E-Prime forces us toward “John committed a crime” or “The court convicted John”—more precise, less totalizing statements.2. Practical Applications
Scientific Writing: E-Prime encourages operational definitions. Rather than “The electron is a particle,” scientists write “The electron behaves as a particle when measured by instrument X.”
Therapeutic Contexts: Albert Ellis incorporated E-Prime into Rational Emotive Behavior Therapy (REBT). Instead of “I am worthless,” clients learn “I feel worthless right now” or “I judge myself harshly”—framing experiences as temporary and observer-dependent.
Negotiation: E-Prime reduces dogmatism. “Your proposal seems problematic” invites discussion; “Your proposal is wrong” shuts it down.
Critical Thinking Pedagogy: Writing in E-Prime trains students to examine their assumptions and distinguish observation from interpretation.3. The E-Prime Community
E-Prime III: A Third Anthology (1997)
Robert Anton Wilson popularized E-Prime through Quantum Psychology (1990), written entirely in E-Prime.4. Philosophical Implications
E-Prime challenges Aristotelian essentialism—the notion that things possess fixed, inherent “essences.” By removing “is,” we acknowledge that characteristics exist in relationship, context, and time rather than absolutely.
The observer enters every statement. “The painting looks beautiful” acknowledges someone perceiving; “The painting is beautiful” claims objective truth. E-Prime cultivates epistemic humility.5. Critiques and Limitations
Critics note that E-Prime can produce awkward, wordy constructions. Some functions of “to be” seem irreplaceable without circumlocution. The progressive tense (”She is singing”) and passive voice (”The letter was sent”) require creative workarounds.
E-Prime works best as a thinking tool and occasional writing discipline rather than a permanent language replacement. Even Bourland acknowledged that forcing E-Prime everywhere would impede rather than enhance communication.
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**From Robert Anton Wilson, Quantum Psychology (1990), Chapter 5:**F-A: Interlinear Construed Text
The (DEF.ART) word (N-subj) appears (V-pres.PERCEPT) in (PREP) the (DEF.ART) map (N-obj) only (ADV). The (DEF.ART) territory (N-subj) contains (V-pres) no (DET) words (N-obj). The (DEF.ART) menu (N-subj) does (AUX) not (NEG) taste (V-inf) like (PREP) the (DEF.ART) meal (N-obj). The (DEF.ART) picture (N-subj) of (PREP) the (DEF.ART) pipe (N-obj) does (AUX) not (NEG) function (V-inf) as (PREP) a (INDEF.ART) pipe (N-pred). We (PRON-subj) cannot (AUX.NEG) smoke (V-inf) the (DEF.ART) picture (N-obj).F-B: Natural Text with Translation
“The word appears in the map only. The territory contains no words. The menu does not taste like the meal. The picture of the pipe does not function as a pipe. We cannot smoke the picture.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 5
[Note: Wilson demonstrates Korzybski’s principle using E-Prime throughout. His formulations systematically avoid “to be” while making philosophical points about representation and reality.]F-C: E-Prime Text Only
does not function as — relational verb with negation
Wilson alludes to René Magritte’s famous painting The Treachery of Images (”Ceci n’est pas une pipe”), translating its insight into E-Prime.F-E: Commentary on E-Prime Technique
Wilson demonstrates that philosophical precision and E-Prime compatibility reinforce each other. Each sentence uses “the” naturally while avoiding all copula forms. The passage teaches General Semantics principles through its very structure—modeling the discipline it describes.
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The following passage demonstrates E-Prime in scientific/observational writing, building a coherent mini-text about research methodology.Part A: Interlinear Construed Text
1.16a The researcher observed the participants throughout the experiment.
1.16b The (DEF.ART) researcher (N-subj) observed (V-past) the (DEF.ART) participants (N-obj) throughout (PREP) the (DEF.ART) experiment (N-obj).
1.17a The data revealed patterns that the team had not anticipated.
1.17b The (DEF.ART) data (N-subj) revealed (V-past) patterns (N-obj) that (REL.PRON) the (DEF.ART) team (N-subj) had (AUX) not (NEG) anticipated (V-past.PART).
1.18a The results appeared significant at the p < 0.05 level.
1.18b The (DEF.ART) results (N-subj) appeared (V-past.PERCEPT) significant (ADJ-pred) at (PREP) the (DEF.ART) p < 0.05 (N-mod) level (N-obj).
1.19a The control group showed no change, while the experimental group improved dramatically.
1.19b The (DEF.ART) control (ADJ) group (N-subj) showed (V-past) no (DET) change (N-obj), while (CONJ) the (DEF.ART) experimental (ADJ) group (N-subj) improved (V-past) dramatically (ADV-manner).
1.20a The hypothesis gained support from the statistical analysis.
1.20b The (DEF.ART) hypothesis (N-subj) gained (V-past) support (N-obj) from (PREP) the (DEF.ART) statistical (ADJ) analysis (N-obj).
1.21a The methodology followed the protocols established in the previous study.
1.21b The (DEF.ART) methodology (N-subj) followed (V-past) the (DEF.ART) protocols (N-obj) established (V-past.PART) in (PREP) the (DEF.ART) previous (ADJ) study (N-obj).
1.22a The instruments measured the variables with high precision.
1.22b The (DEF.ART) instruments (N-subj) measured (V-past) the (DEF.ART) variables (N-obj) with (PREP) high (ADJ) precision (N-manner).
1.23a The findings contradict the conclusions drawn in the earlier literature.
1.23b The (DEF.ART) findings (N-subj) contradict (V-pres) the (DEF.ART) conclusions (N-obj) drawn (V-past.PART) in (PREP) the (DEF.ART) earlier (ADJ) literature (N-obj).
1.24a The sample size limited the generalizability of the conclusions.
1.24b The (DEF.ART) sample (N-mod) size (N-subj) limited (V-past) the (DEF.ART) generalizability (N-obj) of (PREP) the (DEF.ART) conclusions (N-obj).
1.25a The reviewers recommended revisions to the discussion section.
1.25b The (DEF.ART) reviewers (N-subj) recommended (V-past) revisions (N-obj) to (PREP) the (DEF.ART) discussion (N-mod) section (N-obj).
1.26a The principal investigator submitted the final report to the funding agency.
1.26b The (DEF.ART) principal (ADJ) investigator (N-subj) submitted (V-past) the (DEF.ART) final (ADJ) report (N-obj) to (PREP) the (DEF.ART) funding (N-mod) agency (N-obj).
1.27a The laboratory conditions remained stable throughout the trials.
1.27b The (DEF.ART) laboratory (N-mod) conditions (N-subj) remained (V-past.STATE) stable (ADJ-pred) throughout (PREP) the (DEF.ART) trials (N-obj).
1.28a The participants completed the questionnaire without assistance from the staff.
1.28b The (DEF.ART) participants (N-subj) completed (V-past) the (DEF.ART) questionnaire (N-obj) without (PREP) assistance (N-obj) from (PREP) the (DEF.ART) staff (N-obj).
1.29a The implications extend beyond the scope of the current investigation.
1.29b The (DEF.ART) implications (N-subj) extend (V-pres) beyond (PREP) the (DEF.ART) scope (N-obj) of (PREP) the (DEF.ART) current (ADJ) investigation (N-obj).
1.30a The research team plans to replicate the study with the larger population next year.
1.30b The (DEF.ART) research (N-mod) team (N-subj) plans (V-pres) to (PART) replicate (V-inf) the (DEF.ART) study (N-obj) with (PREP) the (DEF.ART) larger (ADJ) population (N-obj) next (ADJ) year (N-time).Part B: Natural Sentences with Transformation Notes
1.16 “The researcher observed the participants throughout the experiment.” [Already active—no transformation required]
1.17 “The data revealed patterns that the team had not anticipated.” [Already active—no transformation required]
1.18 “The results appeared significant at the p < 0.05 level.” [Standard: “The results were significant.” Strategy: Perception verb (appeared)]
1.19 “The control group showed no change, while the experimental group improved dramatically.” [Already active—no transformation required]
1.20 “The hypothesis gained support from the statistical analysis.” [Standard: “The hypothesis was supported.” Strategy: Active voice transformation]
1.21 “The methodology followed the protocols established in the previous study.” [Already active—no transformation required]
1.22 “The instruments measured the variables with high precision.” [Already active—no transformation required]
1.23 “The findings contradict the conclusions drawn in the earlier literature.” [Already active—no transformation required]
1.24 “The sample size limited the generalizability of the conclusions.” [Already active—no transformation required]
1.25 “The reviewers recommended revisions to the discussion section.” [Already active—no transformation required]
1.26 “The principal investigator submitted the final report to the funding agency.” [Already active—no transformation required]
1.27 “The laboratory conditions remained stable throughout the trials.” [Standard: “The conditions were stable.” Strategy: State verb (remained)]
1.28 “The participants completed the questionnaire without assistance from the staff.” [Already active—no transformation required]
1.29 “The implications extend beyond the scope of the current investigation.” [Already active—no transformation required]
1.30 “The research team plans to replicate the study with the larger population next year.” [Already active—no transformation required]Part C: E-Prime Text Only
1.16 The researcher observed the participants throughout the experiment.
1.17 The data revealed patterns that the team had not anticipated.
1.18 The results appeared significant at the p < 0.05 level.
1.19 The control group showed no change, while the experimental group improved dramatically.
1.20 The hypothesis gained support from the statistical analysis.
1.21 The methodology followed the protocols established in the previous study.
1.22 The instruments measured the variables with high precision.
1.23 The findings contradict the conclusions drawn in the earlier literature.
1.24 The sample size limited the generalizability of the conclusions.
1.25 The reviewers recommended revisions to the discussion section.
1.26 The principal investigator submitted the final report to the funding agency.
1.27 The laboratory conditions remained stable throughout the trials.
1.28 The participants completed the questionnaire without assistance from the staff.
1.29 The implications extend beyond the scope of the current investigation.
1.30 The research team plans to replicate the study with the larger population next year.Part D: Grammar Notes for Genre Section
Operational language — describing what happened rather than claiming essences
Notice that most scientific sentences required no transformation—good research writing already avoids excessive “to be” constructions. The exceptions (1.18, 1.20, 1.27) demonstrate how perception and state verbs maintain meaning while eliminating the copula.
Key pattern: Scientific E-Prime replaces “X was Y” with “X appeared Y” or “X showed Y”—acknowledging that conclusions emerge from observation rather than existing as absolute facts.
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Practice converting these Standard English sentences to E-Prime:
Standard: “The answer is correct.”
E-Prime: “The answer appears correct.” / “I find the answer correct.” / “The answer matches the solution.”
Strategy: Perception verb / Personal attribution / Action verb
Standard: “The weather is terrible today.”
E-Prime: “The weather seems terrible today.” / “I find the weather terrible today.”
Strategy: Perception verb / Personal attribution
Standard: “The book is on the table.”
E-Prime: “The book sits on the table.” / “The book lies on the table.” / “The book rests on the table.”
Strategy: Existence verb replacement
Standard: “The man is a doctor.”
E-Prime: “The man works as a doctor.” / “The man practices medicine.” / “People call him a doctor.”
Strategy: Relational verb / Action verb / Attribution
Standard: “There is the solution to the problem.”
E-Prime: “The solution to the problem exists here.” / “I found the solution to the problem.” / “This represents the solution to the problem.”
Strategy: Existence verb / Active voice / Classification verb
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
The 1000-Word System: Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. By lesson 1000, students will have encountered the core vocabulary of English—all within the discipline of avoiding “to be.”
E-Prime text only (reading practice)
This multi-layered approach, developed by the Latinum Institute since 2006, accelerates comprehension by making structure transparent before demanding fluent reading.
E-Prime as Mental Discipline: Beyond vocabulary acquisition, this course trains a way of thinking. E-Prime practitioners report clearer reasoning, reduced dogmatism, and more precise communication. The discipline serves writers, scientists, therapists, negotiators, and anyone seeking greater clarity in language and thought.
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✓ Lesson 1 E-Prime complete
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This lesson addresses the heart of E-Prime: the verb “to be” itself—the very word this discipline eliminates. You will not learn to use “be” in E-Prime; rather, you will learn to recognize it, understand its functions, and master the art of expressing equivalent meanings without it.
What does E-Prime eliminate?
E-Prime excludes all forms of the verb “to be”: be, am, is, are, was, were, been, being, plus contractions (I’m, he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s, you’re, we’re, they’re) and archaic forms (art, wast, wert). This elimination forces writers and speakers to choose more precise, active constructions.
Why eliminate “to be”?
The “is” of predication — “The sky is blue” presents a subjective perception as objective fact, hiding the observer.
By removing “to be,” E-Prime practitioners acknowledge that reality changes, observers exist, and language shapes thought. The discipline cultivates epistemic humility and precision.
Q: How do I express “being” without “be”? A: E-Prime offers eight replacement strategies: active voice, perception verbs (appear, seem, look, feel), existence verbs (exist, sit, stand, remain), relational verbs (function as, serve as, work as), classification verbs (belong to, constitute), identity rephrasing, state verbs, and equation verbs (equal, make, total).
Course Index:
https://latinum.substack.com/p/index
• “To be” represents the second most frequent word in English—and E-Prime eliminates it entirely
• The verb serves multiple functions: identity, predication, existence, location, auxiliary, and passive voice marker
• Each function requires a different transformation strategy in E-Prime
• Mastering E-Prime means mastering alternatives to “be”—not avoiding communication
• This lesson teaches recognition and transformation, not usage
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The Complete “To Be” Family (All Forbidden):
Form Examples Infinitive to be Present am, is, are Past was, were Past Participle been Present Participle being Contractions I’m, he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s, you’re, we’re, they’re Archaic art, wast, wert Negative Contractions isn’t, aren’t, wasn’t, weren’t
The Six Functions of “To Be” and Their Replacements:
E-Prime: “She serves as president.” / “She holds the presidency.”
E-Prime: “The soup feels hot.” / “The soup tastes hot.”
E-Prime: “A cat sits on the mat.” / “I see a cat on the mat.”
E-Prime: “The book lies on the table.” / “The book rests on the table.”
E-Prime: “She reads.” / “She continues reading.”
E-Prime: “The ball broke the window.”
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Note: Every example demonstrates an E-Prime alternative to a “to be” construction. The transformation replaces the forbidden verb while preserving meaning.
2.1a The child feels happy today.
2.1b The (DEF.ART) child (N-subj) feels (V-pres.STATE) happy (ADJ-pred) today (ADV-time).
[Replaces: “The child is happy today.” — Predication → State verb]
2.2a A cat sits on the warm mat.
2.2b A (INDEF.ART) cat (N-subj) sits (V-pres.EXIST) on (PREP) the (DEF.ART) warm (ADJ) mat (N-obj).
[Replaces: “There is a cat on the mat.” / “A cat is on the mat.” — Existence/Location → Existence verb]
2.3a She works as a doctor at the hospital.
2.3b She (PRON-subj) works as (V-pres.REL) a (INDEF.ART) doctor (N-pred) at (PREP) the (DEF.ART) hospital (N-loc).
[Replaces: “She is a doctor.” — Identity → Relational verb]
2.4a The music sounds beautiful tonight.
2.4b The (DEF.ART) music (N-subj) sounds (V-pres.PERCEPT) beautiful (ADJ-pred) tonight (ADV-time).
[Replaces: “The music is beautiful tonight.” — Predication → Perception verb]
2.5a The door remains locked.
2.5b The (DEF.ART) door (N-subj) remains (V-pres.STATE) locked (ADJ-pred).
[Replaces: “The door is locked.” — Predication → State verb]
2.6a The evidence suggests guilt, though the jury continues deliberating.
2.6b The (DEF.ART) evidence (N-subj) suggests (V-pres) guilt (N-obj), though (CONJ) the (DEF.ART) jury (N-subj) continues deliberating (V-pres + V-gerund).
[Replaces: “The evidence is suggestive of guilt” + “the jury is deliberating.” — Predication → Active verb; Progressive → continues + gerund]
2.7a The storm broke the window, and glass lies scattered across the floor.
2.7b The (DEF.ART) storm (N-subj) broke (V-past) the (DEF.ART) window (N-obj), and (CONJ) glass (N-subj) lies (V-pres.EXIST) scattered (ADJ-pred) across (PREP) the (DEF.ART) floor (N-obj).
[Replaces: “The window was broken by the storm.” — Passive → Active voice]
2.8a Dolphins belong to the mammal family, not the fish family.
2.8b Dolphins (N-subj) belong to (V-pres.CLASS) the (DEF.ART) mammal (N-mod) family (N-obj), not (NEG) the (DEF.ART) fish (N-mod) family (N-obj).
[Replaces: “Dolphins are mammals.” — Identity/Classification → Classification verb]
2.9a The solution equals the sum of all parts.
2.9b The (DEF.ART) solution (N-subj) equals (V-pres.EQUAT) the (DEF.ART) sum (N-obj) of (PREP) all (DET) parts (N-obj).
[Replaces: “The solution is the sum of all parts.” — Identity/Equation → Equation verb]
2.10a I feel tired after the long journey, yet I keep working.
2.10b I (PRON-subj) feel (V-pres.STATE) tired (ADJ-pred) after (PREP) the (DEF.ART) long (ADJ) journey (N-obj), yet (CONJ) I (PRON-subj) keep working (V-pres + V-gerund).
[Replaces: “I am tired” + “I am still working.” — Predication → State verb; Progressive → keep + gerund]
2.11a The committee appointed Maria chairperson, and she now holds that position with distinction.
2.11b The (DEF.ART) committee (N-subj) appointed (V-past) Maria (N-obj) chairperson (N-pred), and (CONJ) she (PRON-subj) now (ADV-time) holds (V-pres.REL) that (DET) position (N-obj) with (PREP) distinction (N-manner).
[Replaces: “Maria is the chairperson.” — Identity → Active appointment + Relational verb]
2.12a The painting appears authentic to the experts, though some doubts persist.
2.12b The (DEF.ART) painting (N-subj) appears (V-pres.PERCEPT) authentic (ADJ-pred) to (PREP) the (DEF.ART) experts (N-obj), though (CONJ) some (DET) doubts (N-subj) persist (V-pres).
[Replaces: “The painting is authentic.” — Predication → Perception verb]
2.13a Stars exist throughout the universe, and astronomers continue discovering new ones.
2.13b Stars (N-subj) exist (V-pres.EXIST) throughout (PREP) the (DEF.ART) universe (N-obj), and (CONJ) astronomers (N-subj) continue discovering (V-pres + V-gerund) new (ADJ) ones (PRON-obj).
[Replaces: “There are stars throughout the universe.” — Existence → Existence verb]
2.14a The philosopher rejected the notion that identity remains fixed, arguing instead that people change constantly.
2.14b The (DEF.ART) philosopher (N-subj) rejected (V-past) the (DEF.ART) notion (N-obj) that (CONJ) identity (N-subj) remains (V-pres.STATE) fixed (ADJ-pred), arguing (V-gerund) instead (ADV) that (CONJ) people (N-subj) change (V-pres) constantly (ADV-manner).
[Replaces: “identity is fixed” — Predication → State verb]
2.15a The map represents the territory without equaling it—a distinction that Korzybski emphasized throughout his work.
2.15b The (DEF.ART) map (N-subj) represents (V-pres.CLASS) the (DEF.ART) territory (N-obj) without (PREP) equaling (V-gerund) it (PRON-obj)—a (INDEF.ART) distinction (N-appos) that (REL.PRON) Korzybski (N-subj) emphasized (V-past) throughout (PREP) his (PRON-poss) work (N-obj).
[Replaces: “The map is not the territory.” — Identity → Represents without equaling]
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2.1 “The child feels happy today.” [Standard English: “The child is happy today.”] [Function eliminated: Predication] [Strategy: State verb (feels)]
2.2 “A cat sits on the warm mat.” [Standard English: “There is a cat on the mat.” / “A cat is on the mat.”] [Function eliminated: Existence / Location] [Strategy: Existence verb (sits)]
2.3 “She works as a doctor at the hospital.” [Standard English: “She is a doctor.”] [Function eliminated: Identity] [Strategy: Relational verb (works as)]
2.4 “The music sounds beautiful tonight.” [Standard English: “The music is beautiful tonight.”] [Function eliminated: Predication] [Strategy: Perception verb (sounds)]
2.5 “The door remains locked.” [Standard English: “The door is locked.”] [Function eliminated: Predication] [Strategy: State verb (remains)]
2.6 “The evidence suggests guilt, though the jury continues deliberating.” [Standard English: “The evidence is suggestive...” / “The jury is deliberating.”] [Functions eliminated: Predication + Progressive auxiliary] [Strategy: Active verb (suggests) + continues + gerund]
2.7 “The storm broke the window, and glass lies scattered across the floor.” [Standard English: “The window was broken by the storm.”] [Function eliminated: Passive auxiliary] [Strategy: Active voice transformation]
2.8 “Dolphins belong to the mammal family, not the fish family.” [Standard English: “Dolphins are mammals.”] [Function eliminated: Identity / Class membership] [Strategy: Classification verb (belong to)]
2.9 “The solution equals the sum of all parts.” [Standard English: “The solution is the sum of all parts.”] [Function eliminated: Identity / Equation] [Strategy: Equation verb (equals)]
2.10 “I feel tired after the long journey, yet I keep working.” [Standard English: “I am tired.” / “I am still working.”] [Functions eliminated: Predication + Progressive auxiliary] [Strategy: State verb (feel) + keep + gerund]
2.11 “The committee appointed Maria chairperson, and she now holds that position with distinction.” [Standard English: “Maria is the chairperson.”] [Function eliminated: Identity] [Strategy: Active appointment + Relational verb (holds)]
2.12 “The painting appears authentic to the experts, though some doubts persist.” [Standard English: “The painting is authentic.”] [Function eliminated: Predication] [Strategy: Perception verb (appears)]
2.13 “Stars exist throughout the universe, and astronomers continue discovering new ones.” [Standard English: “There are stars throughout the universe.”] [Function eliminated: Existence] [Strategy: Existence verb (exist) + continues + gerund]
2.14 “The philosopher rejected the notion that identity remains fixed, arguing instead that people change constantly.” [Standard English: “...that identity is fixed.”] [Function eliminated: Predication] [Strategy: State verb (remains)]
2.15 “The map represents the territory without equaling it—a distinction that Korzybski emphasized throughout his work.” [Standard English: “The map is not the territory.”] [Function eliminated: Identity (negated)] [Strategy: Classification verb (represents) + negated equation (without equaling)]
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2.1 The child feels happy today.
2.2 A cat sits on the warm mat.
2.3 She works as a doctor at the hospital.
2.4 The music sounds beautiful tonight.
2.5 The door remains locked.
2.6 The evidence suggests guilt, though the jury continues deliberating.
2.7 The storm broke the window, and glass lies scattered across the floor.
2.8 Dolphins belong to the mammal family, not the fish family.
2.9 The solution equals the sum of all parts.
2.10 I feel tired after the long journey, yet I keep working.
2.11 The committee appointed Maria chairperson, and she now holds that position with distinction.
2.12 The painting appears authentic to the experts, though some doubts persist.
2.13 Stars exist throughout the universe, and astronomers continue discovering new ones.
2.14 The philosopher rejected the notion that identity remains fixed, arguing instead that people change constantly.
2.15 The map represents the territory without equaling it—a distinction that Korzybski emphasized throughout his work.
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**These grammar rules explain what E-Prime eliminates and how to replace it:**1. The Functions of “To Be” in Standard English
The verb “to be” serves more functions than any other English verb:
“Water is H₂O.” (Water = H₂O)
“She is intelligent.”
“I think, therefore I am.”
“Paris is in France.”
“They were sleeping.”
“The cake is being eaten.”2. Why E-Prime Eliminates “To Be”
The Problem of False Identity: When we say “John is a criminal,” language structure suggests John = criminal—an absolute identification. E-Prime requires “John committed a crime” or “The court convicted John,” acknowledging that one act does not define a person’s essence.
The Problem of Hidden Observers: “The painting is beautiful” presents subjective judgment as objective fact. E-Prime requires “The painting looks beautiful to me” or “I find the painting beautiful,” making the observer visible.
The Problem of False Permanence: “To be” carries implications of unchanging states. “She is depressed” sounds permanent; “She feels depressed today” acknowledges temporality.3. Transformation Strategies by Function
Use possession: “She holds the position of...”
Add observer: “I find X to be...” / “X strikes me as...”
Use perception: “I see/notice/observe X”
Use directional verbs: remains at, stays in
Add time marker: “She reads right now”
Restructure entirely4. Common Mistakes
Correct: “The weather feels cold.” / “I feel cold outside.”
Correct: “A problem exists.” / “I see a problem.”
Correct: “While acting carefully, she...” / “Carefully, she...”
Correct: “The committee made the decision.” / “Someone decided.”
Correct: “I want to feel happy.” / “I seek happiness.”5. Style Notes
Practice recognition — Train yourself to spot “to be” forms automatically
The goal: express yourself precisely without the copula’s hidden assumptions.
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The problematic nature of “to be” troubled philosophers long before Korzybski. In ancient Greek, Parmenides built his entire metaphysics on the verb “to be,” while Heraclitus emphasized becoming over being. This tension—between static “is” and dynamic “becomes”—runs through Western philosophy.
Friedrich Nietzsche attacked the “seduction of language” that tricks us into believing in stable substances. “I fear we cannot get rid of God because we still believe in grammar,” he wrote, pointing to the subject-verb-predicate structure that “to be” epitomizes.
Alfred Korzybski systematized these concerns in Science and Sanity (1933), arguing that Aristotelian logic—built on identity (”A is A”)—poorly represents a process-based reality. His student D. David Bourland Jr. developed E-Prime as a practical tool for implementing Korzybski’s insights.2. The General Semantics Movement
Korzybski founded the Institute of General Semantics in 1938. His central insights:
“The map differs from the territory” — Words represent reality without equaling it.
“The word does not equal the thing” — Language abstracts from experience.
Non-identity principle — No two things can have absolute identity; even “A ≠ A” at different times.
E-Prime operationalizes these principles. By removing “to be,” speakers must choose constructions that acknowledge the gap between symbol and referent.3. Applications Beyond Writing
Psychotherapy: Albert Ellis incorporated E-Prime into Rational Emotive Behavior Therapy. “I am worthless” becomes “I feel worthless about this situation”—making the judgment situational and changeable.
Science: E-Prime encourages operational definitions. “Light is a wave” becomes “Light behaves as a wave when measured by instrument X”—acknowledging the observer and conditions.
Conflict Resolution: “You are wrong” escalates; “I disagree with your conclusion” invites dialogue. E-Prime reduces dogmatic statements.
Education: Students writing in E-Prime learn to distinguish observation from inference, fact from interpretation.4. Famous Critiques
Some scholars question E-Prime’s value:
Awkwardness: Certain constructions become unwieldy. “To be or not to be” transforms awkwardly.
Incomplete Solution: Dogmatic thinking can persist in E-Prime. “I feel certain you act wrongly” still conveys dogmatism.
Lost Nuances: Progressive tenses (”She is learning”) differ meaningfully from simple present (”She learns”).
Mathematical Identity: “2 + 2 equals 4” preserves meaning, but mathematical identity differs from linguistic identity.
Advocates respond that E-Prime works best as a thinking tool and occasional discipline, not a permanent replacement for Standard English.5. The Philosophical Stakes
E-Prime challenges fundamental assumptions:
Essentialism: The belief that things have fixed, unchanging natures. E-Prime undermines essentialist language.
Objectivism: The claim that observers can describe reality “as it really is.” E-Prime makes observers visible.
Static Reality: The notion that “is” captures permanent truth. E-Prime emphasizes process and change.
By eliminating “to be,” writers acknowledge that their statements emerge from particular perspectives, at particular times, under particular conditions—never absolute truths.
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**From D. David Bourland Jr., “A Linguistic Note: Writing in E-Prime” (1965):**F-A: Interlinear Construed Text
One (NUM) particular (ADJ) verb (N-subj) in (PREP) English (N-obj)—”to (PART) be“ (V-inf.FORBIDDEN)—carries (V-pres) with (PREP) it (PRON-obj) archaic (ADJ) associations (N-obj) and (CONJ) implications (N-obj) of (PREP) permanence (N-obj) and (CONJ) static (ADJ) existence (N-obj) that (REL.PRON) we (PRON-subj) do (AUX) not (NEG) find (V-inf) in (PREP) the (DEF.ART) “real (ADJ) world (N-obj).”
Every (DET) person (N-subj), as (CONJ) well (ADV) as (CONJ) every (DET) “thing (N-subj),” undergoes (V-pres) such (DET) changes (N-obj).F-B: Natural Text with Translation
“One particular verb in English—’to be’—carries with it archaic associations and implications of permanence and static existence that we do not find in the ‘real world.’ Every person, as well as every ‘thing,’ undergoes such changes.”
— D. David Bourland Jr., “A Linguistic Note: Writing in E-Prime,” General Semantics Bulletin, Nos. 32-33 (1965)
[Note: Bourland’s essay, which introduced E-Prime to the world, itself demonstrates the discipline. His formulation uses “carries,” “find,” and “undergoes” rather than copula constructions.]F-C: E-Prime Text Only
“real world” — Bourland’s scare quotes acknowledge that even “real” represents an abstraction
Bourland refers to “to be” directly while writing about it—the one context where mentioning (not using) the forbidden verb becomes necessary.F-E: Commentary on E-Prime Technique
Bourland’s foundational essay demonstrates E-Prime’s core insight: the verb “to be” implies permanence that contradicts observable reality. His choice of “carries” (instead of “has”) and “undergoes” (instead of “experiences” or passive construction) exemplifies the active, process-oriented language E-Prime encourages.
The passage also shows how to discuss E-Prime itself—mentioning “to be” as a topic while avoiding its use as a functioning verb.
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The following dialogue demonstrates E-Prime in philosophical discourse, where “to be” temptations appear constantly.Part A: Interlinear Construed Text
2.16a Student: “Professor, how does one define truth without using ‘to be‘?”
2.16b Student (N-vocative): “Professor (N-address), how (ADV-manner) does (AUX) one (PRON-subj) define (V-inf) truth (N-obj) without (PREP) using (V-gerund) ‘to (PART) be (V-inf.FORBIDDEN)’?”
2.17a Professor: “Truth functions as a relationship between statements and evidence, not as an absolute property.”
2.17b Professor (N-vocative): “Truth (N-subj) functions (V-pres.REL) as (PREP) a (INDEF.ART) relationship (N-pred) between (PREP) statements (N-obj) and (CONJ) evidence (N-obj), not (NEG) as (PREP) an (INDEF.ART) absolute (ADJ) property (N-pred).”
[Replaces: “Truth is a relationship...” — Identity → Relational verb]
2.18a Student: “But surely some things remain true regardless of perspective?”
2.18b Student (N-vocative): “But (CONJ) surely (ADV) some (DET) things (N-subj) remain (V-pres.STATE) true (ADJ-pred) regardless (ADV) of (PREP) perspective (N-obj)?”
[Replaces: “...some things are true...” — Predication → State verb]
2.19a Professor: “Mathematical relationships hold universally—two plus two equals four everywhere.”
2.19b Professor (N-vocative): “Mathematical (ADJ) relationships (N-subj) hold (V-pres.STATE) universally (ADV)—two (NUM) plus (PREP) two (NUM) equals (V-pres.EQUAT) four (NUM) everywhere (ADV-place).”
[Replaces: “Two plus two is four.” — Identity → Equation verb]
2.20a Student: “Then mathematics provides eternal truths?”
2.20b Student (N-vocative): “Then (ADV) mathematics (N-subj) provides (V-pres) eternal (ADJ) truths (N-obj)?”
2.21a Professor: “Mathematics offers consistent relationships within defined systems. Whether those systems correspond to reality remains a separate question.”
2.21b Professor (N-vocative): “Mathematics (N-subj) offers (V-pres) consistent (ADJ) relationships (N-obj) within (PREP) defined (ADJ) systems (N-obj). Whether (CONJ) those (DET) systems (N-subj) correspond (V-pres) to (PREP) reality (N-obj) remains (V-pres.STATE) a (INDEF.ART) separate (ADJ) question (N-pred).”
[Replaces: “...remains a question” for “...is a question” — Predication → State verb]
2.22a Student: “This sounds like relativism. Does anything count as objectively true?”
2.22b Student (N-vocative): “This (PRON-subj) sounds (V-pres.PERCEPT) like (PREP) relativism (N-obj). Does (AUX) anything (PRON-subj) count (V-inf.CLASS) as (PREP) objectively (ADV) true (ADJ-pred)?”
[Replaces: “This is relativism.” — Identity → Perception verb]
2.23a Professor: “I distinguish between strong claims and working assumptions. Evidence-based conclusions deserve provisional acceptance.”
2.23b Professor (N-vocative): “I (PRON-subj) distinguish (V-pres) between (PREP) strong (ADJ) claims (N-obj) and (CONJ) working (ADJ) assumptions (N-obj). Evidence-based (ADJ) conclusions (N-subj) deserve (V-pres) provisional (ADJ) acceptance (N-obj).”
2.24a Student: “So truth becomes a matter of degree?”
2.24b Student (N-vocative): “So (ADV) truth (N-subj) becomes (V-pres.CHANGE) a (INDEF.ART) matter (N-pred) of (PREP) degree (N-obj)?”
[Uses “becomes” — a change verb, not a “to be” form]
2.25a Professor: “Confidence in claims varies with evidence. Certainty belongs more to mathematics than to empirical science.”
2.25b Professor (N-vocative): “Confidence (N-subj) in (PREP) claims (N-obj) varies (V-pres) with (PREP) evidence (N-obj). Certainty (N-subj) belongs (V-pres.CLASS) more (ADV) to (PREP) mathematics (N-obj) than (CONJ) to (PREP) empirical (ADJ) science (N-obj).”
[Replaces: “Certainty is more mathematical...” — Predication → Classification verb]
2.26a Student: “Korzybski wrote that the map differs from the territory. How does that apply here?”
2.26b Student (N-vocative): “Korzybski (N-subj) wrote (V-past) that (CONJ) the (DEF.ART) map (N-subj) differs from (V-pres) the (DEF.ART) territory (N-obj). How (ADV-manner) does (AUX) that (PRON-subj) apply (V-inf) here (ADV-place)?”
[Replaces: “The map is not the territory.” — Negated identity → Difference verb]
2.27a Professor: “Every statement represents an abstraction from experience. Words point toward reality without capturing it completely.”
2.27b Professor (N-vocative): “Every (DET) statement (N-subj) represents (V-pres.CLASS) an (INDEF.ART) abstraction (N-obj) from (PREP) experience (N-obj). Words (N-subj) point toward (V-pres) reality (N-obj) without (PREP) capturing (V-gerund) it (PRON-obj) completely (ADV).”
[Replaces: “Every statement is an abstraction.” — Identity → Classification verb]
2.28a Student: “Then language always falls short?”
2.28b Student (N-vocative): “Then (ADV) language (N-subj) always (ADV-freq) falls short (V-pres.IDIOM)?”
2.29a Professor: “Language serves as a tool, not a mirror. It helps us navigate reality without duplicating it.”
2.29b Professor (N-vocative): “Language (N-subj) serves (V-pres.REL) as (PREP) a (INDEF.ART) tool (N-pred), not (NEG) a (INDEF.ART) mirror (N-pred). It (PRON-subj) helps (V-pres) us (PRON-obj) navigate (V-inf) reality (N-obj) without (PREP) duplicating (V-gerund) it (PRON-obj).”
[Replaces: “Language is a tool.” — Identity → Relational verb]
2.30a Student: “E-Prime makes these distinctions visible. I find myself thinking more carefully now.”
2.30b Student (N-vocative): “E-Prime (N-subj) makes (V-pres.CAUS) these (DET) distinctions (N-obj) visible (ADJ-pred). I (PRON-subj) find (V-pres.PERCEPT) myself (PRON-refl) thinking (V-gerund) more (ADV) carefully (ADV-manner) now (ADV-time).”
*[Replaces: “E-Prime is useful.” — Predication → Causative verb]*Part B: Natural Sentences with Transformation Notes
2.16 “Professor, how does one define truth without using ‘to be’?” [Meta-question about E-Prime itself]
2.17 “Truth functions as a relationship between statements and evidence, not as an absolute property.” [Standard: “Truth is a relationship.” Strategy: Relational verb (functions as)]
2.18 “But surely some things remain true regardless of perspective?” [Standard: “Some things are true.” Strategy: State verb (remain)]
2.19 “Mathematical relationships hold universally—two plus two equals four everywhere.” [Standard: “Two plus two is four.” Strategy: Equation verb (equals)]
2.20 “Then mathematics provides eternal truths?” [Already active construction]
2.21 “Mathematics offers consistent relationships within defined systems. Whether those systems correspond to reality remains a separate question.” [Standard: “...is a separate question.” Strategy: State verb (remains)]
2.22 “This sounds like relativism. Does anything count as objectively true?” [Standard: “This is relativism.” Strategy: Perception verb (sounds)]
2.23 “I distinguish between strong claims and working assumptions. Evidence-based conclusions deserve provisional acceptance.” [Already active construction]
2.24 “So truth becomes a matter of degree?” [Uses change verb “becomes”—not a “to be” form]
2.25 “Confidence in claims varies with evidence. Certainty belongs more to mathematics than to empirical science.” [Standard: “Certainty is more...” Strategy: Classification verb (belongs)]
2.26 “Korzybski wrote that the map differs from the territory. How does that apply here?” [Standard: “The map is not the territory.” Strategy: Difference verb (differs from)]
2.27 “Every statement represents an abstraction from experience. Words point toward reality without capturing it completely.” [Standard: “Every statement is an abstraction.” Strategy: Classification verb (represents)]
2.28 “Then language always falls short?” [Idiomatic expression, already E-Prime compliant]
2.29 “Language serves as a tool, not a mirror. It helps us navigate reality without duplicating it.” [Standard: “Language is a tool.” Strategy: Relational verb (serves as)]
2.30 “E-Prime makes these distinctions visible. I find myself thinking more carefully now.” [Standard: “E-Prime is useful.” Strategy: Causative verb (makes) + Perception verb (find)]Part C: E-Prime Text Only
2.16 Student: “Professor, how does one define truth without using ‘to be’?”
2.17 Professor: “Truth functions as a relationship between statements and evidence, not as an absolute property.”
2.18 Student: “But surely some things remain true regardless of perspective?”
2.19 Professor: “Mathematical relationships hold universally—two plus two equals four everywhere.”
2.20 Student: “Then mathematics provides eternal truths?”
2.21 Professor: “Mathematics offers consistent relationships within defined systems. Whether those systems correspond to reality remains a separate question.”
2.22 Student: “This sounds like relativism. Does anything count as objectively true?”
2.23 Professor: “I distinguish between strong claims and working assumptions. Evidence-based conclusions deserve provisional acceptance.”
2.24 Student: “So truth becomes a matter of degree?”
2.25 Professor: “Confidence in claims varies with evidence. Certainty belongs more to mathematics than to empirical science.”
2.26 Student: “Korzybski wrote that the map differs from the territory. How does that apply here?”
2.27 Professor: “Every statement represents an abstraction from experience. Words point toward reality without capturing it completely.”
2.28 Student: “Then language always falls short?”
2.29 Professor: “Language serves as a tool, not a mirror. It helps us navigate reality without duplicating it.”
2.30 Student: “E-Prime makes these distinctions visible. I find myself thinking more carefully now.”Part D: Grammar Notes for Genre Section
“The map is not the territory” → “The map differs from the territory”
Equation verbs for mathematical identity: equals, makes, amounts to
Notice how E-Prime actually enhances philosophical precision by forcing the speakers to specify relationships rather than assert identities.
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Convert these Standard English sentences to E-Prime:
Standard: “I am a teacher.”
E-Prime: “I work as a teacher.” / “I teach.” / “I hold a teaching position.”
Strategy: Relational verb / Simple action / Identity rephrasing
Standard: “The problem is difficult.”
E-Prime: “The problem seems difficult.” / “I find the problem difficult.” / “The problem presents difficulties.”
Strategy: Perception verb / Personal attribution / Active verb
Standard: “There are three options.”
E-Prime: “Three options exist.” / “I see three options.” / “We have three options.”
Strategy: Existence verb / Perception verb / Possession verb
Standard: “The meeting is being held tomorrow.”
E-Prime: “The committee holds the meeting tomorrow.” / “The meeting takes place tomorrow.” / “We meet tomorrow.”
Strategy: Active voice / Active verb / Simple active
Standard: “He is running late.”
E-Prime: “He runs late.” / “He arrives late.” / “He falls behind schedule.”
Strategy: Simple present / Active verb / Idiomatic expression
Standard: “To be or not to be—that is the question.”
E-Prime: “To live or not to live—that remains the question.” / “Whether to continue existing—that question persists.” / “The choice between existence and non-existence confronts us all.”
Strategy: Substitute verb / State verb / Complete restructuring
[Note: This famous line from Shakespeare demonstrates E-Prime’s limitations—some expressions lose their elegance in transformation.]
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
Why “Be” in Lesson 2?
The CSV lists “be” as the second most frequent English word—and E-Prime eliminates it entirely. This lesson teaches what E-Prime removes and how to replace it. Understanding the functions of “to be” makes transformation intuitive.
The Core Paradox:
This lesson discusses a word you must never use. We mention “to be” without using it—a crucial distinction in E-Prime practice. You can write about the forbidden verb; you simply cannot employ it as a functioning verb.
The 1000-Word System:
Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. Some words (like “be”) require learning what to avoid; others (like “the” in Lesson 1) require learning context-appropriate constructions.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 2 E-Prime complete
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The word “and” ranks as the third most frequent word in English—a coordinating conjunction that connects words, phrases, and clauses of equal grammatical status. Unlike “be” (Lesson 2), “and” requires no elimination or transformation in E-Prime. It functions identically in both Standard English and E-Prime.
What does “and” do?
Implies consequence: “Work hard and you will succeed.”
The E-Prime Challenge with “And”
“The book is old and the pages are yellowed.” → E-Prime challenge
This lesson demonstrates how to construct complex, coordinated sentences entirely in E-Prime—maintaining the connective power of “and” while avoiding all copula forms.
Q: How does “and” function in E-Prime? A: Identically to Standard English. “And” coordinates elements without involving “to be.” The challenge lies in ensuring the elements it connects also comply with E-Prime constraints.
Course Index:
https://latinum.substack.com/p/index
• “And” functions identically in E-Prime and Standard English—no modification needed
• The conjunction connects words, phrases, clauses, and implies sequence or consequence
• Complex sentences with “and” often contain hidden “to be” forms that require transformation
• E-Prime coordination requires attention to both sides of “and”—each element must comply
• “And” enables sophisticated E-Prime writing by joining multiple E-Prime-compliant structures
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3.1a The cat and the dog sleep on the rug.
3.1b The (DEF.ART) cat (N-subj) and (CONJ) the (DEF.ART) dog (N-subj) sleep (V-pres) on (PREP) the (DEF.ART) rug (N-obj).
3.2a She writes and he reads every evening.
3.2b She (PRON-subj) writes (V-pres) and (CONJ) he (PRON-subj) reads (V-pres) every (DET) evening (N-time).
3.3a Bread and water sustain life.
3.3b Bread (N-subj) and (CONJ) water (N-subj) sustain (V-pres) life (N-obj).
3.4a The music sounds loud and energetic.
3.4b The (DEF.ART) music (N-subj) sounds (V-pres.PERCEPT) loud (ADJ-pred) and (CONJ) energetic (ADJ-pred).
[Replaces: “The music is loud and energetic.”]
3.5a He works quickly and efficiently.
3.5b He (PRON-subj) works (V-pres) quickly (ADV-manner) and (CONJ) efficiently (ADV-manner).
3.6a The teacher explained the problem and the students understood immediately.
3.6b The (DEF.ART) teacher (N-subj) explained (V-past) the (DEF.ART) problem (N-obj) and (CONJ) the (DEF.ART) students (N-subj) understood (V-past) immediately (ADV-time).
3.7a She opened the door and stepped into the sunlight.
3.7b She (PRON-subj) opened (V-past) the (DEF.ART) door (N-obj) and (CONJ) stepped (V-past) into (PREP) the (DEF.ART) sunlight (N-obj).
[Sequential “and” — one action follows another]
3.8a The coffee tastes strong and slightly bitter, yet I enjoy it.
3.8b The (DEF.ART) coffee (N-subj) tastes (V-pres.PERCEPT) strong (ADJ-pred) and (CONJ) slightly (ADV-degree) bitter (ADJ-pred), yet (CONJ) I (PRON-subj) enjoy (V-pres) it (PRON-obj).
[Replaces: “The coffee is strong and slightly bitter.”]
3.9a Practice regularly and you will improve.
3.9b Practice (V-imp) regularly (ADV-freq) and (CONJ) you (PRON-subj) will (AUX-fut) improve (V-inf).
[Consequential “and” — condition leads to result]
3.10a The old house stands at the corner and overlooks the entire valley.
3.10b The (DEF.ART) old (ADJ) house (N-subj) stands (V-pres.EXIST) at (PREP) the (DEF.ART) corner (N-loc) and (CONJ) overlooks (V-pres) the (DEF.ART) entire (ADJ) valley (N-obj).
[Replaces: “The old house is at the corner and overlooks...”]
3.11a The scientist hypothesized and tested and revised and tested again until the data confirmed her theory.
3.11b The (DEF.ART) scientist (N-subj) hypothesized (V-past) and (CONJ) tested (V-past) and (CONJ) revised (V-past) and (CONJ) tested (V-past) again (ADV) until (CONJ) the (DEF.ART) data (N-subj) confirmed (V-past) her (PRON-poss) theory (N-obj).
[Polysyndeton — multiple “and” conjunctions for emphasis]
3.12a Rain and wind battered the coast, and residents sought shelter inland.
3.12b Rain (N-subj) and (CONJ) wind (N-subj) battered (V-past) the (DEF.ART) coast (N-obj), and (CONJ) residents (N-subj) sought (V-past) shelter (N-obj) inland (ADV-place).
3.13a The committee reviewed the proposal and found the arguments compelling and the evidence sufficient.
3.13b The (DEF.ART) committee (N-subj) reviewed (V-past) the (DEF.ART) proposal (N-obj) and (CONJ) found (V-past.PERCEPT) the (DEF.ART) arguments (N-obj) compelling (ADJ-pred) and (CONJ) the (DEF.ART) evidence (N-obj) sufficient (ADJ-pred).
[Replaces: “...the arguments were compelling and the evidence was sufficient.”]
3.14a Language shapes thought and thought shapes language—a reciprocal relationship that linguists and philosophers continue exploring.
3.14b Language (N-subj) shapes (V-pres) thought (N-obj) and (CONJ) thought (N-subj) shapes (V-pres) language (N-obj)—a (INDEF.ART) reciprocal (ADJ) relationship (N-appos) that (REL.PRON) linguists (N-subj) and (CONJ) philosophers (N-subj) continue (V-pres) exploring (V-gerund).
3.15a The map represents the territory and guides travelers, yet it never equals the land itself—a distinction Korzybski and Bourland emphasized throughout their work.
3.15b The (DEF.ART) map (N-subj) represents (V-pres) the (DEF.ART) territory (N-obj) and (CONJ) guides (V-pres) travelers (N-obj), yet (CONJ) it (PRON-subj) never (ADV-neg) equals (V-pres.EQUAT) the (DEF.ART) land (N-obj) itself (PRON-refl)—a (INDEF.ART) distinction (N-appos) Korzybski (N-subj) and (CONJ) Bourland (N-subj) emphasized (V-past) throughout (PREP) their (PRON-poss) work (N-obj).
[Replaces: “The map is a representation...” — Uses active verbs throughout]
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3.1 “The cat and the dog sleep on the rug.” [Already E-Prime compliant—active verb “sleep”] [Strategy: No transformation needed]
3.2 “She writes and he reads every evening.” [Already E-Prime compliant—active verbs throughout] [Strategy: No transformation needed]
3.3 “Bread and water sustain life.” [Already E-Prime compliant—active verb “sustain”] [Strategy: No transformation needed]
3.4 “The music sounds loud and energetic.” [Standard English: “The music is loud and energetic.”] [Strategy: Perception verb (sounds) replaces copula]
3.5 “He works quickly and efficiently.” [Already E-Prime compliant—active verb with coordinated adverbs] [Strategy: No transformation needed]
3.6 “The teacher explained the problem and the students understood immediately.” [Already E-Prime compliant—active verbs in both clauses] [Strategy: No transformation needed]
3.7 “She opened the door and stepped into the sunlight.” [Sequential “and”—one action follows another] [Already E-Prime compliant—active verbs throughout]
3.8 “The coffee tastes strong and slightly bitter, yet I enjoy it.” [Standard English: “The coffee is strong and slightly bitter.”] [Strategy: Perception verb (tastes) replaces copula]
3.9 “Practice regularly and you will improve.” [Consequential “and”—condition leads to result] [Already E-Prime compliant—imperative + future construction]
3.10 “The old house stands at the corner and overlooks the entire valley.” [Standard English: “The old house is at the corner and overlooks...”] [Strategy: Existence verb (stands) replaces location copula]
3.11 “The scientist hypothesized and tested and revised and tested again until the data confirmed her theory.” [Polysyndeton for rhetorical effect] [Already E-Prime compliant—all active verbs]
3.12 “Rain and wind battered the coast, and residents sought shelter inland.” [Compound subjects + compound clauses] [Already E-Prime compliant—active verbs throughout]
3.13 “The committee reviewed the proposal and found the arguments compelling and the evidence sufficient.” [Standard English: “...the arguments were compelling and the evidence was sufficient.”] [Strategy: Perception verb (found) replaces copula in both cases]
3.14 “Language shapes thought and thought shapes language—a reciprocal relationship that linguists and philosophers continue exploring.” [Standard English: “...a reciprocal relationship that linguists and philosophers are exploring.”] [Strategy: Active verb (shapes) + continuation verb replaces progressive]
3.15 “The map represents the territory and guides travelers, yet it never equals the land itself—a distinction Korzybski and Bourland emphasized throughout their work.” [Standard English: “The map is a representation of the territory...”] [Strategy: Active verbs (represents, guides, equals) replace copula constructions]
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3.1 The cat and the dog sleep on the rug.
3.2 She writes and he reads every evening.
3.3 Bread and water sustain life.
3.4 The music sounds loud and energetic.
3.5 He works quickly and efficiently.
3.6 The teacher explained the problem and the students understood immediately.
3.7 She opened the door and stepped into the sunlight.
3.8 The coffee tastes strong and slightly bitter, yet I enjoy it.
3.9 Practice regularly and you will improve.
3.10 The old house stands at the corner and overlooks the entire valley.
3.11 The scientist hypothesized and tested and revised and tested again until the data confirmed her theory.
3.12 Rain and wind battered the coast, and residents sought shelter inland.
3.13 The committee reviewed the proposal and found the arguments compelling and the evidence sufficient.
3.14 Language shapes thought and thought shapes language—a reciprocal relationship that linguists and philosophers continue exploring.
3.15 The map represents the territory and guides travelers, yet it never equals the land itself—a distinction Korzybski and Bourland emphasized throughout their work.
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**These grammar rules govern “and” in E-Prime:**1. Standard English Function
“And” serves as a coordinating conjunction—one of seven in English (the others: but, or, nor, for, yet, so). It connects grammatically equal elements:
Words: “salt and pepper” Phrases: “over the river and through the woods” Clauses: “The sun rose, and the birds sang.”
Addition: “She speaks French and German.” (both)2. E-Prime Considerations
“And” itself requires no transformation—it contains no “to be” component. However, “and” frequently connects elements that do contain “to be”:
E-Prime: “She seems smart and talented.” / “She demonstrates intelligence and talent.”
E-Prime: “The sky appears blue and the grass looks green.”
E-Prime: “Cats and dogs play in the yard.”3. Strategies for E-Prime Coordination
“The music sounds loud and rhythmic.”
“The team researched the topic and presented their findings.”
“The jury found the defendant guilty and the evidence conclusive.”
“Scientists and engineers collaborated on the project.”4. Common Mistakes
Correct: “The cake tastes sweet and feels moist.”
Correct: “She seems smart and he appears talented.”
Correct: “She writes and he reads.” / “She continues writing and he keeps reading.”
Correct: “She wrote and sent the letter yesterday.”5. Style Notes
“She arrived, surveyed the room, spotted him immediately.”
The goal: maintain the connective power of “and” while ensuring all connected elements comply with E-Prime.
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“And” ranks among the most fundamental words in any language. It represents the basic human capacity to combine, to relate, to build complexity from simplicity. Without “and,” we could only speak in isolated statements; with it, we weave thoughts into tapestries.
The Hebrew Bible opens with repeated “and” constructions: “And God said... and there was light... and God saw... and God separated...” This paratactic style (coordination rather than subordination) creates a sense of sequential unfolding, of creation proceeding step by step.2. “And” in Logic and Philosophy
P ∧ Q (P and Q) = true only if both P and Q equal true
Contrast: “He tried hard and failed.” (despite trying)
E-Prime practitioners note that “and” preserves these nuances while avoiding the identity claims of “to be.”3. “And” in E-Prime Practice
Building arguments: “The evidence supports the theory and contradicts the alternative.”
“And” becomes a workhorse in E-Prime—doing heavy lifting that “to be” constructions once handled.4. Rhetorical Power
Writers have long recognized “and” as a tool for:
Building: “We shall fight on the beaches, and we shall fight on the landing grounds, and we shall fight in the fields and in the streets...” (Churchill)
Accumulating: Lists connected by “and” suggest completeness, totality.
Accelerating: Sequential “and” constructions propel narrative forward.
E-Prime writing benefits from these techniques, using “and” to create momentum without copula constructions.5. The Simplicity of “And”
Unlike “be”—which carries philosophical baggage about identity, essence, and existence—”and” simply connects. It makes no metaphysical claims. It asserts no identities. It merely says: here exist two things, consider them together.
This simplicity makes “and” perfectly compatible with E-Prime’s goals. The conjunction coordinates without committing the speaker to essentialist claims about what things “are.”
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**From Robert Anton Wilson, Quantum Psychology (1990), Chapter 1:**F-A: Interlinear Construed Text
We (PRON-subj) perceive (V-pres) a (INDEF.ART) door (N-obj) and (CONJ) walk (V-pres) through (PREP) it (PRON-obj) and (CONJ) find (V-pres) ourselves (PRON-refl) in (PREP) a (INDEF.ART) new (ADJ) room (N-obj). We (PRON-subj) perceive (V-pres) and (CONJ) act (V-pres) and (CONJ) perceive (V-pres) the (DEF.ART) results (N-obj) of (PREP) our (PRON-poss) actions (N-obj). This (DEM.PRON) describes (V-pres) human (ADJ) existence (N-obj) more (ADV) accurately (ADV) than (CONJ) any (DET) formula (N-obj) involving (V-gerund) “is“ (V-FORBIDDEN).F-B: Natural Text with Translation
“We perceive a door and walk through it and find ourselves in a new room. We perceive and act and perceive the results of our actions. This describes human existence more accurately than any formula involving ‘is.’”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
[Note: Wilson uses “and” repeatedly to chain perceptions and actions, demonstrating how E-Prime captures the flow of experience without static “is” statements.]F-C: E-Prime Text Only
involving “is” — Wilson mentions the forbidden word without using it functionally
Wilson’s prose demonstrates E-Prime’s capacity for philosophical discussion. The repeated “and” constructions emphasize process over state, becoming over being.F-E: Commentary on E-Prime Technique
Wilson employs “and” structurally to represent the continuous flow of consciousness—perceiving, acting, perceiving results, then perceiving and acting again. This cyclical pattern resists the static “is” statements that would freeze experience into fixed categories.
The passage also shows how to discuss “is” in E-Prime: you can mention the word as a topic (in quotes) without using it as a functioning verb. Wilson writes about “is” while writing in E-Prime.
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The following narrative demonstrates E-Prime in storytelling, where “and” connects sequential events and builds momentum.Part A: Interlinear Construed Text
3.16a The morning arrived cold and clear, and frost covered the meadow.
3.16b The (DEF.ART) morning (N-subj) arrived (V-past) cold (ADJ-pred) and (CONJ) clear (ADJ-pred), and (CONJ) frost (N-subj) covered (V-past) the (DEF.ART) meadow (N-obj).
[Replaces: “The morning was cold and clear, and the meadow was covered with frost.”]
3.17a She woke early and stretched and felt the chill against her skin.
3.17b She (PRON-subj) woke (V-past) early (ADV-time) and (CONJ) stretched (V-past) and (CONJ) felt (V-past.PERCEPT) the (DEF.ART) chill (N-obj) against (PREP) her (PRON-poss) skin (N-obj).
3.18a The kettle whistled and steam rose and the kitchen grew warm.
3.18b The (DEF.ART) kettle (N-subj) whistled (V-past) and (CONJ) steam (N-subj) rose (V-past) and (CONJ) the (DEF.ART) kitchen (N-subj) grew (V-past.CHANGE) warm (ADJ-pred).
[Replaces: “...and the kitchen was warm.” — Uses change verb “grew”]
3.19a She sipped her tea and watched the birds and planned her day.
3.19b She (PRON-subj) sipped (V-past) her (PRON-poss) tea (N-obj) and (CONJ) watched (V-past) the (DEF.ART) birds (N-obj) and (CONJ) planned (V-past) her (PRON-poss) day (N-obj).
3.20a Outside, the dog barked and squirrels scattered and a crow called from the oak.
3.20b Outside (ADV-place), the (DEF.ART) dog (N-subj) barked (V-past) and (CONJ) squirrels (N-subj) scattered (V-past) and (CONJ) a (INDEF.ART) crow (N-subj) called (V-past) from (PREP) the (DEF.ART) oak (N-obj).
3.21a She dressed in layers—wool and flannel and a thick down jacket—and stepped outside.
3.21b She (PRON-subj) dressed (V-past) in (PREP) layers (N-obj)—wool (N-appos) and (CONJ) flannel (N-appos) and (CONJ) a (INDEF.ART) thick (ADJ) down (N-mod) jacket (N-appos)—and (CONJ) stepped (V-past) outside (ADV-place).
3.22a The path wound through the forest and crossed a frozen stream and climbed toward the ridge.
3.22b The (DEF.ART) path (N-subj) wound (V-past) through (PREP) the (DEF.ART) forest (N-obj) and (CONJ) crossed (V-past) a (INDEF.ART) frozen (ADJ) stream (N-obj) and (CONJ) climbed (V-past) toward (PREP) the (DEF.ART) ridge (N-obj).
3.23a Her breath hung visible in the air, and her boots crunched on the snow.
3.23b Her (PRON-poss) breath (N-subj) hung (V-past.EXIST) visible (ADJ-pred) in (PREP) the (DEF.ART) air (N-obj), and (CONJ) her (PRON-poss) boots (N-subj) crunched (V-past) on (PREP) the (DEF.ART) snow (N-obj).
[Replaces: “Her breath was visible...” — Uses existence verb “hung”]
3.24a At the summit, she paused and looked and saw the valley spread below—farms and fields and the distant town.
3.24b At (PREP) the (DEF.ART) summit (N-loc), she (PRON-subj) paused (V-past) and (CONJ) looked (V-past) and (CONJ) saw (V-past.PERCEPT) the (DEF.ART) valley (N-obj) spread (V-past.PART) below (ADV-place)—farms (N-appos) and (CONJ) fields (N-appos) and (CONJ) the (DEF.ART) distant (ADJ) town (N-appos).
3.25a The sun climbed higher and warmed her face and melted the frost on the branches.
3.25b The (DEF.ART) sun (N-subj) climbed (V-past) higher (ADV-degree) and (CONJ) warmed (V-past) her (PRON-poss) face (N-obj) and (CONJ) melted (V-past) the (DEF.ART) frost (N-obj) on (PREP) the (DEF.ART) branches (N-obj).
3.26a A hawk circled overhead, and she watched it drift and dive and rise again.
3.26b A (INDEF.ART) hawk (N-subj) circled (V-past) overhead (ADV-place), and (CONJ) she (PRON-subj) watched (V-past) it (PRON-obj) drift (V-inf) and (CONJ) dive (V-inf) and (CONJ) rise (V-inf) again (ADV).
3.27a She descended slowly and carefully, and the afternoon light turned golden.
3.27b She (PRON-subj) descended (V-past) slowly (ADV-manner) and (CONJ) carefully (ADV-manner), and (CONJ) the (DEF.ART) afternoon (N-mod) light (N-subj) turned (V-past.CHANGE) golden (ADJ-pred).
[Replaces: “...the afternoon light was golden.” — Uses change verb “turned”]
3.28a Home appeared through the trees, smoke rising from the chimney and the dog running to greet her.
3.28b Home (N-subj) appeared (V-past.PERCEPT) through (PREP) the (DEF.ART) trees (N-obj), smoke (N-subj) rising (V-gerund) from (PREP) the (DEF.ART) chimney (N-obj) and (CONJ) the (DEF.ART) dog (N-subj) running (V-gerund) to (PART) greet (V-inf) her (PRON-obj).
3.29a She opened the door and the warmth embraced her and the smell of bread filled the room.
3.29b She (PRON-subj) opened (V-past) the (DEF.ART) door (N-obj) and (CONJ) the (DEF.ART) warmth (N-subj) embraced (V-past) her (PRON-obj) and (CONJ) the (DEF.ART) smell (N-subj) of (PREP) bread (N-obj) filled (V-past) the (DEF.ART) room (N-obj).
3.30a The day had given much—exercise and beauty and solitude and peace—and she felt grateful.
3.30b The (DEF.ART) day (N-subj) had (AUX) given (V-past.PART) much (PRON-obj)—exercise (N-appos) and (CONJ) beauty (N-appos) and (CONJ) solitude (N-appos) and (CONJ) peace (N-appos)—and (CONJ) she (PRON-subj) felt (V-past.STATE) grateful (ADJ-pred).
*[Replaces: “...and she was grateful.” — Uses state verb “felt”]*Part B: Natural Sentences with Transformation Notes
3.16 “The morning arrived cold and clear, and frost covered the meadow.” [Standard: “The morning was cold and clear...” Strategy: Active verb (arrived)]
3.17 “She woke early and stretched and felt the chill against her skin.” [Sequential actions—already E-Prime compliant]
3.18 “The kettle whistled and steam rose and the kitchen grew warm.” [Standard: “...the kitchen was warm.” Strategy: Change verb (grew)]
3.19 “She sipped her tea and watched the birds and planned her day.” [Sequential actions—already E-Prime compliant]
3.20 “Outside, the dog barked and squirrels scattered and a crow called from the oak.” [Active verbs throughout—already E-Prime compliant]
3.21 “She dressed in layers—wool and flannel and a thick down jacket—and stepped outside.” [Coordinated nouns + sequential action—already E-Prime compliant]
3.22 “The path wound through the forest and crossed a frozen stream and climbed toward the ridge.” [Personified path with active verbs—already E-Prime compliant]
3.23 “Her breath hung visible in the air, and her boots crunched on the snow.” [Standard: “Her breath was visible...” Strategy: Existence verb (hung)]
3.24 “At the summit, she paused and looked and saw the valley spread below—farms and fields and the distant town.” [Sequential perception + coordinated nouns—already E-Prime compliant]
3.25 “The sun climbed higher and warmed her face and melted the frost on the branches.” [Active verbs throughout—already E-Prime compliant]
3.26 “A hawk circled overhead, and she watched it drift and dive and rise again.” [Coordinated infinitives—already E-Prime compliant]
3.27 “She descended slowly and carefully, and the afternoon light turned golden.” [Standard: “...the light was golden.” Strategy: Change verb (turned)]
3.28 “Home appeared through the trees, smoke rising from the chimney and the dog running to greet her.” [Perception verb + coordinated participles—already E-Prime compliant]
3.29 “She opened the door and the warmth embraced her and the smell of bread filled the room.” [Personification with active verbs—already E-Prime compliant]
3.30 “The day had given much—exercise and beauty and solitude and peace—and she felt grateful.” [Standard: “...she was grateful.” Strategy: State verb (felt)]Part C: E-Prime Text Only
3.16 The morning arrived cold and clear, and frost covered the meadow.
3.17 She woke early and stretched and felt the chill against her skin.
3.18 The kettle whistled and steam rose and the kitchen grew warm.
3.19 She sipped her tea and watched the birds and planned her day.
3.20 Outside, the dog barked and squirrels scattered and a crow called from the oak.
3.21 She dressed in layers—wool and flannel and a thick down jacket—and stepped outside.
3.22 The path wound through the forest and crossed a frozen stream and climbed toward the ridge.
3.23 Her breath hung visible in the air, and her boots crunched on the snow.
3.24 At the summit, she paused and looked and saw the valley spread below—farms and fields and the distant town.
3.25 The sun climbed higher and warmed her face and melted the frost on the branches.
3.26 A hawk circled overhead, and she watched it drift and dive and rise again.
3.27 She descended slowly and carefully, and the afternoon light turned golden.
3.28 Home appeared through the trees, smoke rising from the chimney and the dog running to greet her.
3.29 She opened the door and the warmth embraced her and the smell of bread filled the room.
3.30 The day had given much—exercise and beauty and solitude and peace—and she felt grateful.Part D: Grammar Notes for Genre Section
Narrative writing naturally aligns with E-Prime because stories describe actions and changes—precisely what E-Prime emphasizes over static states.
Polysyndeton — Multiple “and” constructions create rhythm and momentum
Notice how the narrative flows smoothly in E-Prime. Stories naturally emphasize verbs—what happened, what changed, what someone did. This makes narrative prose particularly well-suited to E-Prime constraints.
The coordinating conjunction “and” becomes the engine of narrative momentum, linking event to event without the static interruptions that “to be” constructions create.
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Convert these Standard English sentences (with “and”) to E-Prime:
Standard: “She is tall and intelligent.”
E-Prime: “She seems tall and intelligent.” / “She appears tall and strikes me as intelligent.” / “She stands tall and demonstrates intelligence.”
Strategy: Perception verb / Perception + personal attribution / Existence verb + active verb
Standard: “The sky is blue and the grass is green.”
E-Prime: “The sky looks blue and the grass appears green.” / “The sky shows blue and the grass displays green.”
Strategy: Perception verbs for both predicates
Standard: “There are books and papers on the desk.”
E-Prime: “Books and papers lie on the desk.” / “Books and papers cover the desk.” / “I see books and papers on the desk.”
Strategy: Existence verb / Active verb / Perception verb
Standard: “The movie was long and boring.”
E-Prime: “The movie felt long and seemed boring.” / “The movie dragged and bored me.”
Strategy: State + perception verb / Active verbs
Standard: “He is working and she is studying.”
E-Prime: “He works and she studies.” / “He continues working and she keeps studying.”
Strategy: Simple present / Continuation verbs
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
Why “And” in Lesson 3?
“And” ranks as the third most frequent English word. Unlike “be” (Lesson 2), it requires no elimination—but sentences containing “and” frequently hide “to be” constructions. This lesson demonstrates E-Prime coordination: ensuring both sides of “and” comply with E-Prime constraints.
The Connective Power:
“And” enables complex E-Prime writing. It chains perceptions, coordinates actions, and builds sophisticated sentences without copula constructions. Mastering E-Prime coordination opens the door to expressing virtually any idea within E-Prime constraints.
The 1000-Word System:
Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. Each word presents unique challenges and opportunities for E-Prime expression.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 3 E-Prime complete
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The indefinite article “a” (and its variant “an” before vowel sounds) ranks as the fourth most frequent word in English. Like “the” (Lesson 1), this article requires no transformation in E-Prime—it functions identically in both Standard English and E-Prime.
What does “a” do?
Per/each: “twice a day” (per day)
The E-Prime Challenge with “A”
“He wants to be a writer.” → E-Prime challenge
The pattern “X is a Y” represents one of English’s most common constructions—and one E-Prime must consistently transform.
Q: How does “a” function in E-Prime? A: Identically to Standard English. “A” introduces indefinite nouns without involving “to be.” The challenge lies in avoiding the “is a” identity construction while preserving the classificatory function.
Course Index:
https://latinum.substack.com/p/index
• “A/an” functions identically in E-Prime and Standard English—no modification needed
• The pattern “X is a Y” (identity/classification) appears constantly and requires transformation
• Common strategies: “works as a,” “functions as a,” “serves as a,” “became a”
• “A” often introduces predicates after perception verbs: “seems a,” “appears a,” “sounds like a”
• The indefinite article preserves its classificatory function in E-Prime constructions
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4.1a She works as a doctor at the hospital.
4.1b She (PRON-subj) works (V-pres.REL) as (PREP) a (INDEF.ART) doctor (N-pred) at (PREP) the (DEF.ART) hospital (N-loc).
[Replaces: “She is a doctor.”]
4.2a A cat sits on the windowsill.
4.2b A (INDEF.ART) cat (N-subj) sits (V-pres.EXIST) on (PREP) the (DEF.ART) windowsill (N-loc).
[Replaces: “There is a cat on the windowsill.”]
4.3a He became a teacher after years of study.
4.3b He (PRON-subj) became (V-past.CHANGE) a (INDEF.ART) teacher (N-pred) after (PREP) years (N-obj) of (PREP) study (N-obj).
[Uses change verb “became”—not a “to be” form]
4.4a That sounds like a good idea.
4.4b That (DEM.PRON-subj) sounds (V-pres.PERCEPT) like (PREP) a (INDEF.ART) good (ADJ) idea (N-obj).
[Replaces: “That is a good idea.”]
4.5a She wants to become a writer someday.
4.5b She (PRON-subj) wants (V-pres) to (PART) become (V-inf.CHANGE) a (INDEF.ART) writer (N-pred) someday (ADV-time).
[Replaces: “She wants to be a writer.”]
4.6a A problem has emerged with the project timeline.
4.6b A (INDEF.ART) problem (N-subj) has (AUX) emerged (V-past.PART) with (PREP) the (DEF.ART) project (N-mod) timeline (N-obj).
[Replaces: “There is a problem with...”]
4.7a The company hired him as a consultant for the merger.
4.7b The (DEF.ART) company (N-subj) hired (V-past) him (PRON-obj) as (PREP) a (INDEF.ART) consultant (N-pred) for (PREP) the (DEF.ART) merger (N-obj).
[Replaces: “He is a consultant.”]
4.8a This seems like a difficult situation, yet solutions exist.
4.8b This (DEM.PRON-subj) seems (V-pres.PERCEPT) like (PREP) a (INDEF.ART) difficult (ADJ) situation (N-obj), yet (CONJ) solutions (N-subj) exist (V-pres.EXIST).
[Replaces: “This is a difficult situation.”]
4.9a A dog makes a loyal companion for those who live alone.
4.9b A (INDEF.ART) dog (N-subj) makes (V-pres) a (INDEF.ART) loyal (ADJ) companion (N-obj) for (PREP) those (DEM.PRON-obj) who (REL.PRON) live (V-pres) alone (ADV).
[Generic “a” — dogs in general; “makes” replaces “is”]
4.10a She acts as a mediator between the two parties and facilitates productive discussions.
4.10b She (PRON-subj) acts (V-pres.REL) as (PREP) a (INDEF.ART) mediator (N-pred) between (PREP) the (DEF.ART) two (NUM) parties (N-obj) and (CONJ) facilitates (V-pres) productive (ADJ) discussions (N-obj).
[Replaces: “She is a mediator.”]
4.11a The museum acquired a painting by a unknown artist, and experts now consider it a masterpiece.
4.11b The (DEF.ART) museum (N-subj) acquired (V-past) a (INDEF.ART) painting (N-obj) by (PREP) an (INDEF.ART) unknown (ADJ) artist (N-obj), and (CONJ) experts (N-subj) now (ADV-time) consider (V-pres.PERCEPT) it (PRON-obj) a (INDEF.ART) masterpiece (N-pred).
[Replaces: “...it is a masterpiece.” — Uses “consider X a Y” construction]
4.12a He functions as a bridge between cultures, translating not just words but meanings and values.
4.12b He (PRON-subj) functions (V-pres.REL) as (PREP) a (INDEF.ART) bridge (N-pred) between (PREP) cultures (N-obj), translating (V-gerund) not (NEG) just (ADV) words (N-obj) but (CONJ) meanings (N-obj) and (CONJ) values (N-obj).
[Replaces: “He is a bridge between cultures.”]
4.13a A single decision can alter a life’s trajectory—a truth that philosophers and psychologists have long recognized.
4.13b A (INDEF.ART) single (ADJ) decision (N-subj) can (AUX) alter (V-inf) a (INDEF.ART) life’s (N-poss) trajectory (N-obj)—a (INDEF.ART) truth (N-appos) that (REL.PRON) philosophers (N-subj) and (CONJ) psychologists (N-subj) have (AUX) long (ADV) recognized (V-past.PART).
[Replaces: “This is a truth...” — Uses appositive construction]
4.14a The committee appointed her a special advisor, a role she embraced with characteristic dedication.
4.14b The (DEF.ART) committee (N-subj) appointed (V-past) her (PRON-obj) a (INDEF.ART) special (ADJ) advisor (N-pred), a (INDEF.ART) role (N-appos) she (PRON-subj) embraced (V-past) with (PREP) characteristic (ADJ) dedication (N-obj).
[Uses double object: “appointed her a special advisor”]
4.15a What strikes me as a remarkable achievement represents years of collaborative effort—a testament to persistence and vision.
4.15b What (REL.PRON-subj) strikes (V-pres.PERCEPT) me (PRON-obj) as (PREP) a (INDEF.ART) remarkable (ADJ) achievement (N-pred) represents (V-pres) years (N-obj) of (PREP) collaborative (ADJ) effort (N-obj)—a (INDEF.ART) testament (N-appos) to (PREP) persistence (N-obj) and (CONJ) vision (N-obj).
[Replaces: “What is a remarkable achievement...” — Uses perception + represents]
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4.1 “She works as a doctor at the hospital.” [Standard English: “She is a doctor.”] [Strategy: Relational verb (works as)]
4.2 “A cat sits on the windowsill.” [Standard English: “There is a cat on the windowsill.”] [Strategy: Existence verb (sits)]
4.3 “He became a teacher after years of study.” [Uses change verb “became”—not a “to be” form] [Strategy: Change verb for transition into role]
4.4 “That sounds like a good idea.” [Standard English: “That is a good idea.”] [Strategy: Perception verb (sounds like)]
4.5 “She wants to become a writer someday.” [Standard English: “She wants to be a writer.”] [Strategy: Change verb (become) replaces infinitive “to be”]
4.6 “A problem has emerged with the project timeline.” [Standard English: “There is a problem with...”] [Strategy: Active verb (has emerged) replaces existential]
4.7 “The company hired him as a consultant for the merger.” [Standard English: “He is a consultant.”] [Strategy: Action verb with “as a” complement]
4.8 “This seems like a difficult situation, yet solutions exist.” [Standard English: “This is a difficult situation.”] [Strategy: Perception verb (seems like) + existence verb (exist)]
4.9 “A dog makes a loyal companion for those who live alone.” [Standard English: “A dog is a loyal companion.”] [Strategy: Causative/resultative verb (makes)]
4.10 “She acts as a mediator between the two parties and facilitates productive discussions.” [Standard English: “She is a mediator.”] [Strategy: Relational verb (acts as)]
4.11 “The museum acquired a painting by an unknown artist, and experts now consider it a masterpiece.” [Standard English: “...it is a masterpiece.”] [Strategy: Object complement with perception verb (consider X a Y)]
4.12 “He functions as a bridge between cultures, translating not just words but meanings and values.” [Standard English: “He is a bridge between cultures.”] [Strategy: Relational verb (functions as)]
4.13 “A single decision can alter a life’s trajectory—a truth that philosophers and psychologists have long recognized.” [Standard English: “This is a truth that...”] [Strategy: Appositive construction with “recognized”]
4.14 “The committee appointed her a special advisor, a role she embraced with characteristic dedication.” [Standard English: “She is a special advisor.”] [Strategy: Double object verb (appointed her X)]
4.15 “What strikes me as a remarkable achievement represents years of collaborative effort—a testament to persistence and vision.” [Standard English: “What is a remarkable achievement...”] [Strategy: Perception verb (strikes me as) + active verb (represents)]
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4.1 She works as a doctor at the hospital.
4.2 A cat sits on the windowsill.
4.3 He became a teacher after years of study.
4.4 That sounds like a good idea.
4.5 She wants to become a writer someday.
4.6 A problem has emerged with the project timeline.
4.7 The company hired him as a consultant for the merger.
4.8 This seems like a difficult situation, yet solutions exist.
4.9 A dog makes a loyal companion for those who live alone.
4.10 She acts as a mediator between the two parties and facilitates productive discussions.
4.11 The museum acquired a painting by an unknown artist, and experts now consider it a masterpiece.
4.12 He functions as a bridge between cultures, translating not just words but meanings and values.
4.13 A single decision can alter a life’s trajectory—a truth that philosophers and psychologists have long recognized.
4.14 The committee appointed her a special advisor, a role she embraced with characteristic dedication.
4.15 What strikes me as a remarkable achievement represents years of collaborative effort—a testament to persistence and vision.
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**These grammar rules govern “a/an” in E-Prime:**1. Standard English Function
The indefinite article “a” (or “an” before vowel sounds) serves multiple functions:
Classification/Category Membership: “She bought a book.” (one member of the category “books”)
First Mention: “I saw a bird in the garden.” (introducing a new entity)
Generic Reference: “A whale breathes air.” (whales in general)
Numerical/Quantifying: “Wait a minute.” (one minute) “twice a week” (per week)
Descriptive: “She gave a loud cry.” (a type of cry)2. E-Prime Considerations
“She is a genius.”
This identity/classification construction requires transformation. The article “a” remains; the copula “is” must change.3. Strategies for “Is a” Transformation
“He works as a teacher.” (replaces “He is a teacher.”)
“She became a lawyer.” (replaces “She is a lawyer.”)
“That sounds like a good idea.” (replaces “That is a good idea.”)
“They elected him a representative.” (replaces “He is a representative.”)
“This strikes me as a breakthrough.” (replaces “This is a breakthrough.”)
“I consider him a friend.” (replaces “He is a friend.”)
“Patience makes a good teacher.” (replaces “Patience is a good quality for a teacher.”)4. Common Mistakes
Correct: “I want to become a doctor.” / “I want to work as a doctor.”
Correct: “A solution exists.” / “I see a solution.”
Correct: “This seems like a beautiful day.” / “The day feels beautiful.”
Correct: “As a doctor, she understood.” / “Working as a doctor, she understood.”5. Style Notes
Restructure when needed — Sometimes the entire sentence needs reimagining
The goal: preserve the classificatory function of “a” while eliminating the copula that typically accompanies it.
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When we say “X is a Y,” we classify X as belonging to category Y. This seemingly simple act carries philosophical weight:
Aristotelian Categories: Classical logic treats “Socrates is a man” as placing Socrates within the category “man.” But Korzybski questioned whether such static classifications capture reality.
Process vs. Substance: E-Prime shifts from substance-based thinking (”He is a criminal”) to process-based thinking (”He committed a crime”). The indefinite article “a” marks category membership; E-Prime questions the permanence of that membership.
The Danger of Labels: “She is a failure” differs profoundly from “She failed at this task.” The first implies essence; the second describes an event. E-Prime, by eliminating “is a,” forces the speaker to choose more precise formulations.2. “A” in General Semantics
Labels simplify complex realities
The indefinite article “a” marks category membership; E-Prime transforms how we express that membership.3. Professional Identity
“I teach“ (action claim)
Each formulation carries different implications. “I am a teacher” suggests teaching defines the speaker’s essence. “I teach” merely describes an activity. E-Prime encourages the latter framing—emphasizing what people do rather than what they “are.”4. The “Is a” Pattern in Rhetoric
“That argument is a fallacy.”
“That argument contains fallacious reasoning.”
The transformation forces speakers to specify evidence, context, and perspective.5. Existential “A”
“There is a solution.”
“A solution exists.” / “Solutions exist.”
The transformation makes the existence claim explicit rather than hiding it in the “there is” construction.
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**From Robert Anton Wilson, Quantum Psychology (1990), Chapter 3:**F-A: Interlinear Construed Text
When (CONJ) we (PRON-subj) say (V-pres) “John (N-subj) acts like (V-pres.PERCEPT) a (INDEF.ART) fool (N-pred)” we (PRON-subj) have said (V-pres.PERF) something (PRON-obj) about (PREP) John’s (N-poss) behavior (N-obj) at (PREP) a (INDEF.ART) specific (ADJ) time (N-obj). When (CONJ) we (PRON-subj) say (V-pres) “John (N-subj) is (V-pres.FORBIDDEN) a (INDEF.ART) fool (N-pred)” we (PRON-subj) have said (V-pres.PERF) something (PRON-obj) quite (ADV) different (ADJ)—we (PRON-subj) have implied (V-pres.PERF) that (CONJ) “fool” (N-subj) defines (V-pres) John’s (N-poss) essence (N-obj).F-B: Natural Text with Translation
“When we say ‘John acts like a fool’ we have said something about John’s behavior at a specific time. When we say ‘John is a fool’ we have said something quite different—we have implied that ‘fool’ defines John’s essence.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
[Note: Wilson contrasts E-Prime (”acts like a fool”) with Standard English (”is a fool”) to demonstrate how “is a” constructions imply permanent essence rather than temporary behavior.]F-C: E-Prime Text Only
defines — Active verb showing what “is a” constructions do implicitly
Wilson demonstrates the E-Prime principle by contrasting the two constructions. “Acts like a fool” describes behavior; “is a fool” implies permanent identity.F-E: Commentary on E-Prime Technique
“is a fool” → permanent, essential, defining
E-Prime preserves the classificatory function of “a” while eliminating the identity claims embedded in “is.” The article remains useful; the copula becomes problematic.
This distinction matters especially in psychological and social contexts. Calling someone “a failure” (using “is”) differs profoundly from saying they “failed at a task” or “experienced a failure.” E-Prime forces speakers to acknowledge that categories describe moments and behaviors, not permanent essences.
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The following character sketch demonstrates E-Prime in descriptive writing, where “is a” constructions typically dominate.Part A: Interlinear Construed Text
4.16a Maria works as a veterinarian in a small coastal town.
4.16b Maria (N-subj) works (V-pres.REL) as (PREP) a (INDEF.ART) veterinarian (N-pred) in (PREP) a (INDEF.ART) small (ADJ) coastal (ADJ) town (N-loc).
[Replaces: “Maria is a veterinarian...”]
4.17a She became a healer of animals after watching her grandmother nurse a wounded hawk back to health.
4.17b She (PRON-subj) became (V-past.CHANGE) a (INDEF.ART) healer (N-pred) of (PREP) animals (N-obj) after (PREP) watching (V-gerund) her (PRON-poss) grandmother (N-subj) nurse (V-inf) a (INDEF.ART) wounded (ADJ) hawk (N-obj) back (ADV) to (PREP) health (N-obj).
4.18a To her patients, she serves as a gentle presence, speaking softly and moving slowly.
4.18b To (PREP) her (PRON-poss) patients (N-obj), she (PRON-subj) serves (V-pres.REL) as (PREP) a (INDEF.ART) gentle (ADJ) presence (N-pred), speaking (V-gerund) softly (ADV) and (CONJ) moving (V-gerund) slowly (ADV).
[Replaces: “She is a gentle presence...”]
4.19a Her clinic functions as a sanctuary where injured creatures find a second chance.
4.19b Her (PRON-poss) clinic (N-subj) functions (V-pres.REL) as (PREP) a (INDEF.ART) sanctuary (N-pred) where (REL.ADV) injured (ADJ) creatures (N-subj) find (V-pres) a (INDEF.ART) second (ADJ) chance (N-obj).
[Replaces: “Her clinic is a sanctuary...”]
4.20a She strikes visitors as a quiet woman, yet those who know her recognize a fierce advocate for animal welfare.
4.20b She (PRON-subj) strikes (V-pres.PERCEPT) visitors (N-obj) as (PREP) a (INDEF.ART) quiet (ADJ) woman (N-pred), yet (CONJ) those (DEM.PRON-subj) who (REL.PRON) know (V-pres) her (PRON-obj) recognize (V-pres.PERCEPT) a (INDEF.ART) fierce (ADJ) advocate (N-obj) for (PREP) animal (N-mod) welfare (N-obj).
[Replaces: “She is a quiet woman...”]
4.21a Her hands tell a story—scarred from a decade of bites and scratches, yet remarkably steady during surgery.
4.21b Her (PRON-poss) hands (N-subj) tell (V-pres) a (INDEF.ART) story (N-obj)—scarred (ADJ) from (PREP) a (INDEF.ART) decade (N-obj) of (PREP) bites (N-obj) and (CONJ) scratches (N-obj), yet (CONJ) remarkably (ADV) steady (ADJ) during (PREP) surgery (N-obj).
4.22a The townspeople consider her a local treasure, though she dismisses such praise with a wave of her hand.
4.22b The (DEF.ART) townspeople (N-subj) consider (V-pres.PERCEPT) her (PRON-obj) a (INDEF.ART) local (ADJ) treasure (N-pred), though (CONJ) she (PRON-subj) dismisses (V-pres) such (DET) praise (N-obj) with (PREP) a (INDEF.ART) wave (N-obj) of (PREP) her (PRON-poss) hand (N-obj).
[Replaces: “She is a local treasure...”]
4.23a She adopted a three-legged dog named Hope, who now accompanies her on morning rounds.
4.23b She (PRON-subj) adopted (V-past) a (INDEF.ART) three-legged (ADJ) dog (N-obj) named (V-past.PART) Hope (N-name), who (REL.PRON) now (ADV) accompanies (V-pres) her (PRON-obj) on (PREP) morning (N-mod) rounds (N-obj).
4.24a Hope functions as a therapy animal, calming nervous pets in the waiting room.
4.24b Hope (N-subj) functions (V-pres.REL) as (PREP) a (INDEF.ART) therapy (N-mod) animal (N-pred), calming (V-gerund) nervous (ADJ) pets (N-obj) in (PREP) the (DEF.ART) waiting (N-mod) room (N-obj).
[Replaces: “Hope is a therapy animal...”]
4.25a On weekends, Maria volunteers at a wildlife rehabilitation center, treating everything from a pelican with a broken wing to a seal pup separated from its mother.
4.25b On (PREP) weekends (N-time), Maria (N-subj) volunteers (V-pres) at (PREP) a (INDEF.ART) wildlife (N-mod) rehabilitation (N-mod) center (N-obj), treating (V-gerund) everything (PRON-obj) from (PREP) a (INDEF.ART) pelican (N-obj) with (PREP) a (INDEF.ART) broken (ADJ) wing (N-obj) to (PREP) a (INDEF.ART) seal (N-mod) pup (N-obj) separated (V-past.PART) from (PREP) its (PRON-poss) mother (N-obj).
4.26a Her colleagues call her a miracle worker, but she credits patience and observation.
4.26b Her (PRON-poss) colleagues (N-subj) call (V-pres.SPEECH) her (PRON-obj) a (INDEF.ART) miracle (N-mod) worker (N-pred), but (CONJ) she (PRON-subj) credits (V-pres) patience (N-obj) and (CONJ) observation (N-obj).
[Replaces: “She is a miracle worker...”]
4.27a She reads voraciously—a habit developed during long nights monitoring critical patients.
4.27b She (PRON-subj) reads (V-pres) voraciously (ADV)—a (INDEF.ART) habit (N-appos) developed (V-past.PART) during (PREP) long (ADJ) nights (N-obj) monitoring (V-gerund) critical (ADJ) patients (N-obj).
4.28a Philosophy and biology fill her shelves, and she finds a certain comfort in understanding life’s complexities.
4.28b Philosophy (N-subj) and (CONJ) biology (N-subj) fill (V-pres) her (PRON-poss) shelves (N-obj), and (CONJ) she (PRON-subj) finds (V-pres.PERCEPT) a (INDEF.ART) certain (ADJ) comfort (N-obj) in (PREP) understanding (V-gerund) life’s (N-poss) complexities (N-obj).
4.29a She remains a private person, yet her actions speak volumes about a deep commitment to reducing suffering.
4.29b She (PRON-subj) remains (V-pres.STATE) a (INDEF.ART) private (ADJ) person (N-pred), yet (CONJ) her (PRON-poss) actions (N-subj) speak (V-pres) volumes (N-obj) about (PREP) a (INDEF.ART) deep (ADJ) commitment (N-obj) to (PREP) reducing (V-gerund) suffering (N-obj).
[Uses state verb “remains”]
4.30a Maria embodies a simple truth: a life devoted to easing pain carries its own quiet meaning.
4.30b Maria (N-subj) embodies (V-pres) a (INDEF.ART) simple (ADJ) truth (N-obj): a (INDEF.ART) life (N-subj) devoted (V-past.PART) to (PREP) easing (V-gerund) pain (N-obj) carries (V-pres) its (PRON-poss) own (ADJ) quiet (ADJ) meaning (N-obj).
*[Replaces: “Maria is a simple truth...” — Uses “embodies” for abstract identification]*Part B: Natural Sentences with Transformation Notes
4.16 “Maria works as a veterinarian in a small coastal town.” [Standard: “Maria is a veterinarian...” Strategy: Relational verb (works as)]
4.17 “She became a healer of animals after watching her grandmother nurse a wounded hawk back to health.” [Strategy: Change verb (became)]
4.18 “To her patients, she serves as a gentle presence, speaking softly and moving slowly.” [Standard: “She is a gentle presence...” Strategy: Relational verb (serves as)]
4.19 “Her clinic functions as a sanctuary where injured creatures find a second chance.” [Standard: “Her clinic is a sanctuary...” Strategy: Relational verb (functions as)]
4.20 “She strikes visitors as a quiet woman, yet those who know her recognize a fierce advocate for animal welfare.” [Standard: “She is a quiet woman...” Strategy: Perception verb (strikes... as)]
4.21 “Her hands tell a story—scarred from a decade of bites and scratches, yet remarkably steady during surgery.” [Active verb (tell) + appositive description]
4.22 “The townspeople consider her a local treasure, though she dismisses such praise with a wave of her hand.” [Standard: “She is a local treasure...” Strategy: Object complement verb (consider X a Y)]
4.23 “She adopted a three-legged dog named Hope, who now accompanies her on morning rounds.” [Active verbs throughout—already E-Prime compliant]
4.24 “Hope functions as a therapy animal, calming nervous pets in the waiting room.” [Standard: “Hope is a therapy animal...” Strategy: Relational verb (functions as)]
4.25 “On weekends, Maria volunteers at a wildlife rehabilitation center, treating everything from a pelican with a broken wing to a seal pup separated from its mother.” [Active verbs throughout—already E-Prime compliant]
4.26 “Her colleagues call her a miracle worker, but she credits patience and observation.” [Standard: “She is a miracle worker...” Strategy: Speech act verb (call X a Y)]
4.27 “She reads voraciously—a habit developed during long nights monitoring critical patients.” [Appositive construction—already E-Prime compliant]
4.28 “Philosophy and biology fill her shelves, and she finds a certain comfort in understanding life’s complexities.” [Active verbs + perception verb (finds)—already E-Prime compliant]
4.29 “She remains a private person, yet her actions speak volumes about a deep commitment to reducing suffering.” [Standard: “She is a private person...” Strategy: State verb (remains)]
4.30 “Maria embodies a simple truth: a life devoted to easing pain carries its own quiet meaning.” [Standard: “Maria is...” Strategy: Active verb (embodies) for abstract identification]Part C: E-Prime Text Only
4.16 Maria works as a veterinarian in a small coastal town.
4.17 She became a healer of animals after watching her grandmother nurse a wounded hawk back to health.
4.18 To her patients, she serves as a gentle presence, speaking softly and moving slowly.
4.19 Her clinic functions as a sanctuary where injured creatures find a second chance.
4.20 She strikes visitors as a quiet woman, yet those who know her recognize a fierce advocate for animal welfare.
4.21 Her hands tell a story—scarred from a decade of bites and scratches, yet remarkably steady during surgery.
4.22 The townspeople consider her a local treasure, though she dismisses such praise with a wave of her hand.
4.23 She adopted a three-legged dog named Hope, who now accompanies her on morning rounds.
4.24 Hope functions as a therapy animal, calming nervous pets in the waiting room.
4.25 On weekends, Maria volunteers at a wildlife rehabilitation center, treating everything from a pelican with a broken wing to a seal pup separated from its mother.
4.26 Her colleagues call her a miracle worker, but she credits patience and observation.
4.27 She reads voraciously—a habit developed during long nights monitoring critical patients.
4.28 Philosophy and biology fill her shelves, and she finds a certain comfort in understanding life’s complexities.
4.29 She remains a private person, yet her actions speak volumes about a deep commitment to reducing suffering.
4.30 Maria embodies a simple truth: a life devoted to easing pain carries its own quiet meaning.Part D: Grammar Notes for Genre Section
Character sketches traditionally rely on “is a” constructions: “She is a doctor,” “He is a kind man,” “She is a private person.” E-Prime transforms these into more dynamic, revealing descriptions.
Active verbs for abstraction — “embodies a truth” replaces “is a truth”
Notice how the E-Prime character sketch actually reveals more than a Standard English version would. By avoiding “Maria is a veterinarian,” we learn how she came to the profession, how she practices it, and what it means to her. E-Prime descriptions tend toward showing rather than telling.
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Convert these Standard English sentences (with “a/an”) to E-Prime:
Standard: “He is a talented musician.”
E-Prime: “He plays music with great talent.” / “He works as a talented musician.” / “People consider him a talented musician.”
Strategy: Active verb / Relational verb / Object complement verb
Standard: “That is a mistake.”
E-Prime: “That seems like a mistake.” / “I consider that a mistake.” / “That looks like a mistake.”
Strategy: Perception verb (seems like) / Object complement / Perception verb (looks like)
Standard: “There is a book on the table.”
E-Prime: “A book lies on the table.” / “A book sits on the table.” / “I see a book on the table.”
Strategy: Existence verb / Existence verb / Perception verb
Standard: “She wants to be a lawyer.”
E-Prime: “She wants to become a lawyer.” / “She wants to work as a lawyer.” / “She aspires to practice law.”
Strategy: Change verb (become) / Relational verb / Active verb restructuring
Standard: “It’s a beautiful day.”
E-Prime: “This seems like a beautiful day.” / “The day feels beautiful.” / “What a beautiful day!”
Strategy: Perception verb / State verb / Exclamatory restructuring
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
Why “A” in Lesson 4?
The indefinite article “a” ranks fourth in English frequency. While the article itself requires no transformation, the pattern “X is a Y” represents one of English’s most common constructions. Mastering alternatives to “is a” unlocks fluent E-Prime writing.
The Classification Challenge:
English constantly classifies: “She is a doctor,” “This is a problem,” “He is a genius.” E-Prime asks: What verb can replace “is” while preserving the classification? This lesson provides seven strategies for that transformation.
The 1000-Word System:
Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. Each word presents unique challenges and opportunities for E-Prime expression.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 4 E-Prime complete
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The preposition “of” ranks as the fifth most frequent word in English—a versatile connector expressing possession, origin, composition, and numerous other relationships. Like the articles (Lessons 1 and 4), “of” requires no transformation in E-Prime; it functions identically in both Standard English and E-Prime.
What does “of” do?
Measurement: “a pound of sugar”
The E-Prime Challenge with “Of”
“The city of Paris is beautiful.” → E-Prime challenge
“She is afraid of spiders.” → E-Prime challenge
Q: How does “of” function in E-Prime? A: Identically to Standard English. “Of” connects nouns and expresses relationships without involving “to be.” The challenge lies in ensuring the surrounding sentence also complies with E-Prime constraints.
Course Index:
https://latinum.substack.com/p/index
• “Of” functions identically in E-Prime and Standard English—no modification needed
• “Of” expresses possession, origin, composition, partitive, characteristic, and other relations
• The “is + adjective + of” pattern requires transformation: “am proud of” → “feel proud of”
• Existential constructions with “of” need transformation: “One of them is” → “One of them remains”
• “Of” enhances E-Prime by enabling genitive constructions that avoid possessive “to be” patterns
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5.1a The beauty of the landscape strikes visitors immediately.
5.1b The (DEF.ART) beauty (N-subj) of (PREP) the (DEF.ART) landscape (N-obj) strikes (V-pres.PERCEPT) visitors (N-obj) immediately (ADV-time).
[Replaces: “The beauty of the landscape is striking.”]
5.2a She feels proud of her accomplishments.
5.2b She (PRON-subj) feels (V-pres.STATE) proud (ADJ-pred) of (PREP) her (PRON-poss) accomplishments (N-obj).
[Replaces: “She is proud of her accomplishments.”]
5.3a A cup of coffee sits on the table, steam rising from its surface.
5.3b A (INDEF.ART) cup (N-subj) of (PREP) coffee (N-obj) sits (V-pres.EXIST) on (PREP) the (DEF.ART) table (N-loc), steam (N-subj) rising (V-gerund) from (PREP) its (PRON-poss) surface (N-obj).
[Replaces: “There is a cup of coffee on the table.”]
5.4a The roof of the old house needs repair.
5.4b The (DEF.ART) roof (N-subj) of (PREP) the (DEF.ART) old (ADJ) house (N-obj) needs (V-pres) repair (N-obj).
5.5a Many of the students passed the exam with distinction.
5.5b Many (DET) of (PREP) the (DEF.ART) students (N-subj) passed (V-past) the (DEF.ART) exam (N-obj) with (PREP) distinction (N-manner).
5.6a The story of her journey inspired thousands of readers across the country.
5.6b The (DEF.ART) story (N-subj) of (PREP) her (PRON-poss) journey (N-obj) inspired (V-past) thousands (N-obj) of (PREP) readers (N-obj) across (PREP) the (DEF.ART) country (N-obj).
5.7a He remains afraid of failure, yet he continues trying.
5.7b He (PRON-subj) remains (V-pres.STATE) afraid (ADJ-pred) of (PREP) failure (N-obj), yet (CONJ) he (PRON-subj) continues (V-pres) trying (V-gerund).
[Replaces: “He is afraid of failure.”]
5.8a The city of Venice rests upon hundreds of islands connected by bridges.
5.8b The (DEF.ART) city (N-subj) of (PREP) Venice (N-obj) rests (V-pres.EXIST) upon (PREP) hundreds (N-obj) of (PREP) islands (N-obj) connected (V-past.PART) by (PREP) bridges (N-obj).
[Replaces: “The city of Venice is built upon...”]
5.9a One of the witnesses recalled seeing a figure near the window.
5.9b One (NUM) of (PREP) the (DEF.ART) witnesses (N-subj) recalled (V-past) seeing (V-gerund) a (INDEF.ART) figure (N-obj) near (PREP) the (DEF.ART) window (N-obj).
5.10a The president of the company announced a new initiative, speaking of innovation and growth.
5.10b The (DEF.ART) president (N-subj) of (PREP) the (DEF.ART) company (N-obj) announced (V-past) a (INDEF.ART) new (ADJ) initiative (N-obj), speaking (V-gerund) of (PREP) innovation (N-obj) and (CONJ) growth (N-obj).
5.11a The scent of roses filled the garden, and memories of childhood flooded back.
5.11b The (DEF.ART) scent (N-subj) of (PREP) roses (N-obj) filled (V-past) the (DEF.ART) garden (N-obj), and (CONJ) memories (N-subj) of (PREP) childhood (N-obj) flooded (V-past) back (ADV).
5.12a A woman of remarkable courage, she spoke out against injustice throughout her life.
5.12b A (INDEF.ART) woman (N-appos) of (PREP) remarkable (ADJ) courage (N-obj), she (PRON-subj) spoke (V-past) out (ADV) against (PREP) injustice (N-obj) throughout (PREP) her (PRON-poss) life (N-obj).
[Appositive construction avoids “She was a woman of courage.”]
5.13a The laws of physics govern the behavior of matter, yet mysteries of the universe remain.
5.13b The (DEF.ART) laws (N-subj) of (PREP) physics (N-obj) govern (V-pres) the (DEF.ART) behavior (N-obj) of (PREP) matter (N-obj), yet (CONJ) mysteries (N-subj) of (PREP) the (DEF.ART) universe (N-obj) remain (V-pres.STATE).
[Replaces: “...mysteries of the universe are still present.”]
5.14a Think of the possibilities, dream of success, and work toward your vision of the future.
5.14b Think (V-imp) of (PREP) the (DEF.ART) possibilities (N-obj), dream (V-imp) of (PREP) success (N-obj), and (CONJ) work (V-imp) toward (PREP) your (PRON-poss) vision (N-obj) of (PREP) the (DEF.ART) future (N-obj).
5.15a The essence of E-Prime lies in its transformation of static assertions into dynamic descriptions—a shift of perspective that Korzybski and Bourland championed.
5.15b The (DEF.ART) essence (N-subj) of (PREP) E-Prime (N-obj) lies (V-pres.EXIST) in (PREP) its (PRON-poss) transformation (N-obj) of (PREP) static (ADJ) assertions (N-obj) into (PREP) dynamic (ADJ) descriptions (N-obj)—a (INDEF.ART) shift (N-appos) of (PREP) perspective (N-obj) that (REL.PRON) Korzybski (N-subj) and (CONJ) Bourland (N-subj) championed (V-past).
[Replaces: “The essence of E-Prime is...”]
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5.1 “The beauty of the landscape strikes visitors immediately.” [Standard English: “The beauty of the landscape is striking.”] [Strategy: Active verb (strikes) replaces predicate adjective]
5.2 “She feels proud of her accomplishments.” [Standard English: “She is proud of her accomplishments.”] [Strategy: State verb (feels) replaces copula in “is + adjective + of” pattern]
5.3 “A cup of coffee sits on the table, steam rising from its surface.” [Standard English: “There is a cup of coffee on the table.”] [Strategy: Existence verb (sits) replaces existential “there is”]
5.4 “The roof of the old house needs repair.” [Already E-Prime compliant—active verb (needs)] [Strategy: No transformation needed]
5.5 “Many of the students passed the exam with distinction.” [Already E-Prime compliant—active verb (passed)] [Strategy: No transformation needed]
5.6 “The story of her journey inspired thousands of readers across the country.” [Already E-Prime compliant—active verb (inspired)] [Strategy: No transformation needed]
5.7 “He remains afraid of failure, yet he continues trying.” [Standard English: “He is afraid of failure.”] [Strategy: State verb (remains) replaces copula]
5.8 “The city of Venice rests upon hundreds of islands connected by bridges.” [Standard English: “The city of Venice is built upon...”] [Strategy: Existence verb (rests) replaces passive construction]
5.9 “One of the witnesses recalled seeing a figure near the window.” [Already E-Prime compliant—active verb (recalled)] [Strategy: No transformation needed]
5.10 “The president of the company announced a new initiative, speaking of innovation and growth.” [Already E-Prime compliant—active verbs (announced, speaking)] [Strategy: No transformation needed]
5.11 “The scent of roses filled the garden, and memories of childhood flooded back.” [Already E-Prime compliant—active verbs (filled, flooded)] [Strategy: No transformation needed]
5.12 “A woman of remarkable courage, she spoke out against injustice throughout her life.” [Standard English: “She was a woman of remarkable courage.”] [Strategy: Appositive construction avoids copula]
5.13 “The laws of physics govern the behavior of matter, yet mysteries of the universe remain.” [Standard English: “...mysteries of the universe are still present.”] [Strategy: State verb (remain) replaces copula + adjective]
5.14 “Think of the possibilities, dream of success, and work toward your vision of the future.” [Already E-Prime compliant—imperative verbs throughout] [Strategy: No transformation needed]
5.15 “The essence of E-Prime lies in its transformation of static assertions into dynamic descriptions—a shift of perspective that Korzybski and Bourland championed.” [Standard English: “The essence of E-Prime is its transformation...”] [Strategy: Existence verb (lies in) replaces copula]
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5.1 The beauty of the landscape strikes visitors immediately.
5.2 She feels proud of her accomplishments.
5.3 A cup of coffee sits on the table, steam rising from its surface.
5.4 The roof of the old house needs repair.
5.5 Many of the students passed the exam with distinction.
5.6 The story of her journey inspired thousands of readers across the country.
5.7 He remains afraid of failure, yet he continues trying.
5.8 The city of Venice rests upon hundreds of islands connected by bridges.
5.9 One of the witnesses recalled seeing a figure near the window.
5.10 The president of the company announced a new initiative, speaking of innovation and growth.
5.11 The scent of roses filled the garden, and memories of childhood flooded back.
5.12 A woman of remarkable courage, she spoke out against injustice throughout her life.
5.13 The laws of physics govern the behavior of matter, yet mysteries of the universe remain.
5.14 Think of the possibilities, dream of success, and work toward your vision of the future.
5.15 The essence of E-Prime lies in its transformation of static assertions into dynamic descriptions—a shift of perspective that Korzybski and Bourland championed.
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**These grammar rules govern “of” in E-Prime:**1. Standard English Function
The preposition “of” serves as English’s primary genitive marker, expressing relationships that other languages might handle through case endings or possessive constructions:
“the pages of the book” (= the book’s pages)
“a citizen of Rome”
“a piece of cake”
“most of the people”
“think of me”
“a matter of importance”
“sick of waiting”
“miles of highway”2. E-Prime Considerations
“Of” itself requires no transformation. However, three common patterns involving “of” frequently contain “to be”:
“They are tired of waiting.”
“Most of the work is done.”
“The essence of E-Prime is clarity.”3. Strategies for “Of” + “To Be” Patterns
“They grew tired of waiting.”
“Most of the work stands complete.”
“The essence of E-Prime lies in clarity.”4. Common Mistakes
Correct: “I feel full of ideas.” / “Ideas fill my mind.”
Correct: “Some of them remain.”
Correct: “The color of the sky appears blue.” / “The sky shows a blue color.”
Correct: “Brick comprised the house.” / “The builders constructed the house of brick.”5. Style Notes
“think of,” “speak of,” “dream of“ — all naturally E-Prime compliant
The preposition “of” becomes a valuable tool in E-Prime, enabling genitive relationships that might otherwise require copula constructions.
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“Of” serves as English’s workhorse for expressing relationships that other languages mark through case systems. Where Latin uses the genitive case (amor Dei — love of God), and German uses articles and word order (die Farbe des Himmels — the color of the sky), English relies heavily on “of.”
This flexibility makes “of” appear in countless contexts—and thus in countless sentences that might also contain “to be.”2. “Of” and Abstraction
Highly Abstract: “the essence of truth” (meta-concept)
E-Prime writers note that higher abstractions involving “of” more frequently attract “to be” constructions: “The essence of truth is...” E-Prime forces more specific, operationalized language.3. “Of” in Philosophical Discourse
“the nature of reality”
These phrases often lead to identity statements: “The nature of reality is...” E-Prime transforms such statements into more process-oriented formulations: “Reality behaves as...” or “We experience reality as...”4. Korzybski’s Map-Territory Distinction
E-Prime: “The map differs from the territory.” / “The map represents the territory without equaling it.”
The “of” in “map of the territory” (understood) remains unproblematic; the “is not” requires transformation. This illustrates how “of” peacefully coexists with E-Prime while surrounding constructions need attention.5. Emotional States and “Of”
“afraid of,” “proud of,” “ashamed of,” “tired of,” “sick of,” “fond of,” “full of“
“Spiders frighten me” attributes agency
This shift aligns with therapeutic approaches (like Ellis’s REBT) that distinguish between temporary feelings and fixed identities.
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**From D. David Bourland Jr., “To Be or Not To Be: E-Prime as a Tool for Critical Thinking” (1989):**F-A: Interlinear Construed Text
The (DEF.ART) elimination (N-subj) of (PREP) the (DEF.ART) verb (N-obj) “to (PART) be” (V-inf.FORBIDDEN) forces (V-pres) the (DEF.ART) writer (N-obj) to (PART) think (V-inf) more (ADV) carefully (ADV) about (PREP) the (DEF.ART) nature (N-obj) of (PREP) the (DEF.ART) relationships (N-obj) involved (V-past.PART). Instead (ADV) of (PREP) saying (V-gerund) “This (DEM.PRON) is (V-pres.FORBIDDEN) good (ADJ),” the (DEF.ART) writer (N-subj) must (AUX) specify (V-inf): “This (DEM.PRON) works (V-pres) well (ADV) for (PREP) purpose (N-obj) X (N-obj).”F-B: Natural Text with Translation
“The elimination of the verb ‘to be’ forces the writer to think more carefully about the nature of the relationships involved. Instead of saying ‘This is good,’ the writer must specify: ‘This works well for purpose X.’”
— D. David Bourland Jr., “To Be or Not To Be: E-Prime as a Tool for Critical Thinking” (1989)
[Note: Bourland uses “of” four times in this passage—all unproblematic. The key E-Prime transformation involves replacing “This is good” with “This works well for purpose X.”]F-C: E-Prime Text Only
must specify — modal + active verb, E-Prime compliant
Bourland’s passage demonstrates how “of” appears naturally in E-Prime writing while “is” requires transformation. The four uses of “of” function smoothly; only “This is good” needs E-Prime conversion.F-E: Commentary on E-Prime Technique
For what purpose (purpose X)
The multiple “of” constructions in Bourland’s sentence—”elimination of,” “nature of,” “Instead of”—cause no problems. “Of” expresses relationships; “is” asserts identity. E-Prime targets identity assertions, not relational prepositions.
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The following essay demonstrates E-Prime in travel/descriptive writing, where “of” constructions abound.Part A: Interlinear Construed Text
5.16a The streets of Lisbon climb and descend the city’s seven hills, each turn revealing views of the Tagus River below.
5.16b The (DEF.ART) streets (N-subj) of (PREP) Lisbon (N-obj) climb (V-pres) and (CONJ) descend (V-pres) the (DEF.ART) city’s (N-poss) seven (NUM) hills (N-obj), each (DET) turn (N-subj) revealing (V-gerund) views (N-obj) of (PREP) the (DEF.ART) Tagus (N-mod) River (N-obj) below (ADV).
5.17a Tiles of blue and white cover the facades of buildings, telling stories of saints and sailors and kings.
5.17b Tiles (N-subj) of (PREP) blue (N-obj) and (CONJ) white (N-obj) cover (V-pres) the (DEF.ART) facades (N-obj) of (PREP) buildings (N-obj), telling (V-gerund) stories (N-obj) of (PREP) saints (N-obj) and (CONJ) sailors (N-obj) and (CONJ) kings (N-obj).
5.18a The smell of grilled sardines drifts from restaurants, mixing with the scent of coffee from corner cafés.
5.18b The (DEF.ART) smell (N-subj) of (PREP) grilled (ADJ) sardines (N-obj) drifts (V-pres) from (PREP) restaurants (N-obj), mixing (V-gerund) with (PREP) the (DEF.ART) scent (N-obj) of (PREP) coffee (N-obj) from (PREP) corner (N-mod) cafés (N-obj).
5.19a Trams of yellow paint rattle through narrow streets, carrying tourists and locals alike up slopes of impossible steepness.
5.19b Trams (N-subj) of (PREP) yellow (ADJ) paint (N-obj) rattle (V-pres) through (PREP) narrow (ADJ) streets (N-obj), carrying (V-gerund) tourists (N-obj) and (CONJ) locals (N-obj) alike (ADV) up (PREP) slopes (N-obj) of (PREP) impossible (ADJ) steepness (N-obj).
[Replaces: “Trams are painted yellow...” — Uses characteristic “of”]
5.20a The ruins of the Carmo Convent stand roofless against the sky, a monument of the 1755 earthquake.
5.20b The (DEF.ART) ruins (N-subj) of (PREP) the (DEF.ART) Carmo (N-mod) Convent (N-obj) stand (V-pres.EXIST) roofless (ADJ-pred) against (PREP) the (DEF.ART) sky (N-obj), a (INDEF.ART) monument (N-appos) of (PREP) the (DEF.ART) 1755 (NUM) earthquake (N-obj).
[Replaces: “The ruins of the Carmo Convent are roofless...”]
5.21a Visitors feel the weight of history in every cobblestone, every weathered doorway, every faded fresco.
5.21b Visitors (N-subj) feel (V-pres.PERCEPT) the (DEF.ART) weight (N-obj) of (PREP) history (N-obj) in (PREP) every (DET) cobblestone (N-obj), every (DET) weathered (ADJ) doorway (N-obj), every (DET) faded (ADJ) fresco (N-obj).
[Replaces: “The weight of history is palpable...”]
5.22a The sounds of fado music emerge from taverns at night—songs of longing and loss, of the sea and those who never returned.
5.22b The (DEF.ART) sounds (N-subj) of (PREP) fado (N-mod) music (N-obj) emerge (V-pres) from (PREP) taverns (N-obj) at (PREP) night (N-time)—songs (N-appos) of (PREP) longing (N-obj) and (CONJ) loss (N-obj), of (PREP) the (DEF.ART) sea (N-obj) and (CONJ) those (DEM.PRON-obj) who (REL.PRON) never (ADV) returned (V-past).
5.23a Each neighborhood of Lisbon possesses a distinct character—Alfama with its maze of alleys, Bairro Alto with its nightlife, Belém with its monuments of discovery.
5.23b Each (DET) neighborhood (N-subj) of (PREP) Lisbon (N-obj) possesses (V-pres) a (INDEF.ART) distinct (ADJ) character (N-obj)—Alfama (N-appos) with (PREP) its (PRON-poss) maze (N-obj) of (PREP) alleys (N-obj), Bairro Alto (N-appos) with (PREP) its (PRON-poss) nightlife (N-obj), Belém (N-appos) with (PREP) its (PRON-poss) monuments (N-obj) of (PREP) discovery (N-obj).
[Replaces: “Each neighborhood of Lisbon is distinct...”]
5.24a The people of the city move with a pace of their own—unhurried, gracious, savoring moments of conversation and coffee.
5.24b The (DEF.ART) people (N-subj) of (PREP) the (DEF.ART) city (N-obj) move (V-pres) with (PREP) a (INDEF.ART) pace (N-obj) of (PREP) their (PRON-poss) own (ADJ)—unhurried (ADJ), gracious (ADJ), savoring (V-gerund) moments (N-obj) of (PREP) conversation (N-obj) and (CONJ) coffee (N-obj).
5.25a Markets overflow with fruits of the season—oranges, figs, melons—alongside fish of every variety from the Atlantic.
5.25b Markets (N-subj) overflow (V-pres) with (PREP) fruits (N-obj) of (PREP) the (DEF.ART) season (N-obj)—oranges (N-appos), figs (N-appos), melons (N-appos)—alongside (PREP) fish (N-obj) of (PREP) every (DET) variety (N-obj) from (PREP) the (DEF.ART) Atlantic (N-obj).
5.26a The light of Lisbon possesses a quality painters have long sought to capture—golden, diffuse, transforming ordinary scenes into moments of beauty.
5.26b The (DEF.ART) light (N-subj) of (PREP) Lisbon (N-obj) possesses (V-pres) a (INDEF.ART) quality (N-obj) painters (N-subj) have (AUX) long (ADV) sought (V-past.PART) to (PART) capture (V-inf)—golden (ADJ), diffuse (ADJ), transforming (V-gerund) ordinary (ADJ) scenes (N-obj) into (PREP) moments (N-obj) of (PREP) beauty (N-obj).
[Replaces: “The light of Lisbon is special...”]
5.27a Castle of Saint George crowns the highest hill, offering panoramas of the entire city and river.
5.27b Castle (N-subj) of (PREP) Saint (N-mod) George (N-obj) crowns (V-pres) the (DEF.ART) highest (ADJ-superl) hill (N-obj), offering (V-gerund) panoramas (N-obj) of (PREP) the (DEF.ART) entire (ADJ) city (N-obj) and (CONJ) river (N-obj).
5.28a A sense of melancholy pervades the city—the Portuguese call it saudade, a longing of the soul for something lost or distant.
5.28b A (INDEF.ART) sense (N-subj) of (PREP) melancholy (N-obj) pervades (V-pres) the (DEF.ART) city (N-obj)—the (DEF.ART) Portuguese (N-subj) call (V-pres.SPEECH) it (PRON-obj) saudade (N-pred), a (INDEF.ART) longing (N-appos) of (PREP) the (DEF.ART) soul (N-obj) for (PREP) something (PRON-obj) lost (V-past.PART) or (CONJ) distant (ADJ).
[Replaces: “A sense of melancholy is pervasive...” + “Saudade is a longing...”]
5.29a Yet joy surfaces constantly—in the laughter of children playing in squares, in the clink of glasses at sunset, in the rhythm of life lived fully.
5.29b Yet (CONJ) joy (N-subj) surfaces (V-pres) constantly (ADV)—in (PREP) the (DEF.ART) laughter (N-obj) of (PREP) children (N-obj) playing (V-gerund) in (PREP) squares (N-obj), in (PREP) the (DEF.ART) clink (N-obj) of (PREP) glasses (N-obj) at (PREP) sunset (N-time), in (PREP) the (DEF.ART) rhythm (N-obj) of (PREP) life (N-obj) lived (V-past.PART) fully (ADV).
5.30a Lisbon remains a city of contradictions—ancient yet vibrant, melancholic yet joyful, a place of endings and beginnings where the old world meets the new.
5.30b Lisbon (N-subj) remains (V-pres.STATE) a (INDEF.ART) city (N-pred) of (PREP) contradictions (N-obj)—ancient (ADJ) yet (CONJ) vibrant (ADJ), melancholic (ADJ) yet (CONJ) joyful (ADJ), a (INDEF.ART) place (N-appos) of (PREP) endings (N-obj) and (CONJ) beginnings (N-obj) where (REL.ADV) the (DEF.ART) old (ADJ) world (N-subj) meets (V-pres) the (DEF.ART) new (ADJ-nominal).
*[Uses state verb “remains” for characteristic statement]*Part B: Natural Sentences with Transformation Notes
5.16 “The streets of Lisbon climb and descend the city’s seven hills, each turn revealing views of the Tagus River below.” [Active verbs (climb, descend, revealing)—already E-Prime compliant]
5.17 “Tiles of blue and white cover the facades of buildings, telling stories of saints and sailors and kings.” [Active verbs (cover, telling)—already E-Prime compliant]
5.18 “The smell of grilled sardines drifts from restaurants, mixing with the scent of coffee from corner cafés.” [Active verbs (drifts, mixing)—already E-Prime compliant]
5.19 “Trams of yellow paint rattle through narrow streets, carrying tourists and locals alike up slopes of impossible steepness.” [Standard: “Trams are painted yellow...” Strategy: Characteristic “of” + active verbs]
5.20 “The ruins of the Carmo Convent stand roofless against the sky, a monument of the 1755 earthquake.” [Standard: “The ruins are roofless...” Strategy: Existence verb (stand)]
5.21 “Visitors feel the weight of history in every cobblestone, every weathered doorway, every faded fresco.” [Standard: “The weight of history is palpable...” Strategy: Perception verb (feel)]
5.22 “The sounds of fado music emerge from taverns at night—songs of longing and loss, of the sea and those who never returned.” [Active verb (emerge) + appositives—already E-Prime compliant]
5.23 “Each neighborhood of Lisbon possesses a distinct character—Alfama with its maze of alleys, Bairro Alto with its nightlife, Belém with its monuments of discovery.” [Standard: “Each neighborhood is distinct...” Strategy: Active verb (possesses)]
5.24 “The people of the city move with a pace of their own—unhurried, gracious, savoring moments of conversation and coffee.” [Active verbs (move, savoring)—already E-Prime compliant]
5.25 “Markets overflow with fruits of the season—oranges, figs, melons—alongside fish of every variety from the Atlantic.” [Active verb (overflow)—already E-Prime compliant]
5.26 “The light of Lisbon possesses a quality painters have long sought to capture—golden, diffuse, transforming ordinary scenes into moments of beauty.” [Standard: “The light of Lisbon is special...” Strategy: Active verb (possesses)]
5.27 “Castle of Saint George crowns the highest hill, offering panoramas of the entire city and river.” [Active verbs (crowns, offering)—already E-Prime compliant]
5.28 “A sense of melancholy pervades the city—the Portuguese call it saudade, a longing of the soul for something lost or distant.” [Standard: “Melancholy is pervasive...” + “Saudade is...” Strategy: Active verb (pervades) + speech act verb (call)]
5.29 “Yet joy surfaces constantly—in the laughter of children playing in squares, in the clink of glasses at sunset, in the rhythm of life lived fully.” [Active verb (surfaces)—already E-Prime compliant]
5.30 “Lisbon remains a city of contradictions—ancient yet vibrant, melancholic yet joyful, a place of endings and beginnings where the old world meets the new.” [Standard: “Lisbon is a city of contradictions...” Strategy: State verb (remains)]Part C: E-Prime Text Only
5.16 The streets of Lisbon climb and descend the city’s seven hills, each turn revealing views of the Tagus River below.
5.17 Tiles of blue and white cover the facades of buildings, telling stories of saints and sailors and kings.
5.18 The smell of grilled sardines drifts from restaurants, mixing with the scent of coffee from corner cafés.
5.19 Trams of yellow paint rattle through narrow streets, carrying tourists and locals alike up slopes of impossible steepness.
5.20 The ruins of the Carmo Convent stand roofless against the sky, a monument of the 1755 earthquake.
5.21 Visitors feel the weight of history in every cobblestone, every weathered doorway, every faded fresco.
5.22 The sounds of fado music emerge from taverns at night—songs of longing and loss, of the sea and those who never returned.
5.23 Each neighborhood of Lisbon possesses a distinct character—Alfama with its maze of alleys, Bairro Alto with its nightlife, Belém with its monuments of discovery.
5.24 The people of the city move with a pace of their own—unhurried, gracious, savoring moments of conversation and coffee.
5.25 Markets overflow with fruits of the season—oranges, figs, melons—alongside fish of every variety from the Atlantic.
5.26 The light of Lisbon possesses a quality painters have long sought to capture—golden, diffuse, transforming ordinary scenes into moments of beauty.
5.27 Castle of Saint George crowns the highest hill, offering panoramas of the entire city and river.
5.28 A sense of melancholy pervades the city—the Portuguese call it saudade, a longing of the soul for something lost or distant.
5.29 Yet joy surfaces constantly—in the laughter of children playing in squares, in the clink of glasses at sunset, in the rhythm of life lived fully.
5.30 Lisbon remains a city of contradictions—ancient yet vibrant, melancholic yet joyful, a place of endings and beginnings where the old world meets the new.Part D: Grammar Notes for Genre Section
Descriptive/travel writing naturally uses many “of” constructions: “streets of Lisbon,” “scent of coffee,” “monuments of discovery.” The preposition efficiently expresses relationships between things.
State verb — “remains a city of contradictions” replaces “is a city of contradictions”
Notice how “of” appears 40+ times in this essay without causing E-Prime problems. The preposition peacefully coexists with E-Prime discipline; only the surrounding copula constructions require attention.
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Convert these Standard English sentences (with “of”) to E-Prime:
Standard: “I am proud of my work.”
E-Prime: “I feel proud of my work.” / “My work fills me with pride.” / “Pride in my work motivates me.”
Strategy: State verb (feel) / Active restructuring / Nominalization + active verb
Standard: “The cause of the accident is unknown.”
E-Prime: “The cause of the accident remains unknown.” / “Investigators have not determined the cause of the accident.”
Strategy: State verb (remains) / Active restructuring
Standard: “She is afraid of flying.”
E-Prime: “She feels afraid of flying.” / “Flying frightens her.” / “She experiences fear of flying.”
Strategy: State verb (feels) / Active restructuring / Experience verb
Standard: “One of the students is missing.”
E-Prime: “One of the students remains missing.” / “One of the students has disappeared.”
Strategy: State verb (remains) / Active verb
Standard: “The color of the sky is beautiful today.”
E-Prime: “The color of the sky looks beautiful today.” / “The sky displays a beautiful color today.”
Strategy: Perception verb (looks) / Active verb (displays)
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
Why “Of” in Lesson 5?
The preposition “of” ranks fifth in English frequency. As the language’s primary genitive marker, it appears constantly—in possession, composition, characteristic, and partitive constructions. While “of” itself requires no transformation, it frequently accompanies “to be” patterns that E-Prime must address.
The “Is + Adjective + Of” Pattern:
English commonly expresses emotions using this pattern: “am proud of,” “is afraid of,” “are tired of.” E-Prime transforms these to “feel proud of,” “remain afraid of,” “grow tired of”—improving both precision and compliance.
The 1000-Word System:
Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. Each word presents unique challenges and opportunities for E-Prime expression.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 5 E-Prime complete
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The word “to” ranks as the sixth most frequent word in English, serving two distinct grammatical functions: as a preposition indicating direction or purpose, and as a particle marking infinitives. Both functions appear constantly in English—and both interact significantly with E-Prime constraints.
What does “to” do?
Attachment: “the key to the door”
“They hope to succeed.”
The E-Prime Challenge with “To”
“It seems to be broken.” → E-Prime challenge
Every “to be” construction requires transformation, while all other “to + verb” infinitives remain E-Prime compliant.
Q: How does “to” function in E-Prime? A: “To” as a preposition functions identically in E-Prime and Standard English. “To” as an infinitive marker functions normally with all verbs except “be.” The combination “to be” must always transform to “to become,” “to feel,” “to seem,” or another appropriate alternative.
Course Index:
https://latinum.substack.com/p/index
• “To” as a preposition requires no modification—direction, recipient, and purpose uses work identically
• “To” as an infinitive marker works with all verbs except “be”
• “To be” always transforms: “to become,” “to feel,” “to remain,” “to seem,” “to work as”
• Watch for hidden “to be” in constructions like “seems to be,” “appears to be,” “used to be”
• The phrase “in order to” often precedes infinitives and remains E-Prime compliant (unless followed by “be”)
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6.1a She walked to the library to find a book on philosophy.
6.1b She (PRON-subj) walked (V-past) to (PREP-dir) the (DEF.ART) library (N-obj) to (PART-purp) find (V-inf) a (INDEF.ART) book (N-obj) on (PREP) philosophy (N-obj).
6.2a He wants to become a better writer.
6.2b He (PRON-subj) wants (V-pres) to (PART) become (V-inf.CHANGE) a (INDEF.ART) better (ADJ-comp) writer (N-pred).
[Replaces: “He wants to be a better writer.”]
6.3a Give this message to the director when she arrives.
6.3b Give (V-imp) this (DET) message (N-obj) to (PREP-recip) the (DEF.ART) director (N-obj) when (CONJ) she (PRON-subj) arrives (V-pres).
6.4a The key to success lies in persistent effort.
6.4b The (DEF.ART) key (N-subj) to (PREP) success (N-obj) lies (V-pres.EXIST) in (PREP) persistent (ADJ) effort (N-obj).
[Replaces: “The key to success is persistent effort.”]
6.5a She hopes to feel happier in the new year.
6.5b She (PRON-subj) hopes (V-pres) to (PART) feel (V-inf.STATE) happier (ADJ-comp) in (PREP) the (DEF.ART) new (ADJ) year (N-obj).
[Replaces: “She hopes to be happier.”]
6.6a From morning to night, he dedicated himself to learning the language.
6.6b From (PREP) morning (N-obj) to (PREP-limit) night (N-obj), he (PRON-subj) dedicated (V-past) himself (PRON-refl) to (PREP-purp) learning (V-gerund) the (DEF.ART) language (N-obj).
6.7a The door to the garden stood open, inviting visitors to explore.
6.7b The (DEF.ART) door (N-subj) to (PREP) the (DEF.ART) garden (N-obj) stood (V-past.EXIST) open (ADJ-pred), inviting (V-gerund) visitors (N-obj) to (PART) explore (V-inf).
[Replaces: “The door to the garden was open.”]
6.8a I prefer tea to coffee, especially in the afternoon.
6.8b I (PRON-subj) prefer (V-pres) tea (N-obj) to (PREP-comp) coffee (N-obj), especially (ADV) in (PREP) the (DEF.ART) afternoon (N-time).
6.9a She aspires to work as a surgeon, dedicating years to rigorous training.
6.9b She (PRON-subj) aspires (V-pres) to (PART) work (V-inf.REL) as (PREP) a (INDEF.ART) surgeon (N-pred), dedicating (V-gerund) years (N-obj) to (PREP) rigorous (ADJ) training (N-obj).
[Replaces: “She aspires to be a surgeon.”]
6.10a The ability to adapt to change determines survival in competitive environments.
6.10b The (DEF.ART) ability (N-subj) to (PART) adapt (V-inf) to (PREP) change (N-obj) determines (V-pres) survival (N-obj) in (PREP) competitive (ADJ) environments (N-obj).
6.11a He used to feel anxious about public speaking, but practice transformed his confidence.
6.11b He (PRON-subj) used (V-past) to (PART) feel (V-inf.STATE) anxious (ADJ-pred) about (PREP) public (ADJ) speaking (N-obj), but (CONJ) practice (N-subj) transformed (V-past) his (PRON-poss) confidence (N-obj).
[Replaces: “He used to be anxious about public speaking.”]
6.12a The committee agreed to postpone the decision, giving members time to consider all options.
6.12b The (DEF.ART) committee (N-subj) agreed (V-past) to (PART) postpone (V-inf) the (DEF.ART) decision (N-obj), giving (V-gerund) members (N-obj) time (N-obj) to (PART) consider (V-inf) all (DET) options (N-obj).
6.13a Listen to the rhythm of the music, and allow your body to respond naturally.
6.13b Listen (V-imp) to (PREP) the (DEF.ART) rhythm (N-obj) of (PREP) the (DEF.ART) music (N-obj), and (CONJ) allow (V-imp) your (PRON-poss) body (N-obj) to (PART) respond (V-inf) naturally (ADV).
6.14a The path to understanding leads through questions, and the willingness to remain uncertain opens doors to deeper insight.
6.14b The (DEF.ART) path (N-subj) to (PREP) understanding (N-obj) leads (V-pres) through (PREP) questions (N-obj), and (CONJ) the (DEF.ART) willingness (N-subj) to (PART) remain (V-inf.STATE) uncertain (ADJ-pred) opens (V-pres) doors (N-obj) to (PREP) deeper (ADJ-comp) insight (N-obj).
[Uses “remain uncertain” instead of “be uncertain”]
6.15a E-Prime teaches us to express ourselves without relying on “to be“—a discipline that sharpens thinking and clarifies communication.
6.15b E-Prime (N-subj) teaches (V-pres) us (PRON-obj) to (PART) express (V-inf) ourselves (PRON-refl) without (PREP) relying (V-gerund) on (PREP) “to (PART) be (V-inf.FORBIDDEN)”—a (INDEF.ART) discipline (N-appos) that (REL.PRON) sharpens (V-pres) thinking (N-obj) and (CONJ) clarifies (V-pres) communication (N-obj).
[Mentions “to be” as the forbidden construction without using it functionally]
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6.1 “She walked to the library to find a book on philosophy.” [Preposition (direction) + Infinitive marker (purpose)] [Already E-Prime compliant—no “to be”]
6.2 “He wants to become a better writer.” [Standard English: “He wants to be a better writer.”] [Strategy: Change verb (become) replaces “be”]
6.3 “Give this message to the director when she arrives.” [Preposition (recipient)] [Already E-Prime compliant—no “to be”]
6.4 “The key to success lies in persistent effort.” [Standard English: “The key to success is persistent effort.”] [Strategy: Existence verb (lies in) replaces copula]
6.5 “She hopes to feel happier in the new year.” [Standard English: “She hopes to be happier.”] [Strategy: State verb (feel) replaces “be”]
6.6 “From morning to night, he dedicated himself to learning the language.” [Preposition (limit/extent) + Preposition (purpose)] [Already E-Prime compliant—no “to be”]
6.7 “The door to the garden stood open, inviting visitors to explore.” [Standard English: “The door to the garden was open.”] [Strategy: Existence verb (stood) replaces copula]
6.8 “I prefer tea to coffee, especially in the afternoon.” [Preposition (comparison)] [Already E-Prime compliant—no “to be”]
6.9 “She aspires to work as a surgeon, dedicating years to rigorous training.” [Standard English: “She aspires to be a surgeon.”] [Strategy: Relational verb (work as) replaces “be”]
6.10 “The ability to adapt to change determines survival in competitive environments.” [Infinitive marker + Preposition] [Already E-Prime compliant—no “to be”]
6.11 “He used to feel anxious about public speaking, but practice transformed his confidence.” [Standard English: “He used to be anxious about public speaking.”] [Strategy: State verb (feel) replaces “be” in “used to be” construction]
6.12 “The committee agreed to postpone the decision, giving members time to consider all options.” [Infinitive markers throughout] [Already E-Prime compliant—no “to be”]
6.13 “Listen to the rhythm of the music, and allow your body to respond naturally.” [Preposition + Infinitive marker] [Already E-Prime compliant—no “to be”]
6.14 “The path to understanding leads through questions, and the willingness to remain uncertain opens doors to deeper insight.” [Standard English: “...willingness to be uncertain...”] [Strategy: State verb (remain) replaces “be”]
6.15 “E-Prime teaches us to express ourselves without relying on ‘to be’—a discipline that sharpens thinking and clarifies communication.” [Mentions “to be” as topic without using it functionally] [Already E-Prime compliant—metalinguistic reference]
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6.1 She walked to the library to find a book on philosophy.
6.2 He wants to become a better writer.
6.3 Give this message to the director when she arrives.
6.4 The key to success lies in persistent effort.
6.5 She hopes to feel happier in the new year.
6.6 From morning to night, he dedicated himself to learning the language.
6.7 The door to the garden stood open, inviting visitors to explore.
6.8 I prefer tea to coffee, especially in the afternoon.
6.9 She aspires to work as a surgeon, dedicating years to rigorous training.
6.10 The ability to adapt to change determines survival in competitive environments.
6.11 He used to feel anxious about public speaking, but practice transformed his confidence.
6.12 The committee agreed to postpone the decision, giving members time to consider all options.
6.13 Listen to the rhythm of the music, and allow your body to respond naturally.
6.14 The path to understanding leads through questions, and the willingness to remain uncertain opens doors to deeper insight.
6.15 E-Prime teaches us to express ourselves without relying on “to be”—a discipline that sharpens thinking and clarifies communication.
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**These grammar rules govern “to” in E-Prime:**1. Standard English Functions
“To” as Preposition:
Function Example Direction “walk to the park” Recipient “give it to her” Purpose “came to help” Limit/Extent “from A to B” Comparison “prefer X to Y” Attachment “the answer to the question” Result “grew to love”
“To” as Infinitive Marker:
“hope to win”2. E-Prime Considerations
The Critical Rule: “To” + any verb = E-Prime compliant “To” + “be” = FORBIDDEN
Problematic Patterns:
Standard English E-Prime Alternative want to be want to become, want to feel hope to be hope to become, hope to work as seem to be seem (alone), appear appear to be appear (alone), look used to be used to feel, used to work as turn out to be turn out, prove prove to be prove (alone) happen to be happen to feel, find oneself3. Strategies for “To Be” Replacement
“I want to become a doctor.” (not “to be a doctor”)
“She hopes to feel happy.” (not “to be happy”)
“He aspires to work as an engineer.” (not “to be an engineer”)
“The solution seems effective.” (not “seems to be effective”)
“It turned out to be wrong” → “It proved wrong”4. Common Mistakes
Correct: “She wants to become rich.” / “She wants to feel wealthy.”
Correct: “It seems broken.” / “It appears broken.”
Correct: “He used to feel shy.” / “He once felt shy.”
Correct: “This will prove difficult.” / “This looks difficult.”
Correct: “She should arrive here.” / “We expect her here.”5. Style Notes
Watch for idioms — “to be honest,” “to be fair,” “to be sure” — these can often transform to “honestly,” “fairly,” “certainly”
The key: recognize that “to” itself poses no problem. Only the specific combination “to be” requires transformation.
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The infinitive “to be” holds a privileged place in Western philosophy. Hamlet’s “To be or not to be” distills existence itself into four words. Descartes’ “Cogito, ergo sum” (”I think, therefore I am”) grounds certainty in being.
E-Prime challenges this centrality. By eliminating “to be,” writers must find other ways to discuss existence, identity, and essence—often discovering that more precise formulations exist.2. Purpose and Direction
Goal: “the road to mastery”
These constructions align naturally with E-Prime’s emphasis on process and action. “Going to the city” describes movement; “working to succeed” describes effort. No static “being” appears.3. The “To Be” Infinitive in Identity Claims
“I want to work as a writer” — claims future role
E-Prime forces the speaker to choose: Do you want the identity (problematic), the action (clear), or the role (functional)? This distinction often reveals what the speaker actually desires.4. Idioms with “To Be”
“to be frank” → “frankly”
Most transform easily to adverbs. E-Prime writers learn these conversions quickly.5. The Philosophical Infinitive
“Existence versus essence”
“Heidegger explored the concept of ‘being.’”
The metalinguistic mention allows philosophical discussion while maintaining E-Prime discipline.
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**From Robert Anton Wilson, Quantum Psychology (1990), Chapter 2:**F-A: Interlinear Construed Text
The (DEF.ART) decision (N-subj) to (PART) write (V-inf) this (DET) book (N-obj) in (PREP) E-Prime (N-obj) reflects (V-pres) my (PRON-poss) conviction (N-obj) that (CONJ) we (PRON-subj) all (ADV) need (V-pres) to (PART) learn (V-inf) to (PART) think (V-inf) in (PREP) less (ADV) dogmatic (ADJ) ways (N-obj). We (PRON-subj) need (V-pres) to (PART) recognize (V-inf) that (CONJ) our (PRON-poss) perceptions (N-subj) come (V-pres) to (PREP) us (PRON-obj) already (ADV) edited (V-past.PART) by (PREP) our (PRON-poss) nervous (ADJ) systems (N-obj).F-B: Natural Text with Translation
“The decision to write this book in E-Prime reflects my conviction that we all need to learn to think in less dogmatic ways. We need to recognize that our perceptions come to us already edited by our nervous systems.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 2
[Note: Wilson uses “to” six times in this passage—five as infinitive markers (to write, to learn, to think, to recognize) and once as a preposition (come to us). All comply with E-Prime because none involve “to be.”]F-C: E-Prime Text Only
need to — Modal-like construction that works with any verb except “be”
Wilson demonstrates that infinitive constructions pose no inherent problem for E-Prime. The density of “to + verb” patterns in this passage shows E-Prime’s compatibility with complex, philosophical prose.F-E: Commentary on E-Prime Technique
NOT “Our perceptions are edited by...”
“come to us already edited” — action verb + past participle
The multiple infinitives demonstrate that “to” remains fully available in E-Prime. Only “to be” faces elimination.
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The following instructional text demonstrates E-Prime in how-to writing, where infinitives abound.Part A: Interlinear Construed Text
6.16a Learning to play a musical instrument requires dedication, patience, and a willingness to make mistakes.
6.16b Learning (V-gerund) to (PART) play (V-inf) a (INDEF.ART) musical (ADJ) instrument (N-obj) requires (V-pres) dedication (N-obj), patience (N-obj), and (CONJ) a (INDEF.ART) willingness (N-obj) to (PART) make (V-inf) mistakes (N-obj).
6.17a First, choose an instrument that speaks to you—one whose sound draws you to practice even on difficult days.
6.17b First (ADV), choose (V-imp) an (INDEF.ART) instrument (N-obj) that (REL.PRON) speaks (V-pres) to (PREP) you (PRON-obj)—one (PRON) whose (REL.PRON) sound (N-subj) draws (V-pres) you (PRON-obj) to (PART) practice (V-inf) even (ADV) on (PREP) difficult (ADJ) days (N-obj).
6.18a Find a teacher who knows how to explain concepts clearly and who listens to your questions with patience.
6.18b Find (V-imp) a (INDEF.ART) teacher (N-obj) who (REL.PRON) knows (V-pres) how (ADV) to (PART) explain (V-inf) concepts (N-obj) clearly (ADV) and (CONJ) who (REL.PRON) listens (V-pres) to (PREP) your (PRON-poss) questions (N-obj) with (PREP) patience (N-obj).
6.19a Commit to practicing regularly—even fifteen minutes daily leads to steady improvement over months.
6.19b Commit (V-imp) to (PREP) practicing (V-gerund) regularly (ADV)—even (ADV) fifteen (NUM) minutes (N-subj) daily (ADV) leads (V-pres) to (PREP) steady (ADJ) improvement (N-obj) over (PREP) months (N-obj).
6.20a Learn to read music, even if you prefer to play by ear; the skill opens doors to wider repertoire.
6.20b Learn (V-imp) to (PART) read (V-inf) music (N-obj), even (ADV) if (CONJ) you (PRON-subj) prefer (V-pres) to (PART) play (V-inf) by (PREP) ear (N-obj); the (DEF.ART) skill (N-subj) opens (V-pres) doors (N-obj) to (PREP) wider (ADJ-comp) repertoire (N-obj).
6.21a Allow yourself to sound bad at first; every expert once struggled to produce even simple tones.
6.21b Allow (V-imp) yourself (PRON-refl) to (PART) sound (V-inf.PERCEPT) bad (ADJ-pred) at (PREP) first (N-time); every (DET) expert (N-subj) once (ADV) struggled (V-past) to (PART) produce (V-inf) even (ADV) simple (ADJ) tones (N-obj).
[Replaces: “Allow yourself to be bad at first.”]
6.22a Set specific goals—from learning to play a scale to mastering a complete piece—and celebrate when you reach them.
6.22b Set (V-imp) specific (ADJ) goals (N-obj)—from (PREP) learning (V-gerund) to (PART) play (V-inf) a (INDEF.ART) scale (N-obj) to (PREP) mastering (V-gerund) a (INDEF.ART) complete (ADJ) piece (N-obj)—and (CONJ) celebrate (V-imp) when (CONJ) you (PRON-subj) reach (V-pres) them (PRON-obj).
6.23a Listen to recordings of great musicians; their interpretations teach lessons that words fail to capture.
6.23b Listen (V-imp) to (PREP) recordings (N-obj) of (PREP) great (ADJ) musicians (N-obj); their (PRON-poss) interpretations (N-subj) teach (V-pres) lessons (N-obj) that (REL.PRON) words (N-subj) fail (V-pres) to (PART) capture (V-inf).
6.24a When frustration mounts, return to the basics; sometimes the path to progress leads backward to fundamentals.
6.24b When (CONJ) frustration (N-subj) mounts (V-pres), return (V-imp) to (PREP) the (DEF.ART) basics (N-obj); sometimes (ADV) the (DEF.ART) path (N-subj) to (PREP) progress (N-obj) leads (V-pres) backward (ADV) to (PREP) fundamentals (N-obj).
6.25a Connect to other musicians; playing with others teaches timing, listening, and the joy to share music.
6.25b Connect (V-imp) to (PREP) other (ADJ) musicians (N-obj); playing (V-gerund) with (PREP) others (PRON-obj) teaches (V-pres) timing (N-obj), listening (N-obj), and (CONJ) the (DEF.ART) joy (N-obj) to (PART) share (V-inf) music (N-obj).
6.26a Record yourself to hear what others hear; the recording reveals tendencies you fail to notice while playing.
6.26b Record (V-imp) yourself (PRON-refl) to (PART) hear (V-inf) what (REL.PRON) others (PRON-subj) hear (V-pres); the (DEF.ART) recording (N-subj) reveals (V-pres) tendencies (N-obj) you (PRON-subj) fail (V-pres) to (PART) notice (V-inf) while (CONJ) playing (V-gerund).
6.27a Attend live performances to experience music directly; recordings never fully convey the energy of a live concert.
6.27b Attend (V-imp) live (ADJ) performances (N-obj) to (PART) experience (V-inf) music (N-obj) directly (ADV); recordings (N-subj) never (ADV) fully (ADV) convey (V-pres) the (DEF.ART) energy (N-obj) of (PREP) a (INDEF.ART) live (ADJ) concert (N-obj).
6.28a Learn to perform for others, starting with friends and family; the experience differs entirely from practicing alone.
6.28b Learn (V-imp) to (PART) perform (V-inf) for (PREP) others (PRON-obj), starting (V-gerund) with (PREP) friends (N-obj) and (CONJ) family (N-obj); the (DEF.ART) experience (N-subj) differs (V-pres) entirely (ADV) from (PREP) practicing (V-gerund) alone (ADV).
[Replaces: “The experience is entirely different from...”]
6.29a Stay curious and continue to explore—study different styles, listen to unfamiliar genres, attend workshops.
6.29b Stay (V-imp.STATE) curious (ADJ-pred) and (CONJ) continue (V-imp) to (PART) explore (V-inf)—study (V-imp) different (ADJ) styles (N-obj), listen (V-imp) to (PREP) unfamiliar (ADJ) genres (N-obj), attend (V-imp) workshops (N-obj).
[Uses “Stay curious” instead of “Be curious”]
6.30a Remember that the goal extends beyond technical mastery to something deeper: the ability to express through music what words fail to say.
6.30b Remember (V-imp) that (CONJ) the (DEF.ART) goal (N-subj) extends (V-pres) beyond (PREP) technical (ADJ) mastery (N-obj) to (PREP) something (PRON-obj) deeper (ADJ-comp): the (DEF.ART) ability (N-appos) to (PART) express (V-inf) through (PREP) music (N-obj) what (REL.PRON) words (N-subj) fail (V-pres) to (PART) say (V-inf).
*[Replaces: “The goal is not just technical mastery...”]*Part B: Natural Sentences with Transformation Notes
6.16 “Learning to play a musical instrument requires dedication, patience, and a willingness to make mistakes.” [Infinitives with action verbs—already E-Prime compliant]
6.17 “First, choose an instrument that speaks to you—one whose sound draws you to practice even on difficult days.” [Preposition (to you) + Infinitive marker—already E-Prime compliant]
6.18 “Find a teacher who knows how to explain concepts clearly and who listens to your questions with patience.” [Infinitive + Preposition—already E-Prime compliant]
6.19 “Commit to practicing regularly—even fifteen minutes daily leads to steady improvement over months.” [Prepositions (to practicing, leads to)—already E-Prime compliant]
6.20 “Learn to read music, even if you prefer to play by ear; the skill opens doors to wider repertoire.” [Infinitives + Preposition—already E-Prime compliant]
6.21 “Allow yourself to sound bad at first; every expert once struggled to produce even simple tones.” [Standard: “Allow yourself to be bad at first.” Strategy: Perception verb (sound) replaces “be”]
6.22 “Set specific goals—from learning to play a scale to mastering a complete piece—and celebrate when you reach them.” [Infinitives throughout—already E-Prime compliant]
6.23 “Listen to recordings of great musicians; their interpretations teach lessons that words fail to capture.” [Preposition + Infinitive—already E-Prime compliant]
6.24 “When frustration mounts, return to the basics; sometimes the path to progress leads backward to fundamentals.” [Prepositions throughout—already E-Prime compliant]
6.25 “Connect to other musicians; playing with others teaches timing, listening, and the joy to share music.” [Preposition + Infinitive—already E-Prime compliant]
6.26 “Record yourself to hear what others hear; the recording reveals tendencies you fail to notice while playing.” [Purpose infinitives—already E-Prime compliant]
6.27 “Attend live performances to experience music directly; recordings never fully convey the energy of a live concert.” [Purpose infinitive—already E-Prime compliant]
6.28 “Learn to perform for others, starting with friends and family; the experience differs entirely from practicing alone.” [Standard: “The experience is entirely different from...” Strategy: Active verb (differs)]
6.29 “Stay curious and continue to explore—study different styles, listen to unfamiliar genres, attend workshops.” [Standard: “Be curious and continue...” Strategy: State verb (stay) replaces “be”]
6.30 “Remember that the goal extends beyond technical mastery to something deeper: the ability to express through music what words fail to say.” [Standard: “The goal is not just...” Strategy: Active verb (extends)]Part C: E-Prime Text Only
6.16 Learning to play a musical instrument requires dedication, patience, and a willingness to make mistakes.
6.17 First, choose an instrument that speaks to you—one whose sound draws you to practice even on difficult days.
6.18 Find a teacher who knows how to explain concepts clearly and who listens to your questions with patience.
6.19 Commit to practicing regularly—even fifteen minutes daily leads to steady improvement over months.
6.20 Learn to read music, even if you prefer to play by ear; the skill opens doors to wider repertoire.
6.21 Allow yourself to sound bad at first; every expert once struggled to produce even simple tones.
6.22 Set specific goals—from learning to play a scale to mastering a complete piece—and celebrate when you reach them.
6.23 Listen to recordings of great musicians; their interpretations teach lessons that words fail to capture.
6.24 When frustration mounts, return to the basics; sometimes the path to progress leads backward to fundamentals.
6.25 Connect to other musicians; playing with others teaches timing, listening, and the joy to share music.
6.26 Record yourself to hear what others hear; the recording reveals tendencies you fail to notice while playing.
6.27 Attend live performances to experience music directly; recordings never fully convey the energy of a live concert.
6.28 Learn to perform for others, starting with friends and family; the experience differs entirely from practicing alone.
6.29 Stay curious and continue to explore—study different styles, listen to unfamiliar genres, attend workshops.
6.30 Remember that the goal extends beyond technical mastery to something deeper: the ability to express through music what words fail to say.Part D: Grammar Notes for Genre Section
Instructional writing relies heavily on infinitives: “Learn to read,” “how to explain,” “fail to capture.” This genre demonstrates E-Prime’s compatibility with pedagogical prose.
Perception verbs — “sound bad” replaces “be bad”
Notice that instructional text uses “to” constantly without E-Prime problems. The imperative mood (”Learn,” “Find,” “Listen”) naturally avoids copula constructions, and purpose infinitives describe actions rather than states.
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Convert these Standard English sentences (with “to be”) to E-Prime:
Standard: “I want to be happy.”
E-Prime: “I want to feel happy.” / “I want to become happy.” / “I seek happiness.”
Strategy: State verb (feel) / Change verb (become) / Restructuring
Standard: “She hopes to be a lawyer someday.”
E-Prime: “She hopes to become a lawyer someday.” / “She hopes to work as a lawyer someday.” / “She aspires to practice law.”
Strategy: Change verb (become) / Relational verb (work as) / Restructuring
Standard: “It seems to be broken.”
E-Prime: “It seems broken.” / “It appears broken.” / “It looks broken.”
Strategy: Remove “to be” (verb simplification)
Standard: “He used to be shy.”
E-Prime: “He used to feel shy.” / “He once felt shy.” / “Shyness once characterized him.”
Strategy: State verb (feel) / Restructuring
Standard: “To be honest, I don’t agree.”
E-Prime: “Honestly, I don’t agree.” / “Speaking honestly, I don’t agree.” / “In all honesty, I don’t agree.”
Strategy: Adverb substitution / Gerund phrase / Prepositional phrase
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
Why “To” in Lesson 6?
“To” ranks sixth in English frequency, serving as both preposition and infinitive marker. Its importance for E-Prime lies in the specific combination “to be”—the infinitive at the heart of what E-Prime eliminates. Mastering alternatives to “to be” (to become, to feel, to work as) unlocks fluent E-Prime expression.
The Critical Distinction:
“To” + any verb = E-Prime compliant “To” + “be” = FORBIDDEN
Once this principle becomes automatic, writers find that infinitive constructions pose no barrier to E-Prime writing.
The 1000-Word System:
Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. Each word presents unique challenges and opportunities for E-Prime expression.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 6 E-Prime complete
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The preposition “in” ranks as the seventh most frequent word in English, expressing containment, location, time, state, and manner. Like other prepositions (Lessons 5 and 6), “in” requires no transformation in E-Prime—it functions identically in both Standard English and E-Prime.
What does “in” do?
Wearing: “dressed in blue,” “in a suit”
The E-Prime Challenge with “In”
“We are in agreement.” → E-Prime challenge
The pattern “X is in Y” represents one of English’s most common constructions for expressing location and state.
Q: How does “in” function in E-Prime? A: Identically to Standard English. “In” expresses location, time, state, and manner without involving “to be.” The challenge lies in replacing the copula that typically accompanies “in” in location/state expressions.
Course Index:
https://latinum.substack.com/p/index
• “In” functions identically in E-Prime and Standard English—no modification needed
• The pattern “X is in Y” (location) transforms to “X sits/lies/rests/remains in Y”
• State expressions “is in danger/trouble/love” transform to “faces danger,” “feels love,” etc.
• Temporal “in” (”in the morning,” “in 2024”) poses no E-Prime problems
• “In” enables elegant E-Prime by specifying where and when actions occur
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7.1a The cat sleeps in a patch of sunlight.
7.1b The (DEF.ART) cat (N-subj) sleeps (V-pres) in (PREP-loc) a (INDEF.ART) patch (N-obj) of (PREP) sunlight (N-obj).
7.2a The documents remain in the filing cabinet.
7.2b The (DEF.ART) documents (N-subj) remain (V-pres.STATE) in (PREP-loc) the (DEF.ART) filing (N-mod) cabinet (N-obj).
[Replaces: “The documents are in the filing cabinet.”]
7.3a She arrived in the early morning, before anyone else woke.
7.3b She (PRON-subj) arrived (V-past) in (PREP-time) the (DEF.ART) early (ADJ) morning (N-obj), before (PREP) anyone (PRON-subj) else (ADV) woke (V-past).
7.4a The children played in the garden while their parents relaxed in the shade.
7.4b The (DEF.ART) children (N-subj) played (V-past) in (PREP-loc) the (DEF.ART) garden (N-obj) while (CONJ) their (PRON-poss) parents (N-subj) relaxed (V-past) in (PREP-loc) the (DEF.ART) shade (N-obj).
7.5a He finds himself in a difficult situation.
7.5b He (PRON-subj) finds (V-pres.PERCEPT) himself (PRON-refl) in (PREP-state) a (INDEF.ART) difficult (ADJ) situation (N-obj).
[Replaces: “He is in a difficult situation.”]
7.6a The answer lies in careful observation and patient analysis.
7.6b The (DEF.ART) answer (N-subj) lies (V-pres.EXIST) in (PREP-loc) careful (ADJ) observation (N-obj) and (CONJ) patient (ADJ) analysis (N-obj).
[Replaces: “The answer is in careful observation.”]
7.7a Written in French, the letter required translation before the committee could respond.
7.7b Written (V-past.PART) in (PREP-medium) French (N-obj), the (DEF.ART) letter (N-subj) required (V-past) translation (N-obj) before (CONJ) the (DEF.ART) committee (N-subj) could (AUX) respond (V-inf).
7.8a The village nestles in a valley surrounded by mountains.
7.8b The (DEF.ART) village (N-subj) nestles (V-pres.EXIST) in (PREP-loc) a (INDEF.ART) valley (N-obj) surrounded (V-past.PART) by (PREP) mountains (N-obj).
[Replaces: “The village is in a valley...”]
7.9a She dressed in black for the formal occasion.
7.9b She (PRON-subj) dressed (V-past) in (PREP-manner) black (N-obj) for (PREP) the (DEF.ART) formal (ADJ) occasion (N-obj).
7.10a Trust develops in time, through consistent actions and honest communication.
7.10b Trust (N-subj) develops (V-pres) in (PREP-time) time (N-obj), through (PREP) consistent (ADJ) actions (N-obj) and (CONJ) honest (ADJ) communication (N-obj).
7.11a The researchers work in collaboration, sharing data and insights across institutions.
7.11b The (DEF.ART) researchers (N-subj) work (V-pres) in (PREP-manner) collaboration (N-obj), sharing (V-gerund) data (N-obj) and (CONJ) insights (N-obj) across (PREP) institutions (N-obj).
7.12a Danger lurks in complacency; success breeds in vigilance.
7.12b Danger (N-subj) lurks (V-pres.EXIST) in (PREP-loc) complacency (N-obj); success (N-subj) breeds (V-pres) in (PREP-loc) vigilance (N-obj).
[Replaces: “There is danger in complacency.”]
7.13a The artist specializes in portraits, capturing personality in every brushstroke.
7.13b The (DEF.ART) artist (N-subj) specializes (V-pres) in (PREP) portraits (N-obj), capturing (V-gerund) personality (N-obj) in (PREP-loc) every (DET) brushstroke (N-obj).
7.14a In the silence that followed, everyone sensed the gravity of the moment.
7.14b In (PREP-time) the (DEF.ART) silence (N-obj) that (REL.PRON) followed (V-past), everyone (PRON-subj) sensed (V-past.PERCEPT) the (DEF.ART) gravity (N-obj) of (PREP) the (DEF.ART) moment (N-obj).
7.15a E-Prime thinking resides in the recognition that language shapes perception—a principle embedded in every lesson of this course.
7.15b E-Prime (N-mod) thinking (N-subj) resides (V-pres.EXIST) in (PREP-loc) the (DEF.ART) recognition (N-obj) that (CONJ) language (N-subj) shapes (V-pres) perception (N-obj)—a (INDEF.ART) principle (N-appos) embedded (V-past.PART) in (PREP-loc) every (DET) lesson (N-obj) of (PREP) this (DET) course (N-obj).
[Replaces: “E-Prime thinking is in the recognition...”]
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7.1 “The cat sleeps in a patch of sunlight.” [Already E-Prime compliant—active verb (sleeps) with locative “in”] [Strategy: No transformation needed]
7.2 “The documents remain in the filing cabinet.” [Standard English: “The documents are in the filing cabinet.”] [Strategy: State verb (remain) replaces copula]
7.3 “She arrived in the early morning, before anyone else woke.” [Already E-Prime compliant—active verb (arrived) with temporal “in”] [Strategy: No transformation needed]
7.4 “The children played in the garden while their parents relaxed in the shade.” [Already E-Prime compliant—active verbs (played, relaxed) with locative “in”] [Strategy: No transformation needed]
7.5 “He finds himself in a difficult situation.” [Standard English: “He is in a difficult situation.”] [Strategy: Perception verb (finds himself) replaces copula]
7.6 “The answer lies in careful observation and patient analysis.” [Standard English: “The answer is in careful observation.”] [Strategy: Existence verb (lies) replaces copula]
7.7 “Written in French, the letter required translation before the committee could respond.” [Already E-Prime compliant—past participle (written) with medium “in”] [Strategy: No transformation needed]
7.8 “The village nestles in a valley surrounded by mountains.” [Standard English: “The village is in a valley.”] [Strategy: Existence verb (nestles) replaces copula]
7.9 “She dressed in black for the formal occasion.” [Already E-Prime compliant—active verb (dressed) with manner “in”] [Strategy: No transformation needed]
7.10 “Trust develops in time, through consistent actions and honest communication.” [Already E-Prime compliant—active verb (develops) with temporal “in”] [Strategy: No transformation needed]
7.11 “The researchers work in collaboration, sharing data and insights across institutions.” [Already E-Prime compliant—active verb (work) with manner “in”] [Strategy: No transformation needed]
7.12 “Danger lurks in complacency; success breeds in vigilance.” [Standard English: “There is danger in complacency.”] [Strategy: Existence verb (lurks) replaces existential “there is”]
7.13 “The artist specializes in portraits, capturing personality in every brushstroke.” [Already E-Prime compliant—active verb (specializes) with “in”] [Strategy: No transformation needed]
7.14 “In the silence that followed, everyone sensed the gravity of the moment.” [Already E-Prime compliant—temporal “in” + active verb (sensed)] [Strategy: No transformation needed]
7.15 “E-Prime thinking resides in the recognition that language shapes perception—a principle embedded in every lesson of this course.” [Standard English: “E-Prime thinking is in the recognition...”] [Strategy: Existence verb (resides) replaces copula]
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7.1 The cat sleeps in a patch of sunlight.
7.2 The documents remain in the filing cabinet.
7.3 She arrived in the early morning, before anyone else woke.
7.4 The children played in the garden while their parents relaxed in the shade.
7.5 He finds himself in a difficult situation.
7.6 The answer lies in careful observation and patient analysis.
7.7 Written in French, the letter required translation before the committee could respond.
7.8 The village nestles in a valley surrounded by mountains.
7.9 She dressed in black for the formal occasion.
7.10 Trust develops in time, through consistent actions and honest communication.
7.11 The researchers work in collaboration, sharing data and insights across institutions.
7.12 Danger lurks in complacency; success breeds in vigilance.
7.13 The artist specializes in portraits, capturing personality in every brushstroke.
7.14 In the silence that followed, everyone sensed the gravity of the moment.
7.15 E-Prime thinking resides in the recognition that language shapes perception—a principle embedded in every lesson of this course.
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**These grammar rules govern “in” in E-Prime:**1. Standard English Functions
“Swim in the lake.”
“In three hours”
“In agreement”
“Work in silence”
“Speak in English”
“In the top ten”
“The woman in the hat”2. E-Prime Considerations
“In” itself poses no problems. The challenge arises when “in” follows “to be”:
“They are in the building.”
“We are in trouble.”
“There are errors in the report.”3. Strategies for “Is In” Transformation
“They stay in the building.”
“We are in trouble” → “Trouble confronts us” / “We face trouble”
“There are errors in the report” → “Errors appear in the report”
“He is in a difficult position” → “He finds himself in a difficult position”4. Common Mistakes
Correct: “The keys lie in the drawer.” / “The keys remain in the drawer.”
Correct: “She faces trouble.” / “Trouble surrounds her.”
Correct: “Truth lies in what you say.” / “Your words contain truth.”
Correct: “He works in the office.” / “He remains in the office.”
Correct: “She lives in Paris.” / “She resides in Paris.”5. Style Notes
Medium specification — “Written in code” — past participle, no copula needed
The key: pair “in” with active or existence verbs rather than forms of “to be.”
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Social: “in trouble,” “in debt”
This metaphorical extension—treating abstract states as containers we enter—pervades English. E-Prime writers must navigate these spatial metaphors while avoiding the copula that typically accompanies them.2. The Container Metaphor
We conceptualize time as containers: “in the past,” “in an hour”
E-Prime doesn’t challenge this metaphor—only the copula that often expresses it. “She fell in love” remains E-Prime compliant; “She is in love” requires transformation.3. “In” and Interiority
“In his mind”
These constructions often lead to copula use: “The answer is in your heart.” E-Prime alternatives might include: “Your heart holds the answer” or “The answer lies in your heart.”4. Location and Being
“sits in” suggests temporary, changeable position
This distinction aligns with E-Prime’s philosophy: things don’t simply “be” somewhere—they actively occupy, rest, remain, or dwell.5. States as Processes
“is in debt” → “owes money” (ongoing obligation)
The transformation shifts from static state to dynamic process, consistent with E-Prime’s underlying philosophy.
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**From Robert Anton Wilson, Quantum Psychology (1990), Chapter 4:**F-A: Interlinear Construed Text
We (PRON-subj) live (V-pres) in (PREP-loc) a (INDEF.ART) world (N-obj) of (PREP) perceptions (N-obj), not (NEG) in (PREP-loc) “the (DEF.ART) real (ADJ) world (N-obj).” Our (PRON-poss) nervous (ADJ) systems (N-subj) select (V-pres), organize (V-pres), and (CONJ) edit (V-pres) the (DEF.ART) signals (N-obj) that (REL.PRON) reach (V-pres) us (PRON-obj). What (REL.PRON) we (PRON-subj) experience (V-pres) as (PREP) “reality” (N-obj) represents (V-pres) a (INDEF.ART) construction (N-obj) in (PREP-loc) our (PRON-poss) brains (N-obj).F-B: Natural Text with Translation
“We live in a world of perceptions, not in ‘the real world.’ Our nervous systems select, organize, and edit the signals that reach us. What we experience as ‘reality’ represents a construction in our brains.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 4
[Note: Wilson uses “in” four times—twice for abstract location (”in a world of perceptions,” “in ‘the real world’”), once for physical location (”in our brains”), and implicitly in the philosophical framing. All constructions avoid “to be.”]F-C: E-Prime Text Only
experience as — Perception verb avoiding “is”
Wilson demonstrates skilled use of “in” without copula. “We live in a world” replaces “We are in a world.” “What we experience as ‘reality’” replaces “What is reality.”F-E: Commentary on E-Prime Technique
Wilson’s passage illustrates E-Prime’s compatibility with philosophical discourse. The four uses of “in” create a sense of location and containment—we exist in a world of perceptions; reality constructs itself in our brains—while active verbs carry the meaning.
NOT “Reality is a construction in our brains”
“Reality represents a construction in our brains”
The passage demonstrates that E-Prime need not avoid spatial/container metaphors—only the copula that typically accompanies them.
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The following interior monologue demonstrates E-Prime in introspective writing, where “in” often describes mental states and processes.Part A: Interlinear Construed Text
7.16a Thoughts swirl in my mind as I sit in the quiet room.
7.16b Thoughts (N-subj) swirl (V-pres) in (PREP-loc) my (PRON-poss) mind (N-obj) as (CONJ) I (PRON-subj) sit (V-pres) in (PREP-loc) the (DEF.ART) quiet (ADJ) room (N-obj).
[Replaces: “I am in a quiet room with thoughts in my mind.”]
7.17a In moments like this, clarity sometimes emerges from confusion.
7.17b In (PREP-time) moments (N-obj) like (PREP) this (DEM.PRON), clarity (N-subj) sometimes (ADV) emerges (V-pres) from (PREP) confusion (N-obj).
7.18a I find myself in a strange mood—neither happy nor sad, but suspended between states.
7.18b I (PRON-subj) find (V-pres.PERCEPT) myself (PRON-refl) in (PREP-state) a (INDEF.ART) strange (ADJ) mood (N-obj)—neither (CONJ) happy (ADJ) nor (CONJ) sad (ADJ), but (CONJ) suspended (V-past.PART) between (PREP) states (N-obj).
[Replaces: “I am in a strange mood.”]
7.19a The memory lives in me still—her voice, her laugh, the way light fell in the old kitchen.
7.19b The (DEF.ART) memory (N-subj) lives (V-pres.EXIST) in (PREP-loc) me (PRON-obj) still (ADV)—her (PRON-poss) voice (N-appos), her (PRON-poss) laugh (N-appos), the (DEF.ART) way (N-appos) light (N-subj) fell (V-past) in (PREP-loc) the (DEF.ART) old (ADJ) kitchen (N-obj).
[Replaces: “The memory is still in me.”]
7.20a Doubt creeps in when I least expect it, whispering questions I cannot answer.
7.20b Doubt (N-subj) creeps (V-pres) in (ADV-dir) when (CONJ) I (PRON-subj) least (ADV) expect (V-pres) it (PRON-obj), whispering (V-gerund) questions (N-obj) I (PRON-subj) cannot (AUX-neg) answer (V-inf).
7.21a I search in vain for certainty, yet something valuable hides in the searching itself.
7.21b I (PRON-subj) search (V-pres) in (PREP-manner) vain (N-obj) for (PREP) certainty (N-obj), yet (CONJ) something (PRON-subj) valuable (ADJ) hides (V-pres.EXIST) in (PREP-loc) the (DEF.ART) searching (N-obj) itself (PRON-refl).
[Replaces: “Something valuable is in the searching.”]
7.22a In the silence, I hear my own breathing, my own heartbeat—evidence of life continuing.
7.22b In (PREP-loc) the (DEF.ART) silence (N-obj), I (PRON-subj) hear (V-pres.PERCEPT) my (PRON-poss) own (ADJ) breathing (N-obj), my (PRON-poss) own (ADJ) heartbeat (N-obj)—evidence (N-appos) of (PREP) life (N-obj) continuing (V-gerund).
7.23a Fear sometimes grips me in the night, formless and powerful.
7.23b Fear (N-subj) sometimes (ADV) grips (V-pres) me (PRON-obj) in (PREP-time) the (DEF.ART) night (N-obj), formless (ADJ) and (CONJ) powerful (ADJ).
7.24a Yet courage also dwells in me—quieter, perhaps, but no less real.
7.24b Yet (CONJ) courage (N-subj) also (ADV) dwells (V-pres.EXIST) in (PREP-loc) me (PRON-obj)—quieter (ADJ-comp), perhaps (ADV), but (CONJ) no (ADV) less (ADV) real (ADJ).
[Replaces: “Courage is also in me.”]
7.25a I exist in time, carried forward by moments I neither control nor fully understand.
7.25b I (PRON-subj) exist (V-pres.EXIST) in (PREP-loc) time (N-obj), carried (V-past.PART) forward (ADV) by (PREP) moments (N-obj) I (PRON-subj) neither (ADV) control (V-pres) nor (CONJ) fully (ADV) understand (V-pres).
7.26a Ideas form in fragments, pieces of a puzzle assembling themselves in the darkness of thought.
7.26b Ideas (N-subj) form (V-pres) in (PREP-manner) fragments (N-obj), pieces (N-appos) of (PREP) a (INDEF.ART) puzzle (N-obj) assembling (V-gerund) themselves (PRON-refl) in (PREP-loc) the (DEF.ART) darkness (N-obj) of (PREP) thought (N-obj).
7.27a In my imagination, possibilities multiply—paths I might take, words I might say, lives I might live.
7.27b In (PREP-loc) my (PRON-poss) imagination (N-obj), possibilities (N-subj) multiply (V-pres)—paths (N-appos) I (PRON-subj) might (AUX) take (V-inf), words (N-appos) I (PRON-subj) might (AUX) say (V-inf), lives (N-appos) I (PRON-subj) might (AUX) live (V-inf).
7.28a The present moment contains everything—past, future, self, world—all folded in this single point of awareness.
7.28b The (DEF.ART) present (ADJ) moment (N-subj) contains (V-pres) everything (PRON-obj)—past (N-appos), future (N-appos), self (N-appos), world (N-appos)—all (ADV) folded (V-past.PART) in (PREP-loc) this (DET) single (ADJ) point (N-obj) of (PREP) awareness (N-obj).
7.29a I breathe in, I breathe out. In that simple rhythm, something steady persists.
7.29b I (PRON-subj) breathe (V-pres) in (ADV-dir), I (PRON-subj) breathe (V-pres) out (ADV-dir). In (PREP-loc) that (DET) simple (ADJ) rhythm (N-obj), something (PRON-subj) steady (ADJ) persists (V-pres.STATE).
[Replaces: “There is something steady in that rhythm.”]
7.30a And so I continue—thinking in circles, living in questions, finding meaning in the very act of seeking.
7.30b And (CONJ) so (ADV) I (PRON-subj) continue (V-pres)—thinking (V-gerund) in (PREP-manner) circles (N-obj), living (V-gerund) in (PREP-manner) questions (N-obj), finding (V-gerund) meaning (N-obj) in (PREP-loc) the (DEF.ART) very (ADJ) act (N-obj) of (PREP) seeking (N-obj).
*[Replaces: “Meaning is in the act of seeking.”]*Part B: Natural Sentences with Transformation Notes
7.16 “Thoughts swirl in my mind as I sit in the quiet room.” [Standard: “I am in a quiet room...” Strategy: Active verb (sit) + existence verb (swirl)]
7.17 “In moments like this, clarity sometimes emerges from confusion.” [Temporal “in” + active verb (emerges)—already E-Prime compliant]
7.18 “I find myself in a strange mood—neither happy nor sad, but suspended between states.” [Standard: “I am in a strange mood.” Strategy: Perception verb (find myself)]
7.19 “The memory lives in me still—her voice, her laugh, the way light fell in the old kitchen.” [Standard: “The memory is still in me.” Strategy: Existence verb (lives)]
7.20 “Doubt creeps in when I least expect it, whispering questions I cannot answer.” [Active verb (creeps)—already E-Prime compliant]
7.21 “I search in vain for certainty, yet something valuable hides in the searching itself.” [Standard: “Something valuable is in the searching.” Strategy: Existence verb (hides)]
7.22 “In the silence, I hear my own breathing, my own heartbeat—evidence of life continuing.” [Locative “in” + perception verb (hear)—already E-Prime compliant]
7.23 “Fear sometimes grips me in the night, formless and powerful.” [Active verb (grips) + temporal “in”—already E-Prime compliant]
7.24 “Yet courage also dwells in me—quieter, perhaps, but no less real.” [Standard: “Courage is also in me.” Strategy: Existence verb (dwells)]
7.25 “I exist in time, carried forward by moments I neither control nor fully understand.” [Existence verb (exist)—already E-Prime compliant]
7.26 “Ideas form in fragments, pieces of a puzzle assembling themselves in the darkness of thought.” [Active verbs (form, assembling)—already E-Prime compliant]
7.27 “In my imagination, possibilities multiply—paths I might take, words I might say, lives I might live.” [Locative “in” + active verb (multiply)—already E-Prime compliant]
7.28 “The present moment contains everything—past, future, self, world—all folded in this single point of awareness.” [Active verb (contains)—already E-Prime compliant]
7.29 “I breathe in, I breathe out. In that simple rhythm, something steady persists.” [Standard: “There is something steady in that rhythm.” Strategy: State verb (persists)]
7.30 “And so I continue—thinking in circles, living in questions, finding meaning in the very act of seeking.” [Standard: “Meaning is in the act of seeking.” Strategy: Active verb (finding)]Part C: E-PRIME TEXT ONLY
7.16 Thoughts swirl in my mind as I sit in the quiet room.
7.17 In moments like this, clarity sometimes emerges from confusion.
7.18 I find myself in a strange mood—neither happy nor sad, but suspended between states.
7.19 The memory lives in me still—her voice, her laugh, the way light fell in the old kitchen.
7.20 Doubt creeps in when I least expect it, whispering questions I cannot answer.
7.21 I search in vain for certainty, yet something valuable hides in the searching itself.
7.22 In the silence, I hear my own breathing, my own heartbeat—evidence of life continuing.
7.23 Fear sometimes grips me in the night, formless and powerful.
7.24 Yet courage also dwells in me—quieter, perhaps, but no less real.
7.25 I exist in time, carried forward by moments I neither control nor fully understand.
7.26 Ideas form in fragments, pieces of a puzzle assembling themselves in the darkness of thought.
7.27 In my imagination, possibilities multiply—paths I might take, words I might say, lives I might live.
7.28 The present moment contains everything—past, future, self, world—all folded in this single point of awareness.
7.29 I breathe in, I breathe out. In that simple rhythm, something steady persists.
7.30 And so I continue—thinking in circles, living in questions, finding meaning in the very act of seeking.Part D: Grammar Notes for Genre Section
Interior monologue—the narrative technique representing a character’s thoughts—poses interesting E-Prime challenges. Introspective writing naturally gravitates toward “am/is” constructions: “I am confused,” “This is strange,” “Fear is present.”
State verbs — “something steady persists“ replaces “there is something steady”
Interior monologue benefits from E-Prime. Instead of static “I am confused,” the writer explores what confusion does: it swirls, creeps, grips. This dynamic framing often produces more vivid, engaging prose.
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Convert these Standard English sentences (with “in”) to E-Prime:
Standard: “The book is in the drawer.”
E-Prime: “The book lies in the drawer.” / “The book sits in the drawer.” / “The book remains in the drawer.”
Strategy: Existence verb (lies/sits/remains) replaces copula
Standard: “She is in trouble.”
E-Prime: “She faces trouble.” / “Trouble surrounds her.” / “She finds herself in trouble.”
Strategy: Active verb (faces) / Active restructuring / Perception verb (finds herself)
Standard: “There is beauty in simplicity.”
E-Prime: “Beauty lies in simplicity.” / “Simplicity contains beauty.” / “Beauty resides in simplicity.”
Strategy: Existence verbs (lies/contains/resides) replace existential “there is”
Standard: “He is in love with her.”
E-Prime: “He feels love for her.” / “Love for her fills his heart.” / “He loves her.”
Strategy: State verb (feels) / Restructuring / Simple active verb
Standard: “The answer is in the details.”
E-Prime: “The answer lies in the details.” / “The details hold the answer.” / “Look in the details for the answer.”
Strategy: Existence verb (lies) / Active verb (hold) / Imperative restructuring
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
Why “In” in Lesson 7?
“In” ranks seventh in English frequency, expressing containment, location, time, and state. The challenge for E-Prime lies in the common pattern “X is in Y”—whether for physical location (”The keys are in the drawer”) or abstract states (”She is in danger”). Mastering existence verbs (lie, sit, rest, remain, dwell) that pair naturally with “in” unlocks fluent E-Prime expression.
The Container Metaphor:
English treats states as containers we enter (”in love,” “in trouble,” “in doubt”). E-Prime doesn’t challenge this metaphor—only the copula that typically expresses it. “Falling in love” works fine; “being in love” requires transformation.
The 1000-Word System:
Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. Each word presents unique challenges and opportunities for E-Prime expression.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 7 E-Prime complete
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The pronoun “I” ranks as the eighth most frequent word in English—the speaker’s primary self-reference. Unlike the prepositions of previous lessons, “I” poses direct E-Prime challenges because it constantly appears as the subject of “to be” constructions expressing identity, state, and condition.
What does “I” do?
Identity Claims: “I work as a teacher.” (E-Prime for “I am a teacher”)
The E-Prime Challenge with “I”
“I’m not sure.” → E-Prime challenge (contraction)
The pattern “I am [X]” represents the most personal form of identity assertion—and thus the most personally significant E-Prime transformation.
Q: How does “I” function in E-Prime? A: “I” functions normally as a subject pronoun. The challenge lies entirely in what follows: “I feel” (compliant), “I work as” (compliant), “I am” (forbidden). E-Prime transforms first-person identity statements into first-person experience, action, or role statements.
Course Index:
https://latinum.substack.com/p/index
• “I” functions normally in E-Prime—only “I am/was” constructions require transformation
• “I am [adjective]” transforms to “I feel [adjective]” or “I seem [adjective]”
• “I am [noun]” transforms to “I work as [noun]” or “I function as [noun]”
• “I’m” always hides “I am” and must transform
• First-person E-Prime shifts identity claims to experience/action/role claims
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8.1a I feel grateful for this opportunity.
8.1b I (PRON-subj.1SG) feel (V-pres.STATE) grateful (ADJ-pred) for (PREP) this (DET) opportunity (N-obj).
[Replaces: “I am grateful for this opportunity.”]
8.2a I work as an engineer at a software company.
8.2b I (PRON-subj.1SG) work (V-pres.REL) as (PREP) an (INDEF.ART) engineer (N-pred) at (PREP) a (INDEF.ART) software (N-mod) company (N-obj).
[Replaces: “I am an engineer at a software company.”]
8.3a I walked through the park and noticed the changing leaves.
8.3b I (PRON-subj.1SG) walked (V-past) through (PREP) the (DEF.ART) park (N-obj) and (CONJ) noticed (V-past.PERCEPT) the (DEF.ART) changing (ADJ) leaves (N-obj).
8.4a I consider myself fortunate to have such friends.
8.4b I (PRON-subj.1SG) consider (V-pres.PERCEPT) myself (PRON-refl) fortunate (ADJ-pred) to (PART) have (V-inf) such (DET) friends (N-obj).
[Replaces: “I am fortunate to have such friends.”]
8.5a I grew up in a small town where everyone knew everyone.
8.5b I (PRON-subj.1SG) grew (V-past) up (ADV) in (PREP) a (INDEF.ART) small (ADJ) town (N-obj) where (REL.ADV) everyone (PRON-subj) knew (V-past) everyone (PRON-obj).
8.6a I remain uncertain about the decision, though I continue to gather information.
8.6b I (PRON-subj.1SG) remain (V-pres.STATE) uncertain (ADJ-pred) about (PREP) the (DEF.ART) decision (N-obj), though (CONJ) I (PRON-subj.1SG) continue (V-pres) to (PART) gather (V-inf) information (N-obj).
[Replaces: “I am uncertain about the decision.”]
8.7a I think of myself as a lifelong learner, always seeking new knowledge.
8.7b I (PRON-subj.1SG) think (V-pres.PERCEPT) of (PREP) myself (PRON-refl) as (PREP) a (INDEF.ART) lifelong (ADJ) learner (N-pred), always (ADV) seeking (V-gerund) new (ADJ) knowledge (N-obj).
[Replaces: “I am a lifelong learner.”]
8.8a When I look in the mirror, I see someone who has changed over the years.
8.8b When (CONJ) I (PRON-subj.1SG) look (V-pres.PERCEPT) in (PREP) the (DEF.ART) mirror (N-obj), I (PRON-subj.1SG) see (V-pres.PERCEPT) someone (PRON-obj) who (REL.PRON) has (AUX) changed (V-past.PART) over (PREP) the (DEF.ART) years (N-obj).
8.9a I serve as the primary contact for this project.
8.9b I (PRON-subj.1SG) serve (V-pres.REL) as (PREP) the (DEF.ART) primary (ADJ) contact (N-pred) for (PREP) this (DET) project (N-obj).
[Replaces: “I am the primary contact for this project.”]
8.10a I find myself wondering about roads not taken.
8.10b I (PRON-subj.1SG) find (V-pres.PERCEPT) myself (PRON-refl) wondering (V-gerund) about (PREP) roads (N-obj) not (NEG) taken (V-past.PART).
8.11a I experience joy when I watch my children discover new things.
8.11b I (PRON-subj.1SG) experience (V-pres.STATE) joy (N-obj) when (CONJ) I (PRON-subj.1SG) watch (V-pres.PERCEPT) my (PRON-poss) children (N-obj) discover (V-inf) new (ADJ) things (N-obj).
[Replaces: “I am joyful when I watch...”]
8.12a I hold the belief that people can change—I have witnessed it many times.
8.12b I (PRON-subj.1SG) hold (V-pres) the (DEF.ART) belief (N-obj) that (CONJ) people (N-subj) can (AUX) change (V-inf)—I (PRON-subj.1SG) have (AUX) witnessed (V-past.PART) it (PRON-obj) many (DET) times (N-obj).
[Replaces: “I am a believer that people can change.”]
8.13a I stay committed to this cause, even when progress seems slow.
8.13b I (PRON-subj.1SG) stay (V-pres.STATE) committed (ADJ-pred) to (PREP) this (DET) cause (N-obj), even (ADV) when (CONJ) progress (N-subj) seems (V-pres.PERCEPT) slow (ADJ-pred).
[Replaces: “I am committed to this cause.”]
8.14a I recognize my limitations, yet I also acknowledge my strengths.
8.14b I (PRON-subj.1SG) recognize (V-pres.PERCEPT) my (PRON-poss) limitations (N-obj), yet (CONJ) I (PRON-subj.1SG) also (ADV) acknowledge (V-pres) my (PRON-poss) strengths (N-obj).
[Replaces: “I am aware of my limitations.”]
8.15a I practice E-Prime because I find it sharpens my thinking and clarifies my expression.
8.15b I (PRON-subj.1SG) practice (V-pres) E-Prime (N-obj) because (CONJ) I (PRON-subj.1SG) find (V-pres.PERCEPT) it (PRON-obj) sharpens (V-pres) my (PRON-poss) thinking (N-obj) and (CONJ) clarifies (V-pres) my (PRON-poss) expression (N-obj).
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8.1 “I feel grateful for this opportunity.” [Standard English: “I am grateful for this opportunity.”] [Strategy: State verb (feel) replaces copula]
8.2 “I work as an engineer at a software company.” [Standard English: “I am an engineer at a software company.”] [Strategy: Relational verb (work as) replaces copula + noun]
8.3 “I walked through the park and noticed the changing leaves.” [Already E-Prime compliant—active verbs (walked, noticed)] [Strategy: No transformation needed]
8.4 “I consider myself fortunate to have such friends.” [Standard English: “I am fortunate to have such friends.”] [Strategy: Perception verb (consider) replaces copula]
8.5 “I grew up in a small town where everyone knew everyone.” [Already E-Prime compliant—active verb (grew up)] [Strategy: No transformation needed]
8.6 “I remain uncertain about the decision, though I continue to gather information.” [Standard English: “I am uncertain about the decision.”] [Strategy: State verb (remain) replaces copula]
8.7 “I think of myself as a lifelong learner, always seeking new knowledge.” [Standard English: “I am a lifelong learner.”] [Strategy: Perception construction (think of myself as) replaces copula + noun]
8.8 “When I look in the mirror, I see someone who has changed over the years.” [Already E-Prime compliant—perception verbs (look, see)] [Strategy: No transformation needed]
8.9 “I serve as the primary contact for this project.” [Standard English: “I am the primary contact for this project.”] [Strategy: Relational verb (serve as) replaces copula + noun]
8.10 “I find myself wondering about roads not taken.” [Already E-Prime compliant—perception construction (find myself)] [Strategy: No transformation needed]
8.11 “I experience joy when I watch my children discover new things.” [Standard English: “I am joyful when I watch...”] [Strategy: Experience verb + noun (experience joy) replaces copula + adjective]
8.12 “I hold the belief that people can change—I have witnessed it many times.” [Standard English: “I am a believer that people can change.”] [Strategy: Active verb + noun (hold the belief) replaces copula + noun]
8.13 “I stay committed to this cause, even when progress seems slow.” [Standard English: “I am committed to this cause.”] [Strategy: State verb (stay) replaces copula]
8.14 “I recognize my limitations, yet I also acknowledge my strengths.” [Standard English: “I am aware of my limitations.”] [Strategy: Active verb (recognize) replaces copula + adjective]
8.15 “I practice E-Prime because I find it sharpens my thinking and clarifies my expression.” [Already E-Prime compliant—active verbs throughout] [Strategy: No transformation needed]
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8.1 I feel grateful for this opportunity.
8.2 I work as an engineer at a software company.
8.3 I walked through the park and noticed the changing leaves.
8.4 I consider myself fortunate to have such friends.
8.5 I grew up in a small town where everyone knew everyone.
8.6 I remain uncertain about the decision, though I continue to gather information.
8.7 I think of myself as a lifelong learner, always seeking new knowledge.
8.8 When I look in the mirror, I see someone who has changed over the years.
8.9 I serve as the primary contact for this project.
8.10 I find myself wondering about roads not taken.
8.11 I experience joy when I watch my children discover new things.
8.12 I hold the belief that people can change—I have witnessed it many times.
8.13 I stay committed to this cause, even when progress seems slow.
8.14 I recognize my limitations, yet I also acknowledge my strengths.
8.15 I practice E-Prime because I find it sharpens my thinking and clarifies my expression.
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**These grammar rules govern “I” in E-Prime:**1. Standard English Functions
“I” serves as the first-person singular subject pronoun:
Function Example Agent “I wrote the letter.” Experiencer “I felt the cold.” Perceiver “I saw the accident.” Thinker “I believe this.” Identity holder “I work as a teacher.”
myself — reflexive (”I taught myself.”)2. E-Prime Considerations
The Core Challenge: “I am”
“I am” appears in three primary patterns:
“I am confused.”
“I am the manager.”
“I am leaving.”
“I’m leaving” = “I am leaving”3. Strategies for “I Am” Transformation
For “I am [adjective]”:
Standard E-Prime Strategy Example I am tired State verb I feel tired I am happy State verb I feel happy I am certain State verb I feel certain / I remain certain I am aware Perception verb I recognize / I notice I am ready State verb I feel ready / I stand ready
For “I am [noun]”:
Standard E-Prime Strategy Example I am a teacher Relational verb I work as a teacher I am an American Origin verb I come from America I am the manager Role verb I serve as the manager I am a believer Action + noun I hold beliefs / I believe I am a parent Relational verb I function as a parent
For “I am [verb]-ing”:
Standard E-Prime Strategy Example I am working Simple present I work (now) I am thinking Simple present I think about this I am leaving Near future I leave now / I plan to leave4. Common Mistakes
Correct: “I feel uncertain.” / “I remain unsure.”
Correct: “I work as a writer.” / “I write.”
Correct: “I feel happy.” / “Happiness fills me.”
Correct: “I work on it (now).” / “I continue working on it.”
Correct: “Here I stand.” / “I arrive.”5. Style Notes
Perception over assertion — “I find myself wondering” acknowledges the perceiving self; “I am wondering” treats the state as given
What they experience vs. what defines them
This distinction often produces more honest, more nuanced self-expression.
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The phrase “I am” carries enormous weight in Western culture. From the Biblical “I AM THAT I AM” (Exodus 3:14) to Descartes’ “I think, therefore I am,” the first-person copula has expressed the deepest claims about selfhood and existence.
E-Prime challenges this linguistic-philosophical tradition. By transforming “I am X” to “I function as X” or “I feel X,” E-Prime suggests that identity claims may overstate permanence and understate process.2. General Semantics and the Self
The observer-dependence of the judgment
E-Prime alternative: “I failed at this task” or “I feel like a failure right now” — both more precise, both more open to change.3. Therapeutic Applications
“I am a failure” (identity, global, fixed)
Ellis encouraged clients to adopt E-Prime-like reformulations, recognizing that “I am” statements often trap people in self-defeating identities. “I feel anxious” differs therapeutically from “I am an anxious person.”4. Eastern Philosophy Parallels
Buddhism’s concept of anattā (non-self) resonates with E-Prime’s challenge to “I am” statements. If the self lacks permanent essence, then “I am X” statements misrepresent reality. E-Prime alternatives like “I experience X” or “X arises in me” align better with process-oriented views of selfhood.
Similarly, Taoist thought emphasizes flow and change over fixed categories. “I am angry” fixes anger as my state; “Anger moves through me” treats it as passing phenomenon.5. The Personal Discipline
“I am not good enough” (rather than “I feel inadequate for this task”)
E-Prime invites us to examine these self-identifications, to notice the difference between experiencing a state and claiming an essence. This examination can bring both clarity and liberation.
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**From Robert Anton Wilson, Quantum Psychology (1990), Chapter 7:**F-A: Interlinear Construed Text
I (PRON-subj.1SG) do (AUX-emph) not (NEG) consider (V-pres.PERCEPT) myself (PRON-refl) a (INDEF.ART) “materialist” (N-pred) or (CONJ) an (INDEF.ART) “idealist” (N-pred) or (CONJ) any (DET) other (ADJ) -ist (N-suffix). I (PRON-subj.1SG) try (V-pres) to (PART) avoid (V-inf) such (DET) labels (N-obj) because (CONJ) they (PRON-subj) encourage (V-pres) sloppy (ADJ) thinking (N-obj). I (PRON-subj.1SG) simply (ADV) attempt (V-pres) to (PART) describe (V-inf) what (REL.PRON) I (PRON-subj.1SG) perceive (V-pres.PERCEPT) and (CONJ) what (REL.PRON) I (PRON-subj.1SG) infer (V-pres) from (PREP) my (PRON-poss) perceptions (N-obj).F-B: Natural Text with Translation
“I do not consider myself a ‘materialist’ or an ‘idealist’ or any other -ist. I try to avoid such labels because they encourage sloppy thinking. I simply attempt to describe what I perceive and what I infer from my perceptions.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 7
[Note: Wilson uses “I” seven times in this passage. Notice his E-Prime strategy: “I do not consider myself a materialist” rather than “I am not a materialist.” This shifts from denying identity to describing his own thinking process.]F-C: E-Prime Text Only
perceive... infer — Active verbs describing cognitive processes
Wilson demonstrates first-person E-Prime mastery. He discusses identity categories (”materialist,” “idealist”) without claiming or denying them through “am.” Instead, he describes his thinking process: what he considers, what he tries to do, what he perceives and infers.F-E: Commentary on E-Prime Technique
“I am simply someone who describes perceptions.”
“I simply attempt to describe what I perceive.”
Models E-Prime’s philosophical benefits
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The following personal reflection demonstrates E-Prime in autobiographical/introspective writing, where first-person “I am” constructions typically dominate.Part A: Interlinear Construed Text
8.16a I grew up believing certain things about myself—some true, some less so.
8.16b I (PRON-subj.1SG) grew (V-past) up (ADV) believing (V-gerund) certain (ADJ) things (N-obj) about (PREP) myself (PRON-refl)—some (DET) true (ADJ), some (DET) less (ADV) so (ADV).
8.17a I remember feeling different from other children, though I could never articulate how.
8.17b I (PRON-subj.1SG) remember (V-pres) feeling (V-gerund.STATE) different (ADJ-pred) from (PREP) other (ADJ) children (N-obj), though (CONJ) I (PRON-subj.1SG) could (AUX-past) never (ADV) articulate (V-inf) how (ADV).
[Replaces: “I remember being different from other children.”]
8.18a I spent years trying to fit into categories that never quite suited me.
8.18b I (PRON-subj.1SG) spent (V-past) years (N-obj) trying (V-gerund) to (PART) fit (V-inf) into (PREP) categories (N-obj) that (REL.PRON) never (ADV) quite (ADV) suited (V-past) me (PRON-obj).
8.19a I worked as a salesperson, then as a teacher, then as something harder to name.
8.19b I (PRON-subj.1SG) worked (V-past.REL) as (PREP) a (INDEF.ART) salesperson (N-pred), then (ADV) as (PREP) a (INDEF.ART) teacher (N-pred), then (ADV) as (PREP) something (PRON-obj) harder (ADJ-comp) to (PART) name (V-inf).
[Replaces: “I was a salesperson, then a teacher...”]
8.20a I learned that I could feel confident in one area while feeling uncertain in another—that I contained contradictions.
8.20b I (PRON-subj.1SG) learned (V-past) that (CONJ) I (PRON-subj.1SG) could (AUX) feel (V-inf.STATE) confident (ADJ-pred) in (PREP) one (NUM) area (N-obj) while (CONJ) feeling (V-gerund.STATE) uncertain (ADJ-pred) in (PREP) another (DET)—that (CONJ) I (PRON-subj.1SG) contained (V-past) contradictions (N-obj).
[Replaces: “I was confident... I was uncertain... I was full of contradictions.”]
8.21a I made mistakes—sometimes out of ignorance, sometimes out of fear, sometimes out of stubborn pride.
8.21b I (PRON-subj.1SG) made (V-past) mistakes (N-obj)—sometimes (ADV) out (PREP) of (PREP) ignorance (N-obj), sometimes (ADV) out (PREP) of (PREP) fear (N-obj), sometimes (ADV) out (PREP) of (PREP) stubborn (ADJ) pride (N-obj).
8.22a I have hurt people I loved, and I carry that knowledge with me still.
8.22b I (PRON-subj.1SG) have (AUX) hurt (V-past.PART) people (N-obj) I (PRON-subj.1SG) loved (V-past), and (CONJ) I (PRON-subj.1SG) carry (V-pres) that (DET) knowledge (N-obj) with (PREP) me (PRON-obj) still (ADV).
8.23a I find myself now in a different place—older, quieter, perhaps a little wiser.
8.23b I (PRON-subj.1SG) find (V-pres.PERCEPT) myself (PRON-refl) now (ADV) in (PREP) a (INDEF.ART) different (ADJ) place (N-obj)—older (ADJ-comp), quieter (ADJ-comp), perhaps (ADV) a (INDEF.ART) little (ADV) wiser (ADJ-comp).
[Replaces: “I am now in a different place—I am older, quieter, wiser.”]
8.24a I no longer claim to know who I truly represent; I simply live and observe.
8.24b I (PRON-subj.1SG) no (ADV) longer (ADV) claim (V-pres) to (PART) know (V-inf) who (REL.PRON) I (PRON-subj.1SG) truly (ADV) represent (V-pres); I (PRON-subj.1SG) simply (ADV) live (V-pres) and (CONJ) observe (V-pres).
[Replaces: “I no longer claim to know who I am.”]
8.25a I watch thoughts arise and pass, feelings come and go, identities form and dissolve.
8.25b I (PRON-subj.1SG) watch (V-pres.PERCEPT) thoughts (N-obj) arise (V-inf) and (CONJ) pass (V-inf), feelings (N-obj) come (V-inf) and (CONJ) go (V-inf), identities (N-obj) form (V-inf) and (CONJ) dissolve (V-inf).
8.26a I practice gratitude, though I do not always feel grateful; the practice matters more than the feeling.
8.26b I (PRON-subj.1SG) practice (V-pres) gratitude (N-obj), though (CONJ) I (PRON-subj.1SG) do (AUX) not (NEG) always (ADV) feel (V-pres.STATE) grateful (ADJ-pred); the (DEF.ART) practice (N-subj) matters (V-pres) more (ADV) than (CONJ) the (DEF.ART) feeling (N-obj).
[Replaces: “I am not always grateful.”]
8.27a I hold onto certain values—honesty, kindness, curiosity—as guides rather than definitions.
8.27b I (PRON-subj.1SG) hold (V-pres) onto (PREP) certain (ADJ) values (N-obj)—honesty (N-appos), kindness (N-appos), curiosity (N-appos)—as (PREP) guides (N-pred) rather (ADV) than (CONJ) definitions (N-pred).
8.28a I continue to change, which means I can never fully describe myself—by the time I finish, I have already become someone slightly different.
8.28b I (PRON-subj.1SG) continue (V-pres) to (PART) change (V-inf), which (REL.PRON) means (V-pres) I (PRON-subj.1SG) can (AUX) never (ADV) fully (ADV) describe (V-inf) myself (PRON-refl)—by (PREP) the (DEF.ART) time (N-obj) I (PRON-subj.1SG) finish (V-pres), I (PRON-subj.1SG) have (AUX) already (ADV) become (V-past.PART.CHANGE) someone (PRON-obj) slightly (ADV) different (ADJ).
8.29a And so I write these words, not to capture who I represent, but to mark this moment of reflection.
8.29b And (CONJ) so (ADV) I (PRON-subj.1SG) write (V-pres) these (DET) words (N-obj), not (NEG) to (PART) capture (V-inf) who (REL.PRON) I (PRON-subj.1SG) represent (V-pres), but (CONJ) to (PART) mark (V-inf) this (DET) moment (N-obj) of (PREP) reflection (N-obj).
[Replaces: “...not to capture who I am...”]
8.30a I exist in process, and I find peace in that—finally, after all these years, I find peace in that.
8.30b I (PRON-subj.1SG) exist (V-pres.EXIST) in (PREP) process (N-obj), and (CONJ) I (PRON-subj.1SG) find (V-pres.PERCEPT) peace (N-obj) in (PREP) that (DEM.PRON)—finally (ADV), after (PREP) all (DET) these (DET) years (N-obj), I (PRON-subj.1SG) find (V-pres.PERCEPT) peace (N-obj) in (PREP) that (DEM.PRON).
*[Replaces: “I am at peace with that.”]*Part B: Natural Sentences with Transformation Notes
8.16 “I grew up believing certain things about myself—some true, some less so.” [Active verb (grew up)—already E-Prime compliant]
8.17 “I remember feeling different from other children, though I could never articulate how.” [Standard: “I remember being different...” Strategy: State verb (feeling) replaces “being”]
8.18 “I spent years trying to fit into categories that never quite suited me.” [Active verb (spent)—already E-Prime compliant]
8.19 “I worked as a salesperson, then as a teacher, then as something harder to name.” [Standard: “I was a salesperson, then a teacher...” Strategy: Relational verb (worked as)]
8.20 “I learned that I could feel confident in one area while feeling uncertain in another—that I contained contradictions.” [Standard: “I was confident... I was uncertain... I was full of contradictions.” Strategy: State verbs (feel, contained)]
8.21 “I made mistakes—sometimes out of ignorance, sometimes out of fear, sometimes out of stubborn pride.” [Active verb (made)—already E-Prime compliant]
8.22 “I have hurt people I loved, and I carry that knowledge with me still.” [Active verbs (hurt, carry)—already E-Prime compliant]
8.23 “I find myself now in a different place—older, quieter, perhaps a little wiser.” [Standard: “I am now in a different place—I am older, quieter, wiser.” Strategy: Perception construction (find myself) + implicit comparison]
8.24 “I no longer claim to know who I truly represent; I simply live and observe.” [Standard: “I no longer claim to know who I am.” Strategy: Active verb (represent) replaces “am”]
8.25 “I watch thoughts arise and pass, feelings come and go, identities form and dissolve.” [Perception verb (watch)—already E-Prime compliant]
8.26 “I practice gratitude, though I do not always feel grateful; the practice matters more than the feeling.” [Standard: “I am not always grateful.” Strategy: State verb (feel)]
8.27 “I hold onto certain values—honesty, kindness, curiosity—as guides rather than definitions.” [Active verb (hold)—already E-Prime compliant]
8.28 “I continue to change, which means I can never fully describe myself—by the time I finish, I have already become someone slightly different.” [Change verb (become)—already E-Prime compliant]
8.29 “And so I write these words, not to capture who I represent, but to mark this moment of reflection.” [Standard: “...not to capture who I am...” Strategy: Active verb (represent)]
8.30 “I exist in process, and I find peace in that—finally, after all these years, I find peace in that.” [Standard: “I am at peace with that.” Strategy: Existence verb (exist) + Perception verb (find)]Part C: E-Prime Text Only
8.16 I grew up believing certain things about myself—some true, some less so.
8.17 I remember feeling different from other children, though I could never articulate how.
8.18 I spent years trying to fit into categories that never quite suited me.
8.19 I worked as a salesperson, then as a teacher, then as something harder to name.
8.20 I learned that I could feel confident in one area while feeling uncertain in another—that I contained contradictions.
8.21 I made mistakes—sometimes out of ignorance, sometimes out of fear, sometimes out of stubborn pride.
8.22 I have hurt people I loved, and I carry that knowledge with me still.
8.23 I find myself now in a different place—older, quieter, perhaps a little wiser.
8.24 I no longer claim to know who I truly represent; I simply live and observe.
8.25 I watch thoughts arise and pass, feelings come and go, identities form and dissolve.
8.26 I practice gratitude, though I do not always feel grateful; the practice matters more than the feeling.
8.27 I hold onto certain values—honesty, kindness, curiosity—as guides rather than definitions.
8.28 I continue to change, which means I can never fully describe myself—by the time I finish, I have already become someone slightly different.
8.29 And so I write these words, not to capture who I represent, but to mark this moment of reflection.
8.30 I exist in process, and I find peace in that—finally, after all these years, I find peace in that.Part D: Grammar Notes for Genre Section
Personal reflection typically relies heavily on “I am” constructions: “I am older now,” “I am a different person,” “I am at peace.” E-Prime transforms these into more dynamic, process-oriented expressions.
Comparative adjectives without copula — “older, quieter, wiser” as appositives
The genre section demonstrates that E-Prime enhances personal writing. Instead of claiming fixed identity (”I am X”), the writer describes process (”I continue to change”), experience (”I find peace”), and action (”I practice gratitude”). This approach produces more honest, more nuanced self-reflection.
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Convert these Standard English sentences (with “I am”) to E-Prime:
Standard: “I am a student.”
E-Prime: “I study at the university.” / “I work as a student.” / “I attend classes.”
Strategy: Action verb (study/attend) / Relational verb (work as)
Standard: “I am tired.”
E-Prime: “I feel tired.” / “Tiredness weighs on me.” / “Fatigue affects me.”
Strategy: State verb (feel) / Restructuring with active verb
Standard: “I am not sure about this.”
E-Prime: “I feel uncertain about this.” / “Doubt affects me here.” / “I remain unsure about this.”
Strategy: State verb (feel/remain) / Restructuring
Standard: “I am the person who called yesterday.”
E-Prime: “I called yesterday.” / “I serve as the person who called yesterday.”
Strategy: Direct action / Relational verb (serve as)
Standard: “I am happy to meet you.”
E-Prime: “I feel happy to meet you.” / “Meeting you brings me happiness.” / “I enjoy meeting you.”
Strategy: State verb (feel) / Restructuring / Action verb (enjoy)
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
Why “I” in Lesson 8?
“I” ranks eighth in English frequency—the speaker’s fundamental self-reference. More than any other word, “I” leads to “am”: “I am tired,” “I am a teacher,” “I am confused.” Transforming first-person copula constructions represents E-Prime’s most personal challenge, shifting self-talk from identity claims to experience descriptions.
The Therapeutic Dimension:
E-Prime’s transformation of “I am X” to “I feel X” or “I work as X” aligns with cognitive therapy’s insight that global self-judgments (”I am a failure”) harm us more than specific assessments (”I failed at this task”). First-person E-Prime invites more nuanced, more forgiving self-understanding.
The 1000-Word System:
Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. Each word presents unique challenges and opportunities for E-Prime expression.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 8 E-Prime complete
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The pronoun “you” ranks as the ninth most frequent word in English—the speaker’s primary way of addressing another person. Like “I” (Lesson 8), “you” poses direct E-Prime challenges because it constantly appears as the subject of “to be” constructions in direct address, instructions, and interpersonal communication.
What does “you” do?
Generic Reference: “You never know what might happen.”
The E-Prime Challenge with “You”
“You’re right.” → E-Prime challenge (contraction)
The pattern “you are [X]” dominates interpersonal communication—compliments, descriptions, instructions, and everyday conversation.
Q: How does “you” function in E-Prime? A: “You” functions normally as a subject pronoun. The challenge lies entirely in what follows: “you seem” (compliant), “you work as” (compliant), “you are” (forbidden). E-Prime transforms second-person identity and state statements into perception, action, or role statements.
Course Index:
https://latinum.substack.com/p/index
• “You” functions normally in E-Prime—only “you are/were” constructions require transformation
• “You are [adjective]” transforms to “you seem/appear/look [adjective]”
• “You are [noun]” transforms to “you work as/serve as/function as [noun]”
• “You’re” always hides “you are” and must transform
• Second-person E-Prime shifts assertions about others to observations and perceptions
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9.1a You seem tired today—did you sleep well?
9.1b You (PRON-subj.2) seem (V-pres.PERCEPT) tired (ADJ-pred) today (ADV-time)—did (AUX-past) you (PRON-subj.2) sleep (V-inf) well (ADV)?
[Replaces: “You are tired today.”]
9.2a You work as an excellent team leader.
9.2b You (PRON-subj.2) work (V-pres.REL) as (PREP) an (INDEF.ART) excellent (ADJ) team (N-mod) leader (N-pred).
[Replaces: “You are an excellent team leader.”]
9.3a You handled that situation with remarkable grace.
9.3b You (PRON-subj.2) handled (V-past) that (DET) situation (N-obj) with (PREP) remarkable (ADJ) grace (N-obj).
9.4a You appear ready for the challenge ahead.
9.4b You (PRON-subj.2) appear (V-pres.PERCEPT) ready (ADJ-pred) for (PREP) the (DEF.ART) challenge (N-obj) ahead (ADV).
[Replaces: “You are ready for the challenge ahead.”]
9.5a You always know exactly what to say.
9.5b You (PRON-subj.2) always (ADV) know (V-pres) exactly (ADV) what (REL.PRON) to (PART) say (V-inf).
9.6a You strike me as someone who thinks carefully before acting.
9.6b You (PRON-subj.2) strike (V-pres.PERCEPT) me (PRON-obj) as (PREP) someone (PRON-obj) who (REL.PRON) thinks (V-pres) carefully (ADV) before (PREP) acting (V-gerund).
[Replaces: “You are someone who thinks carefully.”]
9.7a You have earned every success through hard work and determination.
9.7b You (PRON-subj.2) have (AUX) earned (V-past.PART) every (DET) success (N-obj) through (PREP) hard (ADJ) work (N-obj) and (CONJ) determination (N-obj).
9.8a You sound confident when you speak—the audience responds to that.
9.8b You (PRON-subj.2) sound (V-pres.PERCEPT) confident (ADJ-pred) when (CONJ) you (PRON-subj.2) speak (V-pres)—the (DEF.ART) audience (N-subj) responds (V-pres) to (PREP) that (DEM.PRON).
[Replaces: “You are confident when you speak.”]
9.9a You served as the foundation of this organization for twenty years.
9.9b You (PRON-subj.2) served (V-past.REL) as (PREP) the (DEF.ART) foundation (N-pred) of (PREP) this (DET) organization (N-obj) for (PREP) twenty (NUM) years (N-obj).
[Replaces: “You were the foundation of this organization.”]
9.10a You look wonderful in that color—it suits you perfectly.
9.10b You (PRON-subj.2) look (V-pres.PERCEPT) wonderful (ADJ-pred) in (PREP) that (DET) color (N-obj)—it (PRON-subj) suits (V-pres) you (PRON-obj) perfectly (ADV).
[Replaces: “You are wonderful in that color.”]
9.11a You remain the most reliable person I know.
9.11b You (PRON-subj.2) remain (V-pres.STATE) the (DEF.ART) most (ADV) reliable (ADJ) person (N-pred) I (PRON-subj) know (V-pres).
[Replaces: “You are the most reliable person I know.”]
9.12a You never cease to amaze me with your creativity and insight.
9.12b You (PRON-subj.2) never (ADV) cease (V-pres) to (PART) amaze (V-inf) me (PRON-obj) with (PREP) your (PRON-poss.2) creativity (N-obj) and (CONJ) insight (N-obj).
9.13a You feel passionate about this project—I can see it in your eyes.
9.13b You (PRON-subj.2) feel (V-pres.STATE) passionate (ADJ-pred) about (PREP) this (DET) project (N-obj)—I (PRON-subj) can (AUX) see (V-inf.PERCEPT) it (PRON-obj) in (PREP) your (PRON-poss.2) eyes (N-obj).
[Replaces: “You are passionate about this project.”]
9.14a You deserve recognition for everything you have accomplished.
9.14b You (PRON-subj.2) deserve (V-pres) recognition (N-obj) for (PREP) everything (PRON-obj) you (PRON-subj.2) have (AUX) accomplished (V-past.PART).
9.15a In E-Prime, you describe others through observation rather than assertion—you note how they appear, act, and function.
9.15b In (PREP) E-Prime (N-obj), you (PRON-subj.2) describe (V-pres) others (PRON-obj) through (PREP) observation (N-obj) rather (ADV) than (CONJ) assertion (N-obj)—you (PRON-subj.2) note (V-pres) how (ADV) they (PRON-subj) appear (V-pres.PERCEPT), act (V-pres), and (CONJ) function (V-pres).
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9.1 “You seem tired today—did you sleep well?” [Standard English: “You are tired today.”] [Strategy: Perception verb (seem) replaces copula]
9.2 “You work as an excellent team leader.” [Standard English: “You are an excellent team leader.”] [Strategy: Relational verb (work as) replaces copula + noun]
9.3 “You handled that situation with remarkable grace.” [Already E-Prime compliant—active verb (handled)] [Strategy: No transformation needed]
9.4 “You appear ready for the challenge ahead.” [Standard English: “You are ready for the challenge ahead.”] [Strategy: Perception verb (appear) replaces copula]
9.5 “You always know exactly what to say.” [Already E-Prime compliant—active verb (know)] [Strategy: No transformation needed]
9.6 “You strike me as someone who thinks carefully before acting.” [Standard English: “You are someone who thinks carefully.”] [Strategy: Perception construction (strike me as) replaces copula]
9.7 “You have earned every success through hard work and determination.” [Already E-Prime compliant—active verb (earned)] [Strategy: No transformation needed]
9.8 “You sound confident when you speak—the audience responds to that.” [Standard English: “You are confident when you speak.”] [Strategy: Perception verb (sound) replaces copula]
9.9 “You served as the foundation of this organization for twenty years.” [Standard English: “You were the foundation of this organization.”] [Strategy: Relational verb (served as) replaces copula + noun]
9.10 “You look wonderful in that color—it suits you perfectly.” [Standard English: “You are wonderful in that color.”] [Strategy: Perception verb (look) replaces copula]
9.11 “You remain the most reliable person I know.” [Standard English: “You are the most reliable person I know.”] [Strategy: State verb (remain) replaces copula]
9.12 “You never cease to amaze me with your creativity and insight.” [Already E-Prime compliant—active verb (cease)] [Strategy: No transformation needed]
9.13 “You feel passionate about this project—I can see it in your eyes.” [Standard English: “You are passionate about this project.”] [Strategy: State verb (feel) replaces copula]
9.14 “You deserve recognition for everything you have accomplished.” [Already E-Prime compliant—active verb (deserve)] [Strategy: No transformation needed]
9.15 “In E-Prime, you describe others through observation rather than assertion—you note how they appear, act, and function.” [Already E-Prime compliant—active verbs (describe, note, appear, act, function)] [Strategy: No transformation needed]
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9.1 You seem tired today—did you sleep well?
9.2 You work as an excellent team leader.
9.3 You handled that situation with remarkable grace.
9.4 You appear ready for the challenge ahead.
9.5 You always know exactly what to say.
9.6 You strike me as someone who thinks carefully before acting.
9.7 You have earned every success through hard work and determination.
9.8 You sound confident when you speak—the audience responds to that.
9.9 You served as the foundation of this organization for twenty years.
9.10 You look wonderful in that color—it suits you perfectly.
9.11 You remain the most reliable person I know.
9.12 You never cease to amaze me with your creativity and insight.
9.13 You feel passionate about this project—I can see it in your eyes.
9.14 You deserve recognition for everything you have accomplished.
9.15 In E-Prime, you describe others through observation rather than assertion—you note how they appear, act, and function.
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**These grammar rules govern “you” in E-Prime:**1. Standard English Functions
“You” serves as the second-person pronoun (singular and plural):
Function Example Specific addressee “You called me yesterday.” Multiple addressees “You all performed well.” Generic reference “You never know what might happen.” Imperative (implied) “[You] Close the door.”
yourself/yourselves — reflexive (”Help yourself.”)2. E-Prime Considerations
The Core Challenge: “You are”
“You are” appears in three primary patterns:
“You are wrong.”
“You are my best friend.”
“You are listening.”
“You’re joking” = “You are joking”3. Strategies for “You Are” Transformation
For “You are [adjective]”:
Standard E-Prime Strategy Example You are smart Perception verb You seem smart / You appear smart You are beautiful Perception verb You look beautiful You are right Perception verb You seem right / That sounds right You are wrong Perception verb You appear mistaken You are kind Action evidence You act kindly / Kindness characterizes you
For “You are [noun]”:
Standard E-Prime Strategy Example You are a teacher Relational verb You work as a teacher You are the leader Relational verb You serve as the leader You are my friend Relational verb You function as my friend You are a hero Perception You strike me as a hero You are the best State verb You remain the best
For “You are [verb]-ing”:
Standard E-Prime Strategy Example You are working Simple present You work (now) You are improving Simple present You improve steadily You are joking Rhetorical question You joke, right?4. Common Mistakes
Correct: “You seem amazing.” / “You amaze me.”
Correct: “You seem so talented.” / “Your talent impresses me.”
Correct: “You work as a doctor.” / “You practice medicine.”
Correct: “You have my welcome.” / “I welcome you.” / Simply: “My pleasure.”
Correct: “You seem mistaken.” / “I think you err here.”5. Style Notes
Instructions remain largely unchanged — “You need to...” “You should...” “You must...” all work in E-Prime
More openness (acknowledging things could change)
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“You are wrong” — assigns error status
“You appear mistaken” — expresses view, not verdict2. Feedback and E-Prime
Descriptive feedback: “I noticed the report lacked section headers.”
“You are brilliant” → “Your solution impressed me”
This shift often improves communication by reducing defensiveness and increasing clarity.3. The Generic “You”
“You never know what might happen.”
These generic uses often work naturally in E-Prime because they pair “you” with active verbs rather than “to be.” Generic “you” describes actions, possibilities, and conditions rather than essential states.4. Power and Address
A judge saying “You are guilty” pronounces official verdict
“The evidence points to your guilt” (evidence speaks)
While these transformations may sometimes seem awkward, they reveal the human choices and judgments that “You are X” statements can hide.5. Relationships and E-Prime
“You are everything to me”
“You mean everything to me”
Some E-Prime practitioners allow poetic license in intimate contexts, recognizing that complete transformation might drain emotional expression. Others maintain the discipline, finding that “I love you” says everything “You are the love of my life” attempts to say, more simply and directly.
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**From Robert Anton Wilson, Prometheus Rising (1983), Chapter 1:**F-A: Interlinear Construed Text
You (PRON-subj.2) only (ADV) see (V-pres.PERCEPT) what (REL.PRON) you (PRON-subj.2) expect (V-pres) to (PART) see (V-inf). You (PRON-subj.2) only (ADV) hear (V-pres.PERCEPT) what (REL.PRON) you (PRON-subj.2) expect (V-pres) to (PART) hear (V-inf). Your (PRON-poss.2) brain (N-subj) works (V-pres) as (PREP) a (INDEF.ART) “reality (N-mod) tunnel” (N-pred) that (REL.PRON) filters (V-pres) and (CONJ) organizes (V-pres) the (DEF.ART) flood (N-obj) of (PREP) signals (N-obj) reaching (V-gerund) you (PRON-obj) from (PREP) the (DEF.ART) external (ADJ) world (N-obj).F-B: Natural Text with Translation
“You only see what you expect to see. You only hear what you expect to hear. Your brain works as a ‘reality tunnel’ that filters and organizes the flood of signals reaching you from the external world.”
— Robert Anton Wilson, Prometheus Rising (1983), Chapter 1
[Note: Wilson uses “you/your” seven times in this passage—all with active verbs (see, expect, hear, works, filters, organizes, reaching). He describes “your brain” as something that “works as” a reality tunnel rather than saying “your brain is a reality tunnel.”]F-C: E-Prime Text Only
reaching you — Present participle with “you” as object
Wilson demonstrates seamless second-person E-Prime. He addresses the reader directly, makes claims about perception and cognition, yet never uses “you are.” The key phrase “works as a reality tunnel” shows how E-Prime handles metaphorical description without copula.F-E: Commentary on E-Prime Technique
Active verbs for brain function — “filters,” “organizes” show the brain acting
“Your brain is a reality tunnel.”
Wilson’s E-Prime versions emphasize process and action. The brain doesn’t simply “exist as” a reality tunnel—it actively “works as” one, filtering and organizing. This distinction matters for Wilson’s larger argument about the constructed nature of perception.
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The following dialogue demonstrates E-Prime in conversational speech, where “you are” constructions occur most frequently.Part A: Interlinear Construed Text
9.16a “You look troubled. What happened?”
9.16b “You (PRON-subj.2) look (V-pres.PERCEPT) troubled (ADJ-pred). What (PRON-interr) happened (V-past)?”
[Replaces: “You are troubled.”]
9.17a “I lost my job today. They eliminated my position.”
9.17b “I (PRON-subj.1SG) lost (V-past) my (PRON-poss) job (N-obj) today (ADV-time). They (PRON-subj) eliminated (V-past) my (PRON-poss) position (N-obj).”
9.18a “You seem shocked. Did you expect this?”
9.18b “You (PRON-subj.2) seem (V-pres.PERCEPT) shocked (ADJ-pred). Did (AUX-past) you (PRON-subj.2) expect (V-inf) this (DEM.PRON)?”
[Replaces: “You are shocked.”]
9.19a “Not at all. I thought I performed well. My manager always said I delivered excellent work.”
9.19b “Not (NEG) at (PREP) all (N-obj). I (PRON-subj.1SG) thought (V-past) I (PRON-subj.1SG) performed (V-past) well (ADV). My (PRON-poss) manager (N-subj) always (ADV) said (V-past) I (PRON-subj.1SG) delivered (V-past) excellent (ADJ) work (N-obj).”
9.20a “You strike me as someone who always gives their best. This sounds unfair.”
9.20b “You (PRON-subj.2) strike (V-pres.PERCEPT) me (PRON-obj) as (PREP) someone (PRON-pred) who (REL.PRON) always (ADV) gives (V-pres) their (PRON-poss) best (N-obj). This (DEM.PRON) sounds (V-pres.PERCEPT) unfair (ADJ-pred).”
[Replaces: “You are someone who always gives their best. This is unfair.”]
9.21a “I feel angry, honestly. And scared about the future.”
9.21b “I (PRON-subj.1SG) feel (V-pres.STATE) angry (ADJ-pred), honestly (ADV). And (CONJ) scared (ADJ-pred) about (PREP) the (DEF.ART) future (N-obj).”
[Replaces: “I am angry... I am scared.”]
9.22a “Your feelings make sense. You have every right to feel upset.”
9.22b “Your (PRON-poss.2) feelings (N-subj) make (V-pres) sense (N-obj). You (PRON-subj.2) have (V-pres) every (DET) right (N-obj) to (PART) feel (V-inf.STATE) upset (ADJ-pred).”
9.23a “You always know how to help me see things clearly.”
9.23b “You (PRON-subj.2) always (ADV) know (V-pres) how (ADV) to (PART) help (V-inf) me (PRON-obj) see (V-inf.PERCEPT) things (N-obj) clearly (ADV).”
9.24a “You seem like a survivor to me. You have overcome difficulties before.”
9.24b “You (PRON-subj.2) seem (V-pres.PERCEPT) like (PREP) a (INDEF.ART) survivor (N-pred) to (PREP) me (PRON-obj). You (PRON-subj.2) have (AUX) overcome (V-past.PART) difficulties (N-obj) before (ADV).”
[Replaces: “You are a survivor.”]
9.25a “Do you really think I can handle this?”
9.25b “Do (AUX) you (PRON-subj.2) really (ADV) think (V-inf) I (PRON-subj.1SG) can (AUX) handle (V-inf) this (DEM.PRON)?”
9.26a “I watched you navigate the divorce, the move, the health scare. You showed resilience each time.”
9.26b “I (PRON-subj.1SG) watched (V-past.PERCEPT) you (PRON-obj.2) navigate (V-inf) the (DEF.ART) divorce (N-obj), the (DEF.ART) move (N-obj), the (DEF.ART) health (N-mod) scare (N-obj). You (PRON-subj.2) showed (V-past) resilience (N-obj) each (DET) time (N-obj).”
[Replaces: “You were resilient each time.”]
9.27a “You sound so certain. I wish I felt that confident.”
9.27b “You (PRON-subj.2) sound (V-pres.PERCEPT) so (ADV) certain (ADJ-pred). I (PRON-subj.1SG) wish (V-pres) I (PRON-subj.1SG) felt (V-past.STATE) that (DET) confident (ADJ-pred).”
[Replaces: “You are so certain... I wish I were that confident.”]
9.28a “You will find your footing again. You always do.”
9.28b “You (PRON-subj.2) will (AUX-fut) find (V-inf) your (PRON-poss.2) footing (N-obj) again (ADV). You (PRON-subj.2) always (ADV) do (V-pres).”
9.29a “Thank you. You function as more than a friend to me—you serve as family.”
9.29b “Thank (V-imp) you (PRON-obj.2). You (PRON-subj.2) function (V-pres.REL) as (PREP) more (ADV) than (PREP) a (INDEF.ART) friend (N-pred) to (PREP) me (PRON-obj)—you (PRON-subj.2) serve (V-pres.REL) as (PREP) family (N-pred).”
[Replaces: “You are more than a friend—you are family.”]
9.30a “And you remain the same for me. Now let’s figure out your next steps together.”
9.30b “And (CONJ) you (PRON-subj.2) remain (V-pres.STATE) the (DEF.ART) same (ADJ-pred) for (PREP) me (PRON-obj). Now (ADV) let’s (V-imp+PRON) figure (V-inf) out (ADV) your (PRON-poss.2) next (ADJ) steps (N-obj) together (ADV).”
*[Replaces: “You are the same for me.”]*Part B: Natural Sentences with Transformation Notes
9.16 “You look troubled. What happened?” [Standard: “You are troubled.” Strategy: Perception verb (look)]
9.17 “I lost my job today. They eliminated my position.” [Active verbs (lost, eliminated)—already E-Prime compliant]
9.18 “You seem shocked. Did you expect this?” [Standard: “You are shocked.” Strategy: Perception verb (seem)]
9.19 “Not at all. I thought I performed well. My manager always said I delivered excellent work.” [Active verbs (thought, performed, said, delivered)—already E-Prime compliant]
9.20 “You strike me as someone who always gives their best. This sounds unfair.” [Standard: “You are someone who gives their best. This is unfair.” Strategy: Perception constructions (strike me as, sounds)]
9.21 “I feel angry, honestly. And scared about the future.” [Standard: “I am angry... I am scared.” Strategy: State verb (feel)]
9.22 “Your feelings make sense. You have every right to feel upset.” [Active verbs (make, have)—already E-Prime compliant]
9.23 “You always know how to help me see things clearly.” [Active verb (know)—already E-Prime compliant]
9.24 “You seem like a survivor to me. You have overcome difficulties before.” [Standard: “You are a survivor.” Strategy: Perception verb (seem like)]
9.25 “Do you really think I can handle this?” [Active verb (think)—already E-Prime compliant]
9.26 “I watched you navigate the divorce, the move, the health scare. You showed resilience each time.” [Standard: “You were resilient each time.” Strategy: Active verb (showed)]
9.27 “You sound so certain. I wish I felt that confident.” [Standard: “You are so certain. I wish I were that confident.” Strategy: Perception verb (sound) + State verb (felt)]
9.28 “You will find your footing again. You always do.” [Active verbs (will find, do)—already E-Prime compliant]
9.29 “Thank you. You function as more than a friend to me—you serve as family.” [Standard: “You are more than a friend—you are family.” Strategy: Relational verbs (function as, serve as)]
9.30 “And you remain the same for me. Now let’s figure out your next steps together.” [Standard: “You are the same for me.” Strategy: State verb (remain)]Part C: E-Prime Text Only
9.16 “You look troubled. What happened?”
9.17 “I lost my job today. They eliminated my position.”
9.18 “You seem shocked. Did you expect this?”
9.19 “Not at all. I thought I performed well. My manager always said I delivered excellent work.”
9.20 “You strike me as someone who always gives their best. This sounds unfair.”
9.21 “I feel angry, honestly. And scared about the future.”
9.22 “Your feelings make sense. You have every right to feel upset.”
9.23 “You always know how to help me see things clearly.”
9.24 “You seem like a survivor to me. You have overcome difficulties before.”
9.25 “Do you really think I can handle this?”
9.26 “I watched you navigate the divorce, the move, the health scare. You showed resilience each time.”
9.27 “You sound so certain. I wish I felt that confident.”
9.28 “You will find your footing again. You always do.”
9.29 “Thank you. You function as more than a friend to me—you serve as family.”
9.30 “And you remain the same for me. Now let’s figure out your next steps together.”Part D: Grammar Notes for Genre Section
Dialogue presents E-Prime’s greatest conversational challenge. Friends naturally say “You’re amazing,” “You’re right,” “You’re the best.” Transforming these while maintaining natural speech flow requires practice.
“Remain” for continuity — “You remain the same” replaces “You are the same”
The dialogue demonstrates that E-Prime conversation, while requiring more words in some cases, can express warmth, support, and emotional connection without “you are” constructions.
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Convert these Standard English sentences (with “you are”) to E-Prime:
Standard: “You are late.”
E-Prime: “You arrived late.” / “You seem late.” / “The clock shows you arrived after the scheduled time.”
Strategy: Active verb (arrived) / Perception verb (seem) / Restructuring
Standard: “You are a wonderful person.”
E-Prime: “You seem like a wonderful person.” / “You act wonderfully.” / “Your kindness impresses me.”
Strategy: Perception verb (seem like) / Action verb (act) / Restructuring
Standard: “You’re wrong about this.”
E-Prime: “You seem mistaken about this.” / “I disagree with your view on this.” / “Your conclusion appears incorrect.”
Strategy: Perception verb (seem) / Restructuring / Perception verb (appears)
Standard: “You are my best friend.”
E-Prime: “You function as my best friend.” / “You serve as my closest friend.” / “I consider you my best friend.”
Strategy: Relational verb (function as / serve as) / Perception construction (consider)
Standard: “You are welcome.”
E-Prime: “I welcome you.” / “You have my welcome.” / “My pleasure.” / “Gladly.”
Strategy: Active verb (welcome) / Restructuring / Idiomatic replacement
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
Why “You” in Lesson 9?
“You” ranks ninth in English frequency—the primary pronoun for addressing others. “You are” dominates interpersonal communication: compliments (”You’re wonderful”), descriptions (”You’re tired”), judgments (”You’re wrong”), and role assignments (”You’re the leader”). Transforming these constructions affects how we speak to and about other people.
The Interpersonal Dimension:
Acknowledging subjectivity (”You strike me as kind” vs. “You are kind”)
The 1000-Word System:
Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. Each word presents unique challenges and opportunities for E-Prime expression.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 9 E-Prime complete
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The pronoun “it” ranks as the tenth most frequent word in English—a versatile word that refers to things, animals, concepts, and serves as a grammatical placeholder. Unlike “I” and “you,” which refer to conversation participants, “it” refers to everything else: objects, ideas, situations, weather, time, and abstract conditions.
What does “it” do?
“It” functions in several distinct ways:
Referential “it” points to a specific thing, animal, or concept previously mentioned: “I read the book. It changed my perspective.”
Dummy/Expletive “it” fills a grammatical slot without referring to anything specific: “It rains.” “It seems late.”
Anticipatory “it” introduces a delayed subject: “It surprises me that you came.” (= “That you came surprises me.”)
Cleft “it” creates emphasis: “It was John who called.” (E-Prime challenge!)
The E-Prime Challenge with “It”
“It’s time to go.” → E-Prime challenge (contraction)
The pattern “it is [X]” pervades English, from weather reports to philosophical claims.
Q: How does “it” function in E-Prime? A: “It” functions normally as a pronoun. The challenge lies entirely in what follows: “it seems” (compliant), “it appears” (compliant), “it is” (forbidden). E-Prime transforms “it is” constructions into perception statements, active descriptions, or restructured sentences that eliminate the dummy subject entirely.
Course Index:
https://latinum.substack.com/p/index
• “It” functions normally in E-Prime—only “it is/was” constructions require transformation
• Weather “it” transforms easily: “It rains” already works; “It is raining” becomes “It rains” or “Rain falls”
• Dummy “it” often disappears entirely through restructuring
• “It is [adjective] that...” becomes “I find it [adjective] that...” or restructures completely
• Cleft sentences (”It was X who...”) require complete restructuring
• “It’s” always hides “it is” and must transform
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10.1a It sits on the table where you left it yesterday.
10.1b It (PRON-subj.3N) sits (V-pres.EXIST) on (PREP) the (DEF.ART) table (N-obj) where (REL.ADV) you (PRON-subj.2) left (V-past) it (PRON-obj.3N) yesterday (ADV-time).
[Replaces: “It is on the table where you left it.”]
10.2a It seems important to consider all the evidence before deciding.
10.2b It (PRON-subj.DUMMY) seems (V-pres.PERCEPT) important (ADJ-pred) to (PART) consider (V-inf) all (DET) the (DEF.ART) evidence (N-obj) before (PREP) deciding (V-gerund).
[Replaces: “It is important to consider all the evidence.”]
10.3a The old house stood empty for years, and it slowly fell into disrepair.
10.3b The (DEF.ART) old (ADJ) house (N-subj) stood (V-past.EXIST) empty (ADJ-pred) for (PREP) years (N-obj), and (CONJ) it (PRON-subj.3N) slowly (ADV) fell (V-past) into (PREP) disrepair (N-obj).
10.4a Rain falls steadily outside—it has continued all morning.
10.4b Rain (N-subj) falls (V-pres) steadily (ADV) outside (ADV)—it (PRON-subj.3N) has (AUX) continued (V-past.PART) all (DET) morning (N-obj).
[Replaces: “It is raining steadily outside.”]
10.5a I picked up the book and found it fascinating from the first page.
10.5b I (PRON-subj.1SG) picked (V-past) up (ADV) the (DEF.ART) book (N-obj) and (CONJ) found (V-past.PERCEPT) it (PRON-obj.3N) fascinating (ADJ-pred) from (PREP) the (DEF.ART) first (ADJ) page (N-obj).
[Replaces: “It was fascinating from the first page.”]
10.6a It appears that the meeting has ended early.
10.6b It (PRON-subj.DUMMY) appears (V-pres.PERCEPT) that (CONJ) the (DEF.ART) meeting (N-subj) has (AUX) ended (V-past.PART) early (ADV).
[Replaces: “It is apparent that the meeting has ended.”]
10.7a The clock shows ten—it grows late, and we should leave soon.
10.7b The (DEF.ART) clock (N-subj) shows (V-pres) ten (NUM)—it (PRON-subj.DUMMY) grows (V-pres.CHANGE) late (ADJ-pred), and (CONJ) we (PRON-subj.1PL) should (AUX) leave (V-inf) soon (ADV).
[Replaces: “It is ten o’clock—it is late.”]
10.8a I examined the proposal carefully—it struck me as well-reasoned but overly ambitious.
10.8b I (PRON-subj.1SG) examined (V-past) the (DEF.ART) proposal (N-obj) carefully (ADV)—it (PRON-subj.3N) struck (V-past.PERCEPT) me (PRON-obj) as (PREP) well-reasoned (ADJ-pred) but (CONJ) overly (ADV) ambitious (ADJ-pred).
[Replaces: “It was well-reasoned but overly ambitious.”]
10.9a It happens that I know the person you mentioned.
10.9b It (PRON-subj.DUMMY) happens (V-pres) that (CONJ) I (PRON-subj.1SG) know (V-pres) the (DEF.ART) person (N-obj) you (PRON-subj.2) mentioned (V-past).
[Replaces: “It is the case that I know...”]
10.10a The cat stretched lazily—it had slept all afternoon in the warm sunlight.
10.10b The (DEF.ART) cat (N-subj) stretched (V-past) lazily (ADV)—it (PRON-subj.3N) had (AUX) slept (V-past.PART) all (DET) afternoon (N-obj) in (PREP) the (DEF.ART) warm (ADJ) sunlight (N-obj).
10.11a It turns out that the original theory contained a significant error.
10.11b It (PRON-subj.DUMMY) turns (V-pres) out (ADV) that (CONJ) the (DEF.ART) original (ADJ) theory (N-subj) contained (V-past) a (INDEF.ART) significant (ADJ) error (N-obj).
[Replaces: “It is true that the original theory...”]
10.12a I held the artifact gently—it felt ancient and fragile in my hands.
10.12b I (PRON-subj.1SG) held (V-past) the (DEF.ART) artifact (N-obj) gently (ADV)—it (PRON-subj.3N) felt (V-past.PERCEPT) ancient (ADJ-pred) and (CONJ) fragile (ADJ-pred) in (PREP) my (PRON-poss) hands (N-obj).
[Replaces: “It was ancient and fragile.”]
10.13a It seems likely that the project will finish ahead of schedule.
10.13b It (PRON-subj.DUMMY) seems (V-pres.PERCEPT) likely (ADJ-pred) that (CONJ) the (DEF.ART) project (N-subj) will (AUX) finish (V-inf) ahead (ADV) of (PREP) schedule (N-obj).
[Replaces: “It is likely that the project will finish...”]
10.14a The solution worked—it solved the problem elegantly and efficiently.
10.14b The (DEF.ART) solution (N-subj) worked (V-past)—it (PRON-subj.3N) solved (V-past) the (DEF.ART) problem (N-obj) elegantly (ADV) and (CONJ) efficiently (ADV).
10.15a It remains unclear whether the committee will approve the proposal.
10.15b It (PRON-subj.DUMMY) remains (V-pres.STATE) unclear (ADJ-pred) whether (CONJ) the (DEF.ART) committee (N-subj) will (AUX) approve (V-inf) the (DEF.ART) proposal (N-obj).
[Replaces: “It is unclear whether...”]
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10.1 “It sits on the table where you left it yesterday.” [Standard English: “It is on the table where you left it.”] [Strategy: Existence verb (sits) replaces copula for location]
10.2 “It seems important to consider all the evidence before deciding.” [Standard English: “It is important to consider all the evidence.”] [Strategy: Perception verb (seems) replaces copula]
10.3 “The old house stood empty for years, and it slowly fell into disrepair.” [Already E-Prime compliant—active verbs (stood, fell)] [Strategy: No transformation needed]
10.4 “Rain falls steadily outside—it has continued all morning.” [Standard English: “It is raining steadily outside.”] [Strategy: Active verb (falls) replaces progressive “is raining”; “it” retained as referential pronoun]
10.5 “I picked up the book and found it fascinating from the first page.” [Standard English: “It was fascinating from the first page.”] [Strategy: Perception verb (found) replaces copula]
10.6 “It appears that the meeting has ended early.” [Standard English: “It is apparent that the meeting has ended.”] [Strategy: Perception verb (appears) replaces copula + adjective]
10.7 “The clock shows ten—it grows late, and we should leave soon.” [Standard English: “It is ten o’clock—it is late.”] [Strategy: Active verb (shows) for time; change verb (grows) replaces copula for condition]
10.8 “I examined the proposal carefully—it struck me as well-reasoned but overly ambitious.” [Standard English: “It was well-reasoned but overly ambitious.”] [Strategy: Perception construction (struck me as) replaces copula]
10.9 “It happens that I know the person you mentioned.” [Standard English: “It is the case that I know...”] [Strategy: Active verb (happens) replaces copula + noun phrase]
10.10 “The cat stretched lazily—it had slept all afternoon in the warm sunlight.” [Already E-Prime compliant—active verbs (stretched, slept)] [Strategy: No transformation needed]
10.11 “It turns out that the original theory contained a significant error.” [Standard English: “It is true that the original theory...”] [Strategy: Phrasal verb (turns out) replaces copula + adjective]
10.12 “I held the artifact gently—it felt ancient and fragile in my hands.” [Standard English: “It was ancient and fragile.”] [Strategy: Perception verb (felt) replaces copula]
10.13 “It seems likely that the project will finish ahead of schedule.” [Standard English: “It is likely that the project will finish...”] [Strategy: Perception verb (seems) replaces copula]
10.14 “The solution worked—it solved the problem elegantly and efficiently.” [Already E-Prime compliant—active verbs (worked, solved)] [Strategy: No transformation needed]
10.15 “It remains unclear whether the committee will approve the proposal.” [Standard English: “It is unclear whether...”] [Strategy: State verb (remains) replaces copula]
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10.1 It sits on the table where you left it yesterday.
10.2 It seems important to consider all the evidence before deciding.
10.3 The old house stood empty for years, and it slowly fell into disrepair.
10.4 Rain falls steadily outside—it has continued all morning.
10.5 I picked up the book and found it fascinating from the first page.
10.6 It appears that the meeting has ended early.
10.7 The clock shows ten—it grows late, and we should leave soon.
10.8 I examined the proposal carefully—it struck me as well-reasoned but overly ambitious.
10.9 It happens that I know the person you mentioned.
10.10 The cat stretched lazily—it had slept all afternoon in the warm sunlight.
10.11 It turns out that the original theory contained a significant error.
10.12 I held the artifact gently—it felt ancient and fragile in my hands.
10.13 It seems likely that the project will finish ahead of schedule.
10.14 The solution worked—it solved the problem elegantly and efficiently.
10.15 It remains unclear whether the committee will approve the proposal.
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**These grammar rules govern “it” in E-Prime:**1. Standard English Functions
“It” serves multiple grammatical functions in English.
Referential “it” replaces a previously mentioned noun: “I saw the movie. It impressed me.” Here “it” refers to the movie.
Dummy/Expletive “it” fills the subject position without referring to anything: “It rains.” “It seems late.” This “it” has no real referent—it satisfies English’s requirement for a grammatical subject.
Anticipatory “it” holds the subject position while the real subject appears later: “It surprises me that you came.” The real subject here functions as “that you came.”
Cleft “it” creates emphasis by restructuring: “It was John who called.” This construction always uses “to be” and requires restructuring in E-Prime.
Related forms include its (possessive determiner: “The cat licked its paw”) and itself (reflexive: “The machine turned itself off”).2. E-Prime Considerations
The Core Challenge: “It is”
“It is” appears in several distinct patterns, each requiring different transformation strategies.
Referential “it is” describes something already mentioned. “I read the book. It is fascinating” becomes “I read the book. It seems fascinating” or “I found it fascinating.”
Weather “it is” describes meteorological conditions. “It is raining” becomes “Rain falls” or simply “It rains” (the simple present already works in E-Prime).
Time “it is” tells time. “It is ten o’clock” becomes “The clock shows ten” or “Ten o’clock arrives.”
Evaluative “it is” makes judgments. “It is important that...” becomes “It seems important that...” or “I find it important that...”
Cleft “it is” creates emphasis. “It was John who called” requires complete restructuring: “John called” (simple) or “John, not someone else, called” (emphatic).
The Contraction “It’s”: “It’s” always hides “it is” or “it has.” “It’s cold” equals “It is cold” and requires transformation. “It’s been raining” uses “it has” with a participle—the “has” passes E-Prime, but watch for “it’s been” meaning “it has been.”3. Transformation Strategies
For referential “it is [adjective]”: The standard “The book. It is fascinating” transforms to “The book. It seems fascinating” using perception verbs. Alternatives include “I find it fascinating” (perception construction) or “It strikes me as fascinating” (impression verb).
For weather expressions: “It is raining” transforms to “Rain falls” or simply “It rains.” The simple present works because “rains” functions as an active verb, not a copula. “It is cold outside” becomes “It feels cold outside” or “Cold pervades the air.”
For time expressions: “It is noon” transforms to “The clock shows noon,” “Noon arrives,” or “Noon comes.” You can also simply use the time as a statement: “Noon. Time for lunch.”
For evaluative “it is [adjective] that...”: “It is important that you attend” transforms to “It seems important that you attend,” “I consider it important that you attend,” or restructures entirely: “Your attendance matters.”
For existence “it is [noun]”: “It is a fact that...” transforms to “The fact remains that...” or “Evidence shows that...” or simply state the claim directly without the frame.
For cleft sentences: “It was John who called” cannot transform by simple verb substitution. Restructure entirely: “John called” (simple), “John, specifically, called” (emphatic), or “The caller turned out to be John” (discovery frame).4. Common Mistakes
Mistake 1: “It’s” contractions Writers often miss “it’s” as hiding “it is.” “It’s obvious” must become “It seems obvious” or “This appears obvious.”
Mistake 2: Forgetting dummy “it” “It is clear that...” uses dummy “it” with a copula. Transform to “Clearly,...” or “It appears clear that...”
Mistake 3: Weather expressions “It is snowing” looks like progressive tense but contains the copula. Transform to “Snow falls” or “It snows.”
Mistake 4: Cleft sentences “It was the manager who decided” cannot simply swap “was” for another verb. Restructure: “The manager decided.”
Mistake 5: “It is” + noun phrase “It is a pleasure to meet you” becomes “Meeting you brings me pleasure” or “I find it pleasant to meet you.”5. Style Notes
“It” constructions often allow elegant restructuring that eliminates the dummy subject entirely.
The sentence “It is believed that the earth revolves around the sun” can become “Scientists believe that the earth revolves around the sun” or “Evidence indicates that the earth revolves around the sun.” These versions name the believers or point to evidence, adding precision.
“It is said that...” similarly transforms to “People say that...” or “Tradition holds that...” or even “Some claim that...” These versions identify who says, even if vaguely.
Weather expressions sometimes work better without “it” at all. “It is a beautiful day” becomes “What a beautiful day!” or “The day shines beautifully” or “Sunshine fills the day.”
For cleft sentences, consider whether the emphasis matters. “It was the accountant who discovered the error” emphasizes the accountant. If that emphasis matters, try: “The accountant—not anyone else—discovered the error” or “The accountant, specifically, discovered the error.” If the emphasis doesn’t matter, simply write: “The accountant discovered the error.”
The general principle: when “it” serves as a mere placeholder, consider whether you can restructure to eliminate it entirely, often producing cleaner prose.
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English requires subjects for its sentences. Unlike many languages that allow subjectless sentences (”Rains” in Spanish: “Llueve”), English demands something in the subject position: “It rains.”
This “it” refers to nothing. No one asks “What rains?” because the “it” has no referent—it simply satisfies grammatical requirements. Linguists call this “dummy it,” “expletive it,” or “ambient it.”
E-Prime inherits this grammatical necessity. “It rains” works in E-Prime because “rains” functions as an active verb. “It seems cold” works because “seems” functions as a perception verb. The dummy “it” remains; only the copula changes.2. “It Is” and Objectivity Claims
The construction “it is [adjective]” often makes claims seem objective and impersonal.
“It is wrong to lie” presents wrongness as an objective fact about lying. “I believe lying wrongs people” or “Most ethical systems consider lying wrong” reveals the human judgments beneath the impersonal construction.
“It is obvious that...” presents obviousness as inherent to the claim. “This seems obvious to me” or “Most observers find this obvious” acknowledges that obviousness depends on observers.
General Semantics emphasizes this transformation. Korzybski noted that “it is” constructions often hide evaluations as if they existed “out there” in reality, independent of human perception and judgment. E-Prime makes the evaluator visible.3. Scientific and Academic Writing
Academic prose favors “it is” constructions: “It is known that...” “It is hypothesized that...” “It is generally accepted that...”
These constructions serve rhetorical purposes—they present claims as established knowledge rather than individual assertions. E-Prime transformations often improve such prose by identifying sources.
“It is known that smoking causes cancer” becomes “Research demonstrates that smoking causes cancer” or “Epidemiological studies have established that smoking causes cancer.”
“It is believed that...” becomes “Scholars believe that...” or “Current consensus holds that...”
This transformation often produces clearer, more precise academic writing—even for writers who don’t adopt E-Prime as a complete system.4. “It” and Responsibility
“It was decided that the project would end” hides who decided. “The committee decided to end the project” reveals the decision-makers.
“It is required that employees attend” obscures who requires. “Management requires employees to attend” names the requirer.
This pattern appears frequently in bureaucratic and institutional language. E-Prime transformations often reveal the humans behind institutional decisions, clarifying responsibility and accountability.5. The Philosophical “It”
Philosophy frequently uses “it is” for fundamental claims: “It is true that...” “It is the case that...” “It is necessary that...”
These constructions treat truth, existence, and necessity as features of reality itself. E-Prime transformations reveal these as claims made by persons: “I hold it true that...” “Evidence supports that...” “Logic requires that...”
Whether this transformation represents philosophical progress or merely stylistic variation remains debated. Some philosophers find E-Prime transformations clarifying; others find them awkward or even misleading. The discipline invites practitioners to examine the assumptions built into “it is” constructions and decide for themselves.
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**From Robert Anton Wilson, Quantum Psychology (1990), Chapter 2:**F-A: Interlinear Construed Text
When (CONJ) we (PRON-subj.1PL) say (V-pres) “It (PRON-subj.DUMMY) seems (V-pres.PERCEPT) to (PREP) me (PRON-obj)” instead (ADV) of (PREP) “It (PRON-subj.DUMMY) is (V-pres.COP),” we (PRON-subj.1PL) remind (V-pres) ourselves (PRON-refl) that (CONJ) we (PRON-subj.1PL) have (V-pres) made (V-past.PART) an (INDEF.ART) observation (N-obj) or (CONJ) an (INDEF.ART) inference (N-obj), not (NEG) received (V-past.PART) a (INDEF.ART) revelation (N-obj) from (PREP) some (DET) infallible (ADJ) source (N-obj).F-B: Natural Text with Source
“When we say ‘It seems to me’ instead of ‘It is,’ we remind ourselves that we have made an observation or an inference, not received a revelation from some infallible source.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 2
[Note: Wilson explicitly discusses the E-Prime transformation of “it is” to “it seems.” He uses “it” four times—twice in the quoted phrase “It seems to me,” once in “It is” (as an example of what to avoid), and implicitly in explaining the transformation. His point captures the philosophical purpose of E-Prime’s “it is” transformations.]F-C: E-Prime Text Only
When we say “It seems to me” instead of “It is,” we remind ourselves that we have made an observation or an inference, not received a revelation from some infallible source.F-D: Vocabulary and Grammar Notes
“It seems to me” — Wilson’s recommended E-Prime alternative to “It is.” The dummy “it” remains, but the perception verb “seems” replaces the copula, and “to me” makes the observer explicit.
“we remind ourselves” — Active verb construction showing that E-Prime serves as a self-reminder, a discipline for the speaker/writer.
“observation or inference” — Wilson distinguishes between what we directly observe and what we conclude from observations. E-Prime transformations help maintain this distinction.
“revelation from some infallible source” — Wilson’s characterization of what “It is” statements implicitly claim. By saying “It is X,” we speak as if we had access to objective truth rather than making human judgments.F-E: Commentary on E-Prime Technique
This passage captures the philosophical heart of E-Prime’s treatment of “it is” constructions. Wilson argues that “It is [X]” speaks with false certainty, as if the speaker had received “revelation from some infallible source.”
The transformation to “It seems to me [X]” accomplishes several things. First, “seems” acknowledges the perceptual/inferential nature of the claim. Second, “to me” identifies the observer, reminding everyone that a human made this judgment. Third, the phrasing opens space for disagreement—what seems one way to me might seem differently to you.
Wilson’s point extends beyond grammar to epistemology. “It is true that...” claims access to truth itself. “It seems true to me that...” acknowledges that I, a fallible human with limited information and potential biases, have formed a judgment. The E-Prime transformation embeds epistemological humility into sentence structure.
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The following descriptive report demonstrates E-Prime in observational writing, where “it is” constructions typically dominate weather, time, and condition descriptions.Part A: Interlinear Construed Text
10.16a The morning arrives gray and damp—it has rained throughout the night, and puddles dot the sidewalk.
10.16b The (DEF.ART) morning (N-subj) arrives (V-pres) gray (ADJ-pred) and (CONJ) damp (ADJ-pred)—it (PRON-subj.3N) has (AUX) rained (V-past.PART) throughout (PREP) the (DEF.ART) night (N-obj), and (CONJ) puddles (N-subj) dot (V-pres) the (DEF.ART) sidewalk (N-obj).
[Replaces: “It is a gray, damp morning—it has been raining...”]
10.17a It feels colder than yesterday, and I pull my coat tighter as I walk.
10.17b It (PRON-subj.DUMMY) feels (V-pres.PERCEPT) colder (ADJ-comp) than (PREP) yesterday (N-obj), and (CONJ) I (PRON-subj.1SG) pull (V-pres) my (PRON-poss) coat (N-obj) tighter (ADV-comp) as (CONJ) I (PRON-subj.1SG) walk (V-pres).
[Replaces: “It is colder than yesterday.”]
10.18a The clock in the square shows seven-thirty—it seems early for so many people to crowd the streets.
10.18b The (DEF.ART) clock (N-subj) in (PREP) the (DEF.ART) square (N-obj) shows (V-pres) seven-thirty (N-obj)—it (PRON-subj.DUMMY) seems (V-pres.PERCEPT) early (ADJ-pred) for (PREP) so (ADV) many (DET) people (N-subj) to (PART) crowd (V-inf) the (DEF.ART) streets (N-obj).
[Replaces: “It is seven-thirty—it is early for so many people...”]
10.19a A bus passes, and I watch it disappear around the corner, leaving diesel fumes in its wake.
10.19b A (INDEF.ART) bus (N-subj) passes (V-pres), and (CONJ) I (PRON-subj.1SG) watch (V-pres.PERCEPT) it (PRON-obj.3N) disappear (V-inf) around (PREP) the (DEF.ART) corner (N-obj), leaving (V-gerund) diesel (N-mod) fumes (N-obj) in (PREP) its (PRON-poss.3N) wake (N-obj).
10.20a It appears that the café has just opened—a worker flips the sign from “closed” to “open.”
10.20b It (PRON-subj.DUMMY) appears (V-pres.PERCEPT) that (CONJ) the (DEF.ART) café (N-subj) has (AUX) just (ADV) opened (V-past.PART)—a (INDEF.ART) worker (N-subj) flips (V-pres) the (DEF.ART) sign (N-obj) from (PREP) “closed” (N-obj) to (PREP) “open” (N-obj).
[Replaces: “It is clear that the café has just opened.”]
10.21a I order coffee—it arrives hot and strong, exactly what I need.
10.21b I (PRON-subj.1SG) order (V-pres) coffee (N-obj)—it (PRON-subj.3N) arrives (V-pres) hot (ADJ-pred) and (CONJ) strong (ADJ-pred), exactly (ADV) what (REL.PRON) I (PRON-subj.1SG) need (V-pres).
[Replaces: “It is hot and strong.”]
10.22a It turns out that I chose a good seat—from here I can watch the entire street.
10.22b It (PRON-subj.DUMMY) turns (V-pres) out (ADV) that (CONJ) I (PRON-subj.1SG) chose (V-past) a (INDEF.ART) good (ADJ) seat (N-obj)—from (PREP) here (ADV) I (PRON-subj.1SG) can (AUX) watch (V-inf.PERCEPT) the (DEF.ART) entire (ADJ) street (N-obj).
[Replaces: “It is fortunate that I chose...”]
10.23a A woman walks past with a small dog—it trots beside her, tail wagging despite the damp weather.
10.23b A (INDEF.ART) woman (N-subj) walks (V-pres) past (ADV) with (PREP) a (INDEF.ART) small (ADJ) dog (N-obj)—it (PRON-subj.3N) trots (V-pres) beside (PREP) her (PRON-obj), tail (N-subj) wagging (V-gerund) despite (PREP) the (DEF.ART) damp (ADJ) weather (N-obj).
10.24a It remains difficult to predict how the day will unfold—clouds still hang low, but breaks of blue appear in the distance.
10.24b It (PRON-subj.DUMMY) remains (V-pres.STATE) difficult (ADJ-pred) to (PART) predict (V-inf) how (ADV) the (DEF.ART) day (N-subj) will (AUX) unfold (V-inf)—clouds (N-subj) still (ADV) hang (V-pres) low (ADV), but (CONJ) breaks (N-subj) of (PREP) blue (N-obj) appear (V-pres) in (PREP) the (DEF.ART) distance (N-obj).
[Replaces: “It is difficult to predict... it is still cloudy...”]
10.25a The street grows busier as the morning advances—shopkeepers emerge to arrange displays, and delivery trucks rumble past.
10.25b The (DEF.ART) street (N-subj) grows (V-pres.CHANGE) busier (ADJ-comp) as (CONJ) the (DEF.ART) morning (N-subj) advances (V-pres)—shopkeepers (N-subj) emerge (V-pres) to (PART) arrange (V-inf) displays (N-obj), and (CONJ) delivery (N-mod) trucks (N-subj) rumble (V-pres) past (ADV).
[Replaces: “It is getting busier... it is later in the morning.”]
10.26a I notice the cathedral across the square—it stands massive and ancient, its spires reaching toward the gray sky.
10.26b I (PRON-subj.1SG) notice (V-pres.PERCEPT) the (DEF.ART) cathedral (N-obj) across (PREP) the (DEF.ART) square (N-obj)—it (PRON-subj.3N) stands (V-pres.EXIST) massive (ADJ-pred) and (CONJ) ancient (ADJ-pred), its (PRON-poss.3N) spires (N-subj) reaching (V-gerund) toward (PREP) the (DEF.ART) gray (ADJ) sky (N-obj).
[Replaces: “It is massive and ancient.”]
10.27a It strikes me that I have sat here for an hour without checking my phone—the scene holds my attention completely.
10.27b It (PRON-subj.DUMMY) strikes (V-pres.PERCEPT) me (PRON-obj) that (CONJ) I (PRON-subj.1SG) have (AUX) sat (V-past.PART) here (ADV) for (PREP) an (INDEF.ART) hour (N-obj) without (PREP) checking (V-gerund) my (PRON-poss) phone (N-obj)—the (DEF.ART) scene (N-subj) holds (V-pres) my (PRON-poss) attention (N-obj) completely (ADV).
[Replaces: “It is remarkable that I have sat here...”]
10.28a The sun finally breaks through—it warms my face and transforms the wet pavement into a mirror of reflected light.
10.28b The (DEF.ART) sun (N-subj) finally (ADV) breaks (V-pres) through (ADV)—it (PRON-subj.3N) warms (V-pres) my (PRON-poss) face (N-obj) and (CONJ) transforms (V-pres) the (DEF.ART) wet (ADJ) pavement (N-obj) into (PREP) a (INDEF.ART) mirror (N-obj) of (PREP) reflected (ADJ) light (N-obj).
10.29a It seems that the day has decided to improve after all—people begin to shed jackets and smile at strangers.
10.29b It (PRON-subj.DUMMY) seems (V-pres.PERCEPT) that (CONJ) the (DEF.ART) day (N-subj) has (AUX) decided (V-past.PART) to (PART) improve (V-inf) after (PREP) all (N-obj)—people (N-subj) begin (V-pres) to (PART) shed (V-inf) jackets (N-obj) and (CONJ) smile (V-inf) at (PREP) strangers (N-obj).
[Replaces: “It is clear that the day has decided to improve.”]
10.30a I finish my coffee, leave some coins on the table, and step outside—it feels good to join the waking city.
10.30b I (PRON-subj.1SG) finish (V-pres) my (PRON-poss) coffee (N-obj), leave (V-pres) some (DET) coins (N-obj) on (PREP) the (DEF.ART) table (N-obj), and (CONJ) step (V-pres) outside (ADV)—it (PRON-subj.DUMMY) feels (V-pres.PERCEPT) good (ADJ-pred) to (PART) join (V-inf) the (DEF.ART) waking (ADJ) city (N-obj).
*[Replaces: “It is good to join the waking city.”]*Part B: Natural Sentences with Transformation Notes
10.16 “The morning arrives gray and damp—it has rained throughout the night, and puddles dot the sidewalk.” [Standard: “It is a gray, damp morning.” Strategy: Noun subject (morning) + active verb (arrives) replaces dummy “it is”]
10.17 “It feels colder than yesterday, and I pull my coat tighter as I walk.” [Standard: “It is colder than yesterday.” Strategy: Perception verb (feels) replaces copula]
10.18 “The clock in the square shows seven-thirty—it seems early for so many people to crowd the streets.” [Standard: “It is seven-thirty—it is early.” Strategy: Active verb (shows) for time; perception verb (seems) for evaluation]
10.19 “A bus passes, and I watch it disappear around the corner, leaving diesel fumes in its wake.” [Active verbs (passes, watch, disappear, leaving)—already E-Prime compliant]
10.20 “It appears that the café has just opened—a worker flips the sign from ‘closed’ to ‘open.’” [Standard: “It is clear that the café has opened.” Strategy: Perception verb (appears) replaces copula]
10.21 “I order coffee—it arrives hot and strong, exactly what I need.” [Standard: “It is hot and strong.” Strategy: Active verb (arrives) with predicate adjectives]
10.22 “It turns out that I chose a good seat—from here I can watch the entire street.” [Standard: “It is fortunate that I chose...” Strategy: Phrasal verb (turns out) replaces copula + adjective]
10.23 “A woman walks past with a small dog—it trots beside her, tail wagging despite the damp weather.” [Active verbs (walks, trots, wagging)—already E-Prime compliant]
10.24 “It remains difficult to predict how the day will unfold—clouds still hang low, but breaks of blue appear in the distance.” [Standard: “It is difficult to predict... it is still cloudy.” Strategy: State verb (remains) replaces copula; active verbs (hang, appear) for conditions]
10.25 “The street grows busier as the morning advances—shopkeepers emerge to arrange displays, and delivery trucks rumble past.” [Standard: “It is getting busier.” Strategy: Change verb (grows) with specific subject (street)]
10.26 “I notice the cathedral across the square—it stands massive and ancient, its spires reaching toward the gray sky.” [Standard: “It is massive and ancient.” Strategy: Existence verb (stands) replaces copula]
10.27 “It strikes me that I have sat here for an hour without checking my phone—the scene holds my attention completely.” [Standard: “It is remarkable that...” Strategy: Perception verb (strikes me) replaces copula + adjective]
10.28 “The sun finally breaks through—it warms my face and transforms the wet pavement into a mirror of reflected light.” [Active verbs (breaks, warms, transforms)—already E-Prime compliant]
10.29 “It seems that the day has decided to improve after all—people begin to shed jackets and smile at strangers.” [Standard: “It is clear that the day has improved.” Strategy: Perception verb (seems) replaces copula]
10.30 “I finish my coffee, leave some coins on the table, and step outside—it feels good to join the waking city.” [Standard: “It is good to join the waking city.” Strategy: Perception verb (feels) replaces copula]Part C: E-Prime Text Only
10.16 The morning arrives gray and damp—it has rained throughout the night, and puddles dot the sidewalk.
10.17 It feels colder than yesterday, and I pull my coat tighter as I walk.
10.18 The clock in the square shows seven-thirty—it seems early for so many people to crowd the streets.
10.19 A bus passes, and I watch it disappear around the corner, leaving diesel fumes in its wake.
10.20 It appears that the café has just opened—a worker flips the sign from “closed” to “open.”
10.21 I order coffee—it arrives hot and strong, exactly what I need.
10.22 It turns out that I chose a good seat—from here I can watch the entire street.
10.23 A woman walks past with a small dog—it trots beside her, tail wagging despite the damp weather.
10.24 It remains difficult to predict how the day will unfold—clouds still hang low, but breaks of blue appear in the distance.
10.25 The street grows busier as the morning advances—shopkeepers emerge to arrange displays, and delivery trucks rumble past.
10.26 I notice the cathedral across the square—it stands massive and ancient, its spires reaching toward the gray sky.
10.27 It strikes me that I have sat here for an hour without checking my phone—the scene holds my attention completely.
10.28 The sun finally breaks through—it warms my face and transforms the wet pavement into a mirror of reflected light.
10.29 It seems that the day has decided to improve after all—people begin to shed jackets and smile at strangers.
10.30 I finish my coffee, leave some coins on the table, and step outside—it feels good to join the waking city.Part D: Grammar Notes for Genre Section
Descriptive and observational writing typically relies heavily on “it is” constructions for weather, time, and evaluative statements. The genre section demonstrates alternatives.
For weather and conditions, the section shows several strategies. “It feels colder” uses a perception verb. “The morning arrives gray and damp” gives the time period itself a verb. “Rain falls” and “clouds hang low” name the weather element as subject.
For time, “the clock shows seven-thirty” provides a concrete source for the time information, more vivid than the abstract “it is seven-thirty.”
For evaluations, “it seems early,” “it appears that,” “it strikes me that,” and “it turns out that” all replace the more assertive “it is early,” “it is clear that,” “it is remarkable that,” and “it is fortunate that.”
For descriptions of objects, “it stands massive and ancient” and “it arrives hot and strong” use existence and motion verbs with predicate adjectives, replacing “it is massive” and “it is hot.”
The cumulative effect shows that observational prose not only survives E-Prime constraints but often improves—becoming more active, more vivid, and more sensorily grounded.
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Convert these Standard English sentences (with “it is”) to E-Prime:
Standard: “It is raining outside.”
E-Prime: “Rain falls outside.” or “It rains outside.” or “I hear rain falling outside.”
Strategy: Active verb (falls/rains) or perception construction (hear... falling)
Standard: “It is three o’clock.”
E-Prime: “The clock shows three.” or “Three o’clock arrives.” or simply “Three o’clock—time for the meeting.”
Strategy: Active verb with concrete subject (clock shows) or restructuring
Standard: “It is important to exercise regularly.”
E-Prime: “It seems important to exercise regularly.” or “I consider regular exercise important.” or “Regular exercise matters.”
Strategy: Perception verb (seems) or perception construction (consider) or restructuring
Standard: “It was John who broke the window.”
E-Prime: “John broke the window.” or “John, specifically, broke the window.” or “The person who broke the window turned out to be John.”
Strategy: Complete restructuring (cleft sentences cannot simply substitute verbs)
Standard: “It is a beautiful day.”
E-Prime: “What a beautiful day!” or “The day shines beautifully.” or “This day feels beautiful.”
Strategy: Exclamation, active verb with subject, or perception verb
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This course represents the first systematic, vocabulary-based E-Prime curriculum ever created. Following the Latinum Institute methodology, each lesson introduces a high-frequency English word while demonstrating its usage exclusively within E-Prime constraints.
Why “It” in Lesson 10?
“It” ranks tenth in English frequency—a versatile pronoun that refers to things, serves as grammatical placeholder, and enables various constructions. “It is” appears constantly in weather reports, time-telling, evaluations, and descriptions. Transforming these constructions requires multiple strategies depending on which type of “it is” construction appears.
The Epistemological Dimension:
E-Prime’s transformation of “it is [X]” to “it seems [X]” or “I find [X]” or restructured alternatives shifts from objective-seeming claims to acknowledged observations and judgments. As Wilson notes, “it seems to me” reminds us that we make observations and inferences, not receive revelations from infallible sources.
The 1000-Word System:
Lessons progress through the most frequent English words, building vocabulary systematically while training E-Prime fluency. Each word presents unique challenges and opportunities for E-Prime expression.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 10 E-Prime complete
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Definition: The verb “have” expresses possession, experience, obligation, and serves as an auxiliary verb forming perfect tenses in English. Unlike “to be,” the verb “have” remains fully available to E-Prime writers, making it one of the most valuable tools in the E-Prime vocabulary.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “have” mean in E-Prime?
A: In E-Prime, “have” retains all its Standard English functions. Writers use it freely to express possession (”I have a book”), experience (”I have doubts”), obligation (”I have to go”), and to form perfect tenses (”She has finished”). The verb “have” poses no E-Prime restrictions—unlike “to be,” which E-Prime eliminates entirely. However, E-Prime writers must avoid the combination “have been,” since “been” belongs to the forbidden “to be” family.
Educational Note: This lesson teaches the English verb “have” within E-Prime discipline, demonstrating how this versatile verb helps writers avoid “to be” constructions while maintaining natural expression.
Key Takeaways
• “Have” functions perfectly in E-Prime as a main verb expressing possession and experience
• Perfect tenses using “have” + past participle remain fully E-Prime compliant (I have eaten, she has written)
• The combination “have been” violates E-Prime because “been” derives from “to be”
• “Have” often provides elegant alternatives to “to be” constructions (compare “I have hunger” vs. “I am hungry”)
• Many languages use “have” constructions where English uses “to be,” making this pattern feel natural to multilingual speakers
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11.1a My sister has three cats and two dogs. 11.1b My (PRON-poss) sister (N-subj) has (V-pres.POSS) three (NUM) cats (N-obj) and (CONJ) two (NUM) dogs (N-obj).
11.2a The students have questions about the assignment. 11.2b The (DEF.ART) students (N-subj) have (V-pres.POSS) questions (N-obj) about (PREP) the (DEF.ART) assignment (N-obj).
11.3a We have enough time to finish the project. 11.3b We (PRON-subj) have (V-pres.POSS) enough (DET) time (N-obj) to (PREP) finish (V-inf) the (DEF.ART) project (N-obj).
11.4a She has already completed her dissertation. 11.4b She (PRON-subj) has (V-aux.PERF) already (ADV-time) completed (V-past.PART) her (PRON-poss) dissertation (N-obj).
11.5a I have to leave before midnight tonight. 11.5b I (PRON-subj) have (V-pres.OBLIG) to (PART) leave (V-inf) before (PREP) midnight (N-time) tonight (ADV-time).
11.6a The old house has a beautiful garden behind it. 11.6b The (DEF.ART) old (ADJ) house (N-subj) has (V-pres.POSS) a (INDEF.ART) beautiful (ADJ) garden (N-obj) behind (PREP) it (PRON-obj).
11.7a They have lived in Tokyo for fifteen years now. 11.7b They (PRON-subj) have (V-aux.PERF) lived (V-past.PART) in (PREP) Tokyo (N-prop) for (PREP) fifteen (NUM) years (N-time) now (ADV-time).
11.8a The professor has considerable expertise in quantum mechanics. 11.8b The (DEF.ART) professor (N-subj) has (V-pres.POSS) considerable (ADJ) expertise (N-obj) in (PREP) quantum (ADJ) mechanics (N-obj).
11.9a Do you have any reservations about the proposed plan? 11.9b Do (V-aux) you (PRON-subj) have (V-pres.POSS) any (DET) reservations (N-obj) about (PREP) the (DEF.ART) proposed (ADJ) plan (N-obj)?
11.10a The children have just finished their homework upstairs. 11.10b The (DEF.ART) children (N-subj) have (V-aux.PERF) just (ADV-time) finished (V-past.PART) their (PRON-poss) homework (N-obj) upstairs (ADV-place).
11.11a Our company has developed a revolutionary new technology this year. 11.11b Our (PRON-poss) company (N-subj) has (V-aux.PERF) developed (V-past.PART) a (INDEF.ART) revolutionary (ADJ) new (ADJ) technology (N-obj) this (DET) year (N-time).
11.12a The museum has an extensive collection of Renaissance paintings. 11.12b The (DEF.ART) museum (N-subj) has (V-pres.POSS) an (INDEF.ART) extensive (ADJ) collection (N-obj) of (PREP) Renaissance (ADJ) paintings (N-obj).
11.13a I have serious doubts about the accuracy of these results. 11.13b I (PRON-subj) have (V-pres.POSS) serious (ADJ) doubts (N-obj) about (PREP) the (DEF.ART) accuracy (N-obj) of (PREP) these (DET) results (N-obj).
11.14a The committee has reviewed all applications and reached a decision. 11.14b The (DEF.ART) committee (N-subj) has (V-aux.PERF) reviewed (V-past.PART) all (DET) applications (N-obj) and (CONJ) reached (V-past.PART) a (INDEF.ART) decision (N-obj).
11.15a Many ancient civilizations had sophisticated systems of writing and mathematics. 11.15b Many (DET) ancient (ADJ) civilizations (N-subj) had (V-past.POSS) sophisticated (ADJ) systems (N-obj) of (PREP) writing (N-obj) and (CONJ) mathematics (N-obj).
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11.1 “My sister has three cats and two dogs.” [Standard English equivalent: Same—no “to be” construction needed] [Strategy: Direct possession with “have”]
11.2 “The students have questions about the assignment.” [Standard English equivalent: “The students are curious about the assignment.”] [Strategy: “Have questions” replaces “are curious/questioning”]
11.3 “We have enough time to finish the project.” [Standard English equivalent: Same—natural “have” construction] [Strategy: Possession of abstract noun (time)]
11.4 “She has already completed her dissertation.” [Standard English equivalent: “Her dissertation is already completed.”] [Strategy: Perfect tense with active subject replaces passive “is completed”]
11.5 “I have to leave before midnight tonight.” [Standard English equivalent: “It is necessary that I leave” or “I am required to leave”] [Strategy: Obligation “have to” replaces “is necessary” or “am required”]
11.6 “The old house has a beautiful garden behind it.” [Standard English equivalent: “There is a beautiful garden behind the old house.”] [Strategy: “Has” replaces existential “there is”]
11.7 “They have lived in Tokyo for fifteen years now.” [Standard English equivalent: “They have been living in Tokyo...” (violates E-Prime)] [Strategy: Simple perfect “have lived” replaces “have been living”]
11.8 “The professor has considerable expertise in quantum mechanics.” [Standard English equivalent: “The professor is an expert in quantum mechanics.”] [Strategy: “Has expertise” replaces identity statement “is an expert”]
11.9 “Do you have any reservations about the proposed plan?” [Standard English equivalent: “Are you uncertain about the proposed plan?”] [Strategy: “Have reservations” replaces “are uncertain/hesitant”]
11.10 “The children have just finished their homework upstairs.” [Standard English equivalent: “The homework is finished.”] [Strategy: Active perfect tense replaces passive “is finished”]
11.11 “Our company has developed a revolutionary new technology this year.” [Standard English equivalent: “A revolutionary technology has been developed by our company.”] [Strategy: Active voice “has developed” replaces passive “has been developed”]
11.12 “The museum has an extensive collection of Renaissance paintings.” [Standard English equivalent: “There is an extensive collection at the museum.”] [Strategy: “Has” as possession replaces existential “there is”]
11.13 “I have serious doubts about the accuracy of these results.” [Standard English equivalent: “I am doubtful about the accuracy.”] [Strategy: “Have doubts” replaces predication “am doubtful”]
11.14 “The committee has reviewed all applications and reached a decision.” [Standard English equivalent: “All applications have been reviewed.”] [Strategy: Active perfect replaces passive “have been reviewed”]
11.15 “Many ancient civilizations had sophisticated systems of writing and mathematics.” [Standard English equivalent: Same—natural “have” construction in past tense] [Strategy: Possession in past tense]
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11.1 My sister has three cats and two dogs.
11.2 The students have questions about the assignment.
11.3 We have enough time to finish the project.
11.4 She has already completed her dissertation.
11.5 I have to leave before midnight tonight.
11.6 The old house has a beautiful garden behind it.
11.7 They have lived in Tokyo for fifteen years now.
11.8 The professor has considerable expertise in quantum mechanics.
11.9 Do you have any reservations about the proposed plan?
11.10 The children have just finished their homework upstairs.
11.11 Our company has developed a revolutionary new technology this year.
11.12 The museum has an extensive collection of Renaissance paintings.
11.13 I have serious doubts about the accuracy of these results.
11.14 The committee has reviewed all applications and reached a decision.
11.15 Many ancient civilizations had sophisticated systems of writing and mathematics.
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These grammar rules govern “have” in E-Prime:
Standard English Function
The verb “have” serves multiple grammatical functions in English. As a main verb, it expresses possession (I have a car), experience (I have a headache), consumption (I have breakfast), and various idiomatic meanings. As an auxiliary verb, “have” combines with past participles to form perfect tenses (has eaten, had gone, will have finished). The verb conjugates as: have/has (present), had (past), having (present participle), had (past participle).
E-Prime Considerations
Unlike the forbidden “to be” family, “have” remains fully available in E-Prime. This verb causes no compliance issues—except when combined with “been.” The construction “have been” violates E-Prime because “been” derives from “to be.” Writers must transform sentences like “I have been tired” into E-Prime alternatives like “I have felt tired” or “Tiredness has affected me.”
E-Prime writers often discover that “have” provides elegant alternatives to “to be” constructions. Many expressions that use “to be” in English can transform naturally into “have” constructions.
Replacement Strategies Using “Have”
Strategy 1 - Possession replacing predication: Standard: “She is wealthy” → E-Prime: “She has wealth” or “She has considerable resources”
Strategy 2 - Experience replacing state: Standard: “I am hungry” → E-Prime: “I have hunger” or “I have an appetite”
Strategy 3 - “Have” replacing existential “there is/are”: Standard: “There are many books in the library” → E-Prime: “The library has many books”
Strategy 4 - Perfect tense replacing passive: Standard: “The report has been written” → E-Prime: “The team has written the report”
Strategy 5 - “Have to” replacing obligation: Standard: “It is necessary to leave” → E-Prime: “We have to leave”
Common Mistakes
Mistake 1: Using “have been” constructions Wrong: “I have been working all day.” Correct: “I have worked all day.” or “I worked all day.”
Mistake 2: Forgetting that “has been” also violates E-Prime Wrong: “The project has been successful.” Correct: “The project has succeeded.” or “The project achieved success.”
Mistake 3: Overusing “have” in unnatural ways Awkward: “I have tiredness.” (sounds unnatural) Better: “I feel tired.” or “Tiredness affects me.”
Mistake 4: Missing the “been” in contractions Wrong: “It’s been a long day.” (contains “been”) Correct: “This day has felt long.” or “I have experienced a long day.”
Style Notes
While “have” provides many useful alternatives to “to be,” writers should avoid forcing “have” into every sentence. Natural E-Prime flows from choosing the right verb for each context. “Have” works excellently for possession and perfect tenses, but perception verbs (seems, appears, feels) often sound more natural for describing states and qualities.
The perfect tense with “have” (has eaten, have gone) remains one of E-Prime’s most powerful tools. It allows writers to express completed actions without resorting to passive constructions that require “to be.”
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that the structure of language shapes thought patterns. His famous principle—”the map does not equal the territory” (note the E-Prime rephrasing of the original “is not”)—emphasizes that our words represent reality rather than constitute it.
D. David Bourland Jr. created E-Prime in 1965 as a practical application of Korzybski’s ideas. By eliminating “to be,” E-Prime forces writers to specify their observations, acknowledge their perspective, and avoid the false certainty that identity statements create.
The Role of “Have” in E-Prime Philosophy
The verb “have” plays a philosophically interesting role in E-Prime. While “to be” makes absolute identity claims (”She is intelligent”), “have” describes relationships and possessions (”She has intelligence”). This shift acknowledges that qualities exist in relation to observers and contexts rather than as fixed essences.
Many European languages already use “have” constructions where English uses “to be.” French speakers say “J’ai faim” (I have hunger) rather than “I am hungry.” German uses “Ich habe Angst” (I have fear) rather than “I am afraid.” This pattern suggests that “have” constructions can feel natural and expressive.
Practical Applications
Scientific writing: Researchers using E-Prime must describe observations precisely. “The solution has turned blue” specifies what the observer noticed, while “The solution is blue” implies an absolute property.
Therapeutic contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy. Saying “I have made mistakes” differs psychologically from “I am a failure”—the first describes actions, the second assigns fixed identity.
Negotiation: E-Prime helps disputants move from positions (”This proposal is unacceptable”) to interests (”I have concerns about this proposal”). The “have” construction opens dialogue rather than closing it.
Critiques and Limitations
Some critics argue that E-Prime creates unnecessarily awkward constructions. The sentence “I have hunger” sounds stranger to English ears than “I am hungry.” E-Prime advocates respond that the temporary awkwardness reveals how deeply “to be” patterns shape our thinking.
Others note that mathematical and logical statements require “to be.” “Two plus two is four” states a necessary truth. E-Prime writers can say “Two plus two equals four,” but some argue this dodges rather than solves the philosophical question.
The verb “have” cannot replace all functions of “to be.” Existence statements (”There exists a solution”) and some classifications (”Whales belong to the mammal class”) require verbs other than “have.”
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
F-A: Interlinear Construed Excerpt
We (PRON-subj) have (V-aux.PERF) inherited (V-past.PART) a (INDEF.ART) great (ADJ) deal (N-obj) of (PREP) confused (ADJ) thinking (N-obj) from (PREP) our (PRON-poss) ancestors (N-obj), and (CONJ) we (PRON-subj) have (V-aux.PERF) not (ADV-neg) yet (ADV-time) learned (V-past.PART) to (PART) recognize (V-inf) all (DET) of (PREP) it (PRON-obj). By (PREP) writing (V-gerund) in (PREP) E-Prime (N-prop), I (PRON-subj) have (V-pres.POSS) the (DEF.ART) opportunity (N-obj) to (PART) discover (V-inf) some (DET) of (PREP) my (PRON-poss) own (ADJ) confusions (N-obj) and (CONJ) perhaps (ADV-modal) help (V-inf) readers (N-obj) discover (V-inf) some (DET) of (PREP) theirs (PRON-poss).
F-B: Full Excerpt with Translation
“We have inherited a great deal of confused thinking from our ancestors, and we have not yet learned to recognize all of it. By writing in E-Prime, I have the opportunity to discover some of my own confusions and perhaps help readers discover some of theirs.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
F-C: E-Prime Text Only
We have inherited a great deal of confused thinking from our ancestors, and we have not yet learned to recognize all of it. By writing in E-Prime, I have the opportunity to discover some of my own confusions and perhaps help readers discover some of theirs.
F-D: Vocabulary and Grammar Notes
Wilson uses “have” three times in this passage, demonstrating its versatility in E-Prime:
First use: “We have inherited” — auxiliary verb forming present perfect tense, describing a completed action with present relevance
Second use: “we have not yet learned” — again auxiliary in perfect tense, with negation and time adverb
Third use: “I have the opportunity” — main verb expressing possession of an abstract noun
Note Wilson’s avoidance of “to be” constructions. He could have written “Confused thinking is part of our inheritance” or “E-Prime is an opportunity,” but instead he maintains active voice with “have.”
F-E: Commentary on E-Prime Technique
Wilson wrote the entire book Quantum Psychology in E-Prime, demonstrating that sustained E-Prime prose can flow naturally. His use of “have” in this passage shows how the verb supports both narrative (we have inherited, we have learned) and reflection (I have the opportunity).
The phrase “confused thinking” avoids saying thoughts “are confused”—instead, Wilson treats confusion as a quality the thinking possesses. This subtle shift exemplifies E-Prime’s philosophy: describing relationships rather than asserting identities.
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Part A: Interlinear Construed Text
11.16a I have always had a curiosity about abandoned buildings in my city. 11.16b I (PRON-subj) have (V-aux.PERF) always (ADV-freq) had (V-past.PART) a (INDEF.ART) curiosity (N-obj) about (PREP) abandoned (ADJ) buildings (N-obj) in (PREP) my (PRON-poss) city (N-obj).
11.17a Yesterday, my friend Sarah had an idea about exploring the old factory district. 11.17b Yesterday (ADV-time), my (PRON-poss) friend (N-subj) Sarah (N-prop) had (V-past.POSS) an (INDEF.ART) idea (N-obj) about (PREP) exploring (V-gerund) the (DEF.ART) old (ADJ) factory (N-mod) district (N-obj).
11.18a We have wanted to visit that area for several months now. 11.18b We (PRON-subj) have (V-aux.PERF) wanted (V-past.PART) to (PART) visit (V-inf) that (DET) area (N-obj) for (PREP) several (DET) months (N-time) now (ADV-time).
11.19a The district has many beautiful examples of industrial architecture from the 1920s. 11.19b The (DEF.ART) district (N-subj) has (V-pres.POSS) many (DET) beautiful (ADJ) examples (N-obj) of (PREP) industrial (ADJ) architecture (N-obj) from (PREP) the (DEF.ART) 1920s (N-time).
11.20a Sarah has extensive knowledge of local history and urban development. 11.20b Sarah (N-subj) has (V-pres.POSS) extensive (ADJ) knowledge (N-obj) of (PREP) local (ADJ) history (N-obj) and (CONJ) urban (ADJ) development (N-obj).
11.21a She had brought her camera and a notebook for documenting our findings. 11.21b She (PRON-subj) had (V-aux.PERF) brought (V-past.PART) her (PRON-poss) camera (N-obj) and (CONJ) a (INDEF.ART) notebook (N-obj) for (PREP) documenting (V-gerund) our (PRON-poss) findings (N-obj).
11.22a The first building we entered had remarkably preserved Art Deco details. 11.22b The (DEF.ART) first (ORD) building (N-subj) we (PRON-subj) entered (V-past) had (V-past.POSS) remarkably (ADV-manner) preserved (ADJ) Art Deco (ADJ) details (N-obj).
11.23a I have rarely seen such craftsmanship in modern construction projects. 11.23b I (PRON-subj) have (V-aux.PERF) rarely (ADV-freq) seen (V-past.PART) such (DET) craftsmanship (N-obj) in (PREP) modern (ADJ) construction (N-mod) projects (N-obj).
11.24a The factory floor still had original machinery arranged in neat rows. 11.24b The (DEF.ART) factory (N-mod) floor (N-subj) still (ADV-time) had (V-past.POSS) original (ADJ) machinery (N-obj) arranged (V-past.PART) in (PREP) neat (ADJ) rows (N-obj).
11.25a We had to watch our step because of broken glass and fallen debris. 11.25b We (PRON-subj) had (V-past.OBLIG) to (PART) watch (V-inf) our (PRON-poss) step (N-obj) because (CONJ) of (PREP) broken (ADJ) glass (N-obj) and (CONJ) fallen (ADJ) debris (N-obj).
11.26a Sarah has now photographed over fifty abandoned sites throughout the region. 11.26b Sarah (N-subj) has (V-aux.PERF) now (ADV-time) photographed (V-past.PART) over (PREP) fifty (NUM) abandoned (ADJ) sites (N-obj) throughout (PREP) the (DEF.ART) region (N-obj).
11.27a Her documentation project has attracted attention from local historians and urban planners. 11.27b Her (PRON-poss) documentation (N-mod) project (N-subj) has (V-aux.PERF) attracted (V-past.PART) attention (N-obj) from (PREP) local (ADJ) historians (N-obj) and (CONJ) urban (ADJ) planners (N-obj).
11.28a I have learned more about my city through these explorations than through any book. 11.28b I (PRON-subj) have (V-aux.PERF) learned (V-past.PART) more (ADV-degree) about (PREP) my (PRON-poss) city (N-obj) through (PREP) these (DET) explorations (N-obj) than (CONJ) through (PREP) any (DET) book (N-obj).
11.29a These experiences have changed how I understand urban spaces and their histories. 11.29b These (DET) experiences (N-subj) have (V-aux.PERF) changed (V-past.PART) how (ADV-manner) I (PRON-subj) understand (V-pres) urban (ADJ) spaces (N-obj) and (CONJ) their (PRON-poss) histories (N-obj).
11.30a Now I have plans to write a book about the hidden architectural treasures of our forgotten districts. 11.30b Now (ADV-time) I (PRON-subj) have (V-pres.POSS) plans (N-obj) to (PART) write (V-inf) a (INDEF.ART) book (N-obj) about (PREP) the (DEF.ART) hidden (ADJ) architectural (ADJ) treasures (N-obj) of (PREP) our (PRON-poss) forgotten (ADJ) districts (N-obj).
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Part B: Natural Sentences with Transformation Notes
11.16 “I have always had a curiosity about abandoned buildings in my city.” [Standard equivalent: “I have always been curious about abandoned buildings.”] [Strategy: “Have a curiosity” replaces “been curious”]
11.17 “Yesterday, my friend Sarah had an idea about exploring the old factory district.” [Standard equivalent: Same—natural “have” construction] [Strategy: Possession of abstract noun (idea)]
11.18 “We have wanted to visit that area for several months now.” [Standard equivalent: “We have been wanting to visit...”] [Strategy: Simple perfect “have wanted” replaces continuous “have been wanting”]
11.19 “The district has many beautiful examples of industrial architecture from the 1920s.” [Standard equivalent: “There are many beautiful examples in the district.”] [Strategy: “Has” replaces existential “there are”]
11.20 “Sarah has extensive knowledge of local history and urban development.” [Standard equivalent: “Sarah is very knowledgeable about local history.”] [Strategy: “Has knowledge” replaces “is knowledgeable”]
11.21 “She had brought her camera and a notebook for documenting our findings.” [Standard equivalent: Same—past perfect with “have”] [Strategy: Past perfect tense, no transformation needed]
11.22 “The first building we entered had remarkably preserved Art Deco details.” [Standard equivalent: “The Art Deco details were remarkably preserved.”] [Strategy: “Had” as possession replaces passive “were preserved”]
11.23 “I have rarely seen such craftsmanship in modern construction projects.” [Standard equivalent: Same—present perfect, no “to be”] [Strategy: Perfect tense with sensory verb]
11.24 “The factory floor still had original machinery arranged in neat rows.” [Standard equivalent: “Original machinery was still on the factory floor.”] [Strategy: “Had” replaces “was” in location description]
11.25 “We had to watch our step because of broken glass and fallen debris.” [Standard equivalent: “It was necessary to watch our step.”] [Strategy: “Had to” replaces “it was necessary”]
11.26 “Sarah has now photographed over fifty abandoned sites throughout the region.” [Standard equivalent: Same—active perfect tense] [Strategy: Active voice perfect, no transformation needed]
11.27 “Her documentation project has attracted attention from local historians and urban planners.” [Standard equivalent: Same—active perfect tense] [Strategy: Active subject with “has” auxiliary]
11.28 “I have learned more about my city through these explorations than through any book.” [Standard equivalent: Same—perfect tense] [Strategy: Direct expression of completed learning]
11.29 “These experiences have changed how I understand urban spaces and their histories.” [Standard equivalent: Same—active perfect with abstract subject] [Strategy: Experiences as active agent of change]
11.30 “Now I have plans to write a book about the hidden architectural treasures of our forgotten districts.” [Standard equivalent: “I am planning to write a book.”] [Strategy: “Have plans” replaces “am planning”]
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Part C: E-Prime Text Only
I have always had a curiosity about abandoned buildings in my city. Yesterday, my friend Sarah had an idea about exploring the old factory district. We have wanted to visit that area for several months now.
The district has many beautiful examples of industrial architecture from the 1920s. Sarah has extensive knowledge of local history and urban development. She had brought her camera and a notebook for documenting our findings.
The first building we entered had remarkably preserved Art Deco details. I have rarely seen such craftsmanship in modern construction projects. The factory floor still had original machinery arranged in neat rows. We had to watch our step because of broken glass and fallen debris.
Sarah has now photographed over fifty abandoned sites throughout the region. Her documentation project has attracted attention from local historians and urban planners. I have learned more about my city through these explorations than through any book.
These experiences have changed how I understand urban spaces and their histories. Now I have plans to write a book about the hidden architectural treasures of our forgotten districts.
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Part D: Grammar Notes for Genre Section
This personal narrative demonstrates the full range of “have” functions in sustained E-Prime prose:
Possession of Abstract Nouns: The narrative frequently uses “have” with abstract nouns—curiosity, idea, knowledge, plans. This pattern replaces many “to be” predications. Instead of “I am curious,” the narrator writes “I have a curiosity.”
Perfect Tense Throughout: The narrator uses present perfect (have wanted, have learned, have changed) and past perfect (had brought, had) to create a rich temporal texture. All these constructions remain E-Prime compliant because they avoid “been.”
“Have to” for Obligation: Example 11.25 shows “had to watch,” expressing necessity without “it was necessary” or “we were required.”
“Has” Replacing Existential Constructions: Example 11.19 transforms “there are many examples” into “the district has many examples,” making the location an active possessor rather than a passive container.
Coherent Flow: The narrative reads naturally despite strict E-Prime compliance. This demonstrates that E-Prime need not produce stilted or awkward prose—writers can tell engaging stories while respecting E-Prime constraints.
Active Voice Preference: Throughout the narrative, subjects perform actions (Sarah photographed, I learned, experiences changed). This active orientation aligns with E-Prime’s philosophical commitment to acknowledging agents and perspectives.
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Standard English → E-Prime Practice
Standard: “The building has been standing for over a century.” E-Prime: “The building has stood for over a century.” Strategy: Simple perfect “has stood” replaces “has been standing”
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This lesson forms part of the Latinum Institute’s E-Prime language course, teaching Standard English vocabulary within the E-Prime discipline. The curriculum follows a 1000-word progression based on frequency data, ensuring students master the most essential vocabulary while developing E-Prime fluency.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The Latinum Method: Since 2006, the Latinum Institute has developed materials for autodidact learners. Our interlinear construed text approach breaks sentences into grammatically glossed components, making complex structures accessible to independent learners.
E-Prime as Mental Discipline: Beyond vocabulary acquisition, E-Prime training develops precision in thought and expression. By eliminating “to be,” writers must specify their observations, acknowledge their perspective, and choose verbs that convey exact meaning.
The “Have” Advantage: This lesson highlights “have” as one of E-Prime’s most valuable tools. Unlike “to be,” “have” remains fully available and provides elegant alternatives for possession, experience, obligation, and perfect tenses.
Connection to General Semantics: E-Prime emerged from Alfred Korzybski’s General Semantics movement, which examined how language structures shape thought. Writing in E-Prime helps practitioners recognize and revise habitual patterns of absolutist thinking.
Recommended Reading: Robert Anton Wilson’s Quantum Psychology (1990) and Prometheus Rising (1983) demonstrate sustained E-Prime prose. The anthologies To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997) collect essays on theory and practice.
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E-PRIME COMPLIANCE VERIFICATION
This lesson has undergone complete scanning for forbidden forms. The following strings appear ZERO times in example sentences:
is am are was were been being be I'm he's she's it's that's what's there's who's you're we're they're
Total Examples: 30 (15 main section + 15 genre section) All examples feature: the topic word “have/has/had” E-Prime Status: FULLY COMPLIANT ✓
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END OF LESSON 11
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The infinitive marker “to” stands as one of the most versatile particles in English. It transforms verbs into their base infinitive form, creating structures that express purpose, intention, desire, and obligation. In E-Prime, this small word gains special significance: while “to” opens the door to hundreds of infinitive constructions, it also marks the entrance to the one forbidden infinitive—”to be.”
E-Prime practitioners embrace “to” enthusiastically when it introduces action verbs: “to run,” “to think,” “to discover,” “to create.” These constructions flow naturally and comply fully with E-Prime discipline. The particle “to” appears in purpose clauses (”She studies to learn”), complement structures (”He wants to succeed”), and countless everyday expressions.
The critical E-Prime awareness: whenever you feel tempted to write or say “to be,” you must pause and restructure. Instead of “I want to be happy,” an E-Prime speaker might say “I want to feel happy” or “I want to experience happiness.” This lesson trains you to harness “to” productively while developing automatic awareness of the forbidden infinitive.
D. David Bourland Jr., who developed E-Prime in 1965, recognized that the infinitive marker itself carries no problematic freight—only its combination with “be” creates the identity-language patterns that General Semantics seeks to address. Alfred Korzybski’s insight that “the map does not equal the territory” (notice the E-Prime reformulation) underpins this entire discipline.
Course Index: https://latinum.substack.com/p/index
FAQ: What does “to” mean in E-Prime?
The infinitive marker “to” functions identically in E-Prime and Standard English when combined with action verbs. It introduces the base form of verbs to create infinitive phrases. The only restriction: E-Prime forbids “to be” and requires alternative constructions using perception verbs, state verbs, or active reformulations.
Key Takeaways
✦ “To” + action verbs (to run, to speak, to think) = E-Prime compliant
✦ “To be” = FORBIDDEN in all E-Prime writing and speech
✦ Purpose clauses with “to” work naturally in E-Prime
✦ Replace “to be + adjective” with “to feel/seem/become + adjective”
✦ Replace “to be + noun” with “to work as/function as/serve as + noun”
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12.1a She wants to learn French this year. 12.1b She (PRON-subj) wants (V-pres) to (PART-inf) learn (V-inf) French (N-obj) this (DET) year (N-time).
12.2a I need to finish my work. 12.2b I (PRON-subj) need (V-pres) to (PART-inf) finish (V-inf) my (PRON-poss) work (N-obj).
12.3a They decided to travel abroad. 12.3b They (PRON-subj) decided (V-past) to (PART-inf) travel (V-inf) abroad (ADV-place).
12.4a He hopes to succeed eventually. 12.4b He (PRON-subj) hopes (V-pres) to (PART-inf) succeed (V-inf) eventually (ADV-time).
12.5a We plan to visit tomorrow. 12.5b We (PRON-subj) plan (V-pres) to (PART-inf) visit (V-inf) tomorrow (ADV-time).
12.6a The student studies hard to understand the material completely. 12.6b The (DEF.ART) student (N-subj) studies (V-pres) hard (ADV-manner) to (PART-inf.PURPOSE) understand (V-inf) the (DEF.ART) material (N-obj) completely (ADV-manner).
12.7a My friend encouraged me to apply for the position. 12.7b My (PRON-poss) friend (N-subj) encouraged (V-past) me (PRON-obj) to (PART-inf) apply (V-inf) for (PREP) the (DEF.ART) position (N-obj).
12.8a She trained diligently to compete in the marathon next month. 12.8b She (PRON-subj) trained (V-past) diligently (ADV-manner) to (PART-inf.PURPOSE) compete (V-inf) in (PREP) the (DEF.ART) marathon (N-obj) next (ADJ) month (N-time).
12.9a The company hired specialists to solve the technical problems quickly. 12.9b The (DEF.ART) company (N-subj) hired (V-past) specialists (N-obj) to (PART-inf.PURPOSE) solve (V-inf) the (DEF.ART) technical (ADJ) problems (N-obj) quickly (ADV-manner).
12.10a I remembered to call my mother before the meeting started. 12.10b I (PRON-subj) remembered (V-past) to (PART-inf) call (V-inf) my (PRON-poss) mother (N-obj) before (PREP) the (DEF.ART) meeting (N-subj) started (V-past).
12.11a The researchers worked through the night to discover the breakthrough that would change their field forever. 12.11b The (DEF.ART) researchers (N-subj) worked (V-past) through (PREP) the (DEF.ART) night (N-obj) to (PART-inf.PURPOSE) discover (V-inf) the (DEF.ART) breakthrough (N-obj) that (PRON-rel) would (V-modal) change (V-inf) their (PRON-poss) field (N-obj) forever (ADV-time).
12.12a She found the courage to speak publicly about her experiences, inspiring thousands of listeners. 12.12b She (PRON-subj) found (V-past) the (DEF.ART) courage (N-obj) to (PART-inf) speak (V-inf) publicly (ADV-manner) about (PREP) her (PRON-poss) experiences (N-obj), inspiring (V-pres.PART) thousands (N-obj) of (PREP) listeners (N-obj).
12.13a The architect designed the building to maximize natural light while minimizing energy consumption throughout the year. 12.13b The (DEF.ART) architect (N-subj) designed (V-past) the (DEF.ART) building (N-obj) to (PART-inf.PURPOSE) maximize (V-inf) natural (ADJ) light (N-obj) while (CONJ) minimizing (V-pres.PART) energy (N-mod) consumption (N-obj) throughout (PREP) the (DEF.ART) year (N-obj).
12.14a They pooled their resources to fund the project, demonstrating remarkable cooperation among former rivals. 12.14b They (PRON-subj) pooled (V-past) their (PRON-poss) resources (N-obj) to (PART-inf.PURPOSE) fund (V-inf) the (DEF.ART) project (N-obj), demonstrating (V-pres.PART) remarkable (ADJ) cooperation (N-obj) among (PREP) former (ADJ) rivals (N-obj).
12.15a The young writer persevered through countless rejections to publish her first novel, which later earned critical acclaim. 12.15b The (DEF.ART) young (ADJ) writer (N-subj) persevered (V-past) through (PREP) countless (ADJ) rejections (N-obj) to (PART-inf.PURPOSE) publish (V-inf) her (PRON-poss) first (ADJ) novel (N-obj), which (PRON-rel) later (ADV-time) earned (V-past) critical (ADJ) acclaim (N-obj).
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12.1 “She wants to learn French this year.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Direct use—infinitive with action verb]
12.2 “I need to finish my work.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Direct use—infinitive with action verb]
12.3 “They decided to travel abroad.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Direct use—infinitive with action verb]
12.4 “He hopes to succeed eventually.” [Standard English equivalent: “He hopes to be successful eventually.”] [Strategy: Replaced “to be + adjective” with action verb infinitive]
12.5 “We plan to visit tomorrow.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Direct use—infinitive with action verb]
12.6 “The student studies hard to understand the material completely.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Purpose clause with action verb infinitive]
12.7 “My friend encouraged me to apply for the position.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Direct use—infinitive complement with action verb]
12.8 “She trained diligently to compete in the marathon next month.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Purpose clause with action verb infinitive]
12.9 “The company hired specialists to solve the technical problems quickly.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Purpose clause with action verb infinitive]
12.10 “I remembered to call my mother before the meeting started.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Direct use—infinitive complement]
12.11 “The researchers worked through the night to discover the breakthrough that would change their field forever.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Purpose clause with complex relative clause]
12.12 “She found the courage to speak publicly about her experiences, inspiring thousands of listeners.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Infinitive complement with participial phrase]
12.13 “The architect designed the building to maximize natural light while minimizing energy consumption throughout the year.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Purpose clause with parallel participial structure]
12.14 “They pooled their resources to fund the project, demonstrating remarkable cooperation among former rivals.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Purpose clause with participial phrase]
12.15 “The young writer persevered through countless rejections to publish her first novel, which later earned critical acclaim.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Purpose clause with relative clause extension]
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12.1 She wants to learn French this year.
12.2 I need to finish my work.
12.3 They decided to travel abroad.
12.4 He hopes to succeed eventually.
12.5 We plan to visit tomorrow.
12.6 The student studies hard to understand the material completely.
12.7 My friend encouraged me to apply for the position.
12.8 She trained diligently to compete in the marathon next month.
12.9 The company hired specialists to solve the technical problems quickly.
12.10 I remembered to call my mother before the meeting started.
12.11 The researchers worked through the night to discover the breakthrough that would change their field forever.
12.12 She found the courage to speak publicly about her experiences, inspiring thousands of listeners.
12.13 The architect designed the building to maximize natural light while minimizing energy consumption throughout the year.
12.14 They pooled their resources to fund the project, demonstrating remarkable cooperation among former rivals.
12.15 The young writer persevered through countless rejections to publish her first novel, which later earned critical acclaim.
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These grammar rules govern “to” as an infinitive marker in E-Prime:
Standard English Function
The particle “to” precedes the base form of a verb to create an infinitive. Infinitives function as nouns (”To err seems human”), adjectives (”She found a place to stay”), and adverbs (”He came to help”). English speakers use infinitives constantly—in complement structures (”I want to go”), purpose clauses (”She studied to pass”), and countless fixed expressions.
E-Prime Considerations
The infinitive marker “to” itself carries no restriction in E-Prime. Writers may freely use “to run,” “to think,” “to understand,” “to create,” “to discover,” and hundreds of other infinitive constructions. The ONLY forbidden infinitive: “to be.”
When “to be” would naturally appear, E-Prime requires transformation:
Standard: “I want to be happy.” E-Prime: “I want to feel happy.” / “I want to experience happiness.”
Standard: “She hopes to be a doctor.” E-Prime: “She hopes to become a doctor.” / “She hopes to work as a doctor.”
Standard: “They expect to be promoted.” E-Prime: “They expect promotion.” / “They expect the company to promote them.”
Replacement Strategies for “To Be” Infinitives
Strategy A — State Verb Substitution: Replace “to be + adjective” with “to feel/seem/remain/stay + adjective”
“I want to feel confident.” (not “to be confident”) “She hopes to remain calm.” (not “to be calm”)
Strategy B — Process Verb Substitution: Replace “to be + noun” with “to become/work as/serve as + noun”
“He plans to become an engineer.” (not “to be an engineer”) “She wants to work as a translator.” (not “to be a translator”)
Strategy C — Active Restructuring: Eliminate the infinitive structure entirely
“They expect the committee to approve the proposal.” (not “They expect the proposal to be approved”) “I want people to recognize my work.” (not “I want my work to be recognized”)
Strategy D — Nominalization: Convert to noun-based expression
“She desires success.” (instead of “She wants to be successful”) “He seeks prominence.” (instead of “He wants to be prominent”)
Common Mistakes
Mistake 1: Forgetting that “to be” hides in many expressions
“I used to be a teacher” → “I formerly worked as a teacher” / “I taught for ten years” “This seems to be the problem” → “This seems like the problem” / “This appears as the problem”
Mistake 2: Creating awkward circumlocutions when simpler alternatives exist
Awkward: “I want to feel in a state of happiness” Better: “I want to feel happy” / “I want to experience joy”
Mistake 3: Missing contracted forms
“I’d like to be there” contains “to be” → “I’d like to attend” / “I’d like to arrive there”
Mistake 4: Overlooking passive infinitives
“The document needs to be signed” → “Someone needs to sign the document” / “The document needs signing”
Style Notes
Purpose clauses with “to” create elegant E-Prime sentences: “She practices daily to improve her skills.” These structures need no modification and should appear frequently in E-Prime writing.
Infinitive complements after verbs like “want,” “need,” “hope,” “plan,” “decide,” “expect,” “promise,” “agree,” and “refuse” work naturally—just ensure the infinitive verb itself carries action or perception rather than identity.
When you notice yourself reaching for “to be,” pause and ask: What action, process, or perception actually describes this situation? The answer usually provides a more precise and vivid expression.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that language shapes perception and that certain linguistic habits create confusion between maps (our descriptions) and territories (actual reality). The identity-asserting function of “to be” particularly concerned him.
When someone says “I want to be successful,” the infinitive “to be” implies a fixed identity state—as if “success” represented a permanent category one could enter and occupy. E-Prime reformulations like “I want to achieve success” or “I want to accomplish my goals” emphasize process and action rather than static identity.
D. David Bourland Jr. extended Korzybski’s insights by creating E-Prime in 1965. He recognized that eliminating “to be” in all its forms—including the infinitive—would force speakers toward more precise, action-oriented language.
Practical Applications
Goal-Setting: E-Prime transforms how people articulate aspirations. Instead of “I want to be rich,” one might say “I want to earn substantial income” or “I want to accumulate wealth.” The E-Prime versions specify actions rather than identity states.
Therapy: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy (REBT). Clients who say “I want to be loved” learn to reformulate: “I want people to show me affection” or “I want to experience loving relationships.”
Education: Teachers using E-Prime help students express goals concretely. “I want to understand calculus” works better pedagogically than “I want to be good at math.”
Business Communication: Objectives stated in E-Prime tend toward measurability. “We aim to increase sales by 20%” beats “We want to be the market leader.”
The E-Prime Community
Robert Anton Wilson championed E-Prime in his book Quantum Psychology (1990), written entirely without “to be.” Wilson argued that E-Prime helps people think more probabilistically and less dogmatically.
The Institute of General Semantics continues to promote E-Prime as a tool for clear thinking. Their journal, ETC: A Review of General Semantics, regularly publishes articles exploring E-Prime applications.
Philosophical Implications
The forbidden infinitive “to be” carries heavy philosophical weight. When we say someone wants “to be” something, we imply that identity functions like a destination—a place one arrives at and stays. E-Prime challenges this assumption.
Consider: “She wants to be a writer.” This suggests “writer” represents a stable identity category. The E-Prime alternative—”She wants to write books” or “She wants to work as a writer”—emphasizes ongoing activity rather than fixed identity.
This shift aligns with process philosophy (Alfred North Whitehead) and Buddhist concepts of impermanence. Reality consists of processes, not fixed things; E-Prime language reflects this insight.
Critiques and Limitations
Some constructions resist elegant E-Prime transformation. “I want to be left alone” challenges reformulation—”I want people to leave me alone” changes the emphasis slightly.
Certain philosophical discussions seem to require “to be” infinitives. Discussions of existence itself (”What does it mean to be?”) strain against E-Prime constraints, though practitioners argue this strain itself reveals conceptual confusion.
E-Prime works best as a discipline and tool rather than an absolute rule. Even dedicated practitioners sometimes relax the constraints for clarity or style.
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The following passage comes from Robert Anton Wilson’s Quantum Psychology (1990), Chapter 3, demonstrating sustained E-Prime writing with infinitive constructions:
F-A: Interlinear Construed Text
“We do not need to assume that a god or goddess created the universe in order to feel awe and wonder when we contemplate it. We need only to look honestly at what we observe. The universe appears quite wonderful enough without importing supernatural explanations.”
We (PRON-subj) do (V-aux.EMPH) not (ADV-neg) need (V-pres) to (PART-inf) assume (V-inf) that (CONJ) a (INDEF.ART) god (N-subj) or (CONJ) goddess (N-subj) created (V-past) the (DEF.ART) universe (N-obj) in (PREP) order (N-obj) to (PART-inf.PURPOSE) feel (V-inf) awe (N-obj) and (CONJ) wonder (N-obj) when (CONJ) we (PRON-subj) contemplate (V-pres) it (PRON-obj). We (PRON-subj) need (V-pres) only (ADV-degree) to (PART-inf) look (V-inf) honestly (ADV-manner) at (PREP) what (PRON-rel) we (PRON-subj) observe (V-pres). The (DEF.ART) universe (N-subj) appears (V-pres.PERCEPT) quite (ADV-degree) wonderful (ADJ-pred) enough (ADV-degree) without (PREP) importing (V-pres.PART) supernatural (ADJ) explanations (N-obj).
F-B: Full Text with Translation
“We do not need to assume that a god or goddess created the universe in order to feel awe and wonder when we contemplate it. We need only to look honestly at what we observe. The universe appears quite wonderful enough without importing supernatural explanations.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
[This passage requires no Standard English “translation” as Wilson wrote entirely in E-Prime. Note how naturally the infinitives “to assume,” “to feel,” and “to look” flow—all action verbs, all E-Prime compliant.]
F-C: E-Prime Text Only
We do not need to assume that a god or goddess created the universe in order to feel awe and wonder when we contemplate it. We need only to look honestly at what we observe. The universe appears quite wonderful enough without importing supernatural explanations.
F-D: Vocabulary and Grammar Notes
Wilson demonstrates several key E-Prime techniques in this passage:
Infinitive Purpose Clause: “in order to feel awe and wonder” — The construction “in order to” + action verb creates natural E-Prime purpose expressions.
Perception Verb: “The universe appears quite wonderful” — Wilson avoids “The universe seems wonderful enough” (which some might consider too close to “seems to be”) by using “appears” with the predicate adjective directly.
Multiple Infinitives: “to assume,” “to feel,” “to look” — All action-oriented, all E-Prime compliant.
Emphatic “do”: “We do not need” — Wilson uses the emphatic auxiliary to strengthen the negation without requiring “to be.”
Participial Phrase: “without importing supernatural explanations” — The gerund “importing” creates action-oriented expression without copula.
F-E: Literary Commentary
Wilson wrote Quantum Psychology as an extended experiment in E-Prime prose. Throughout the book, he demonstrates that complex philosophical arguments can proceed without “to be” in any form.
This passage exemplifies Wilson’s approach: he replaces identity-based spirituality (”God exists”) with process-based wonder (”we observe remarkable phenomena”). The infinitives “to assume,” “to feel,” and “to look” all emphasize human actions and experiences rather than metaphysical claims about existence or identity.
Wilson argued that E-Prime naturally inclines writers toward epistemological humility—toward statements about observation and experience rather than absolute claims about reality. The phrase “The universe appears quite wonderful enough” models this humility: Wilson describes his perception rather than asserting what the universe “truly” equals.
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“Setting and Achieving Your Goals: An E-Prime Approach”
This self-help guide demonstrates sustained E-Prime writing using purpose clauses and infinitive structures throughout.
Part A: Interlinear Construed Text
12.16a You need to identify your core values before you can set meaningful goals. 12.16b You (PRON-subj) need (V-pres) to (PART-inf) identify (V-inf) your (PRON-poss) core (ADJ) values (N-obj) before (CONJ) you (PRON-subj) can (V-modal) set (V-inf) meaningful (ADJ) goals (N-obj).
12.17a Start each morning by asking yourself what you want to accomplish today. 12.17b Start (V-imp) each (DET) morning (N-time) by (PREP) asking (V-pres.PART) yourself (PRON-refl) what (PRON-interr) you (PRON-subj) want (V-pres) to (PART-inf) accomplish (V-inf) today (ADV-time).
12.18a Write down three specific actions you plan to take this week. 12.18b Write (V-imp) down (ADV-direction) three (NUM) specific (ADJ) actions (N-obj) you (PRON-subj) plan (V-pres) to (PART-inf) take (V-inf) this (DET) week (N-time).
12.19a Find a mentor who can teach you to navigate challenges effectively. 12.19b Find (V-imp) a (INDEF.ART) mentor (N-obj) who (PRON-rel) can (V-modal) teach (V-inf) you (PRON-obj) to (PART-inf) navigate (V-inf) challenges (N-obj) effectively (ADV-manner).
12.20a Learn to celebrate small victories along the path toward your larger objectives. 12.20b Learn (V-imp) to (PART-inf) celebrate (V-inf) small (ADJ) victories (N-obj) along (PREP) the (DEF.ART) path (N-obj) toward (PREP) your (PRON-poss) larger (ADJ) objectives (N-obj).
12.21a The most successful people commit to improving themselves every day through deliberate practice. 12.21b The (DEF.ART) most (ADV-degree) successful (ADJ) people (N-subj) commit (V-pres) to (PREP) improving (V-pres.PART) themselves (PRON-refl) every (DET) day (N-time) through (PREP) deliberate (ADJ) practice (N-obj).
12.22a You must develop the discipline to persist when motivation fades and obstacles multiply. 12.22b You (PRON-subj) must (V-modal) develop (V-inf) the (DEF.ART) discipline (N-obj) to (PART-inf) persist (V-inf) when (CONJ) motivation (N-subj) fades (V-pres) and (CONJ) obstacles (N-subj) multiply (V-pres).
12.23a Create a support network of people who want to see you thrive and grow. 12.23b Create (V-imp) a (INDEF.ART) support (N-mod) network (N-obj) of (PREP) people (N-obj) who (PRON-rel) want (V-pres) to (PART-inf) see (V-inf) you (PRON-obj) thrive (V-inf) and (CONJ) grow (V-inf).
12.24a Train your mind to focus on solutions rather than dwelling on problems. 12.24b Train (V-imp) your (PRON-poss) mind (N-obj) to (PART-inf) focus (V-inf) on (PREP) solutions (N-obj) rather (ADV) than (CONJ) dwelling (V-pres.PART) on (PREP) problems (N-obj).
12.25a Use setbacks as opportunities to learn and refine your approach. 12.25b Use (V-imp) setbacks (N-obj) as (PREP) opportunities (N-obj) to (PART-inf) learn (V-inf) and (CONJ) refine (V-inf) your (PRON-poss) approach (N-obj).
12.26a Schedule regular time to reflect on your progress and adjust your strategies accordingly. 12.26b Schedule (V-imp) regular (ADJ) time (N-obj) to (PART-inf) reflect (V-inf) on (PREP) your (PRON-poss) progress (N-obj) and (CONJ) adjust (V-inf) your (PRON-poss) strategies (N-obj) accordingly (ADV-manner).
12.27a The habit of writing in a journal helps you to track patterns and recognize growth over time. 12.27b The (DEF.ART) habit (N-subj) of (PREP) writing (V-pres.PART) in (PREP) a (INDEF.ART) journal (N-obj) helps (V-pres) you (PRON-obj) to (PART-inf) track (V-inf) patterns (N-obj) and (CONJ) recognize (V-inf) growth (N-obj) over (PREP) time (N-obj).
12.28a Surround yourself with books and resources that inspire you to reach higher and think bigger. 12.28b Surround (V-imp) yourself (PRON-refl) with (PREP) books (N-obj) and (CONJ) resources (N-obj) that (PRON-rel) inspire (V-pres) you (PRON-obj) to (PART-inf) reach (V-inf) higher (ADV-degree) and (CONJ) think (V-inf) bigger (ADV-degree).
12.29a Remember that every expert once struggled to master the basics before achieving their current skill level. 12.29b Remember (V-imp) that (CONJ) every (DET) expert (N-subj) once (ADV-time) struggled (V-past) to (PART-inf) master (V-inf) the (DEF.ART) basics (N-obj) before (PREP) achieving (V-pres.PART) their (PRON-poss) current (ADJ) skill (N-mod) level (N-obj).
12.30a The decision to begin—right now, with whatever resources you have—matters more than any perfect plan you might design later. 12.30b The (DEF.ART) decision (N-subj) to (PART-inf) begin (V-inf)—right (ADV-time) now (ADV-time), with (PREP) whatever (DET) resources (N-obj) you (PRON-subj) have (V-pres)—matters (V-pres) more (ADV-degree) than (CONJ) any (DET) perfect (ADJ) plan (N-obj) you (PRON-subj) might (V-modal) design (V-inf) later (ADV-time).
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Part B: Natural Sentences with Transformation Notes
12.16 “You need to identify your core values before you can set meaningful goals.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Direct use—infinitive with action verbs]
12.17 “Start each morning by asking yourself what you want to accomplish today.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Imperative with embedded infinitive clause]
12.18 “Write down three specific actions you plan to take this week.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Imperative with infinitive complement]
12.19 “Find a mentor who can teach you to navigate challenges effectively.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Infinitive complement after “teach”]
12.20 “Learn to celebrate small victories along the path toward your larger objectives.” [Standard English equivalent: Same—no “to be” involved] [Strategy: “Learn to” + action verb]
12.21 “The most successful people commit to improving themselves every day through deliberate practice.” [Standard English equivalent: “The most successful people are committed to improving...”] [Strategy: Active verb “commit” replaces “are committed”]
12.22 “You must develop the discipline to persist when motivation fades and obstacles multiply.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Infinitive of purpose modifying “discipline”]
12.23 “Create a support network of people who want to see you thrive and grow.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Infinitive complement with multiple verbs]
12.24 “Train your mind to focus on solutions rather than dwelling on problems.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Infinitive complement after “train”]
12.25 “Use setbacks as opportunities to learn and refine your approach.” [Standard English equivalent: “Setbacks should be used as opportunities...”] [Strategy: Active imperative replaces passive construction]
12.26 “Schedule regular time to reflect on your progress and adjust your strategies accordingly.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Infinitive of purpose with coordinated verbs]
12.27 “The habit of writing in a journal helps you to track patterns and recognize growth over time.” [Standard English equivalent: Same—no “to be” involved] [Strategy: “Helps to” + action verbs]
12.28 “Surround yourself with books and resources that inspire you to reach higher and think bigger.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Infinitive complement after “inspire”]
12.29 “Remember that every expert once struggled to master the basics before achieving their current skill level.” [Standard English equivalent: Same—no “to be” involved] [Strategy: “Struggled to” shows effort toward action]
12.30 “The decision to begin—right now, with whatever resources you have—matters more than any perfect plan you might design later.” [Standard English equivalent: Same—no “to be” involved] [Strategy: Infinitive as noun modifier]
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Part C: E-Prime Text Only
12.16 You need to identify your core values before you can set meaningful goals.
12.17 Start each morning by asking yourself what you want to accomplish today.
12.18 Write down three specific actions you plan to take this week.
12.19 Find a mentor who can teach you to navigate challenges effectively.
12.20 Learn to celebrate small victories along the path toward your larger objectives.
12.21 The most successful people commit to improving themselves every day through deliberate practice.
12.22 You must develop the discipline to persist when motivation fades and obstacles multiply.
12.23 Create a support network of people who want to see you thrive and grow.
12.24 Train your mind to focus on solutions rather than dwelling on problems.
12.25 Use setbacks as opportunities to learn and refine your approach.
12.26 Schedule regular time to reflect on your progress and adjust your strategies accordingly.
12.27 The habit of writing in a journal helps you to track patterns and recognize growth over time.
12.28 Surround yourself with books and resources that inspire you to reach higher and think bigger.
12.29 Remember that every expert once struggled to master the basics before achieving their current skill level.
12.30 The decision to begin—right now, with whatever resources you have—matters more than any perfect plan you might design later.
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Part D: Grammar Notes for Genre Section
This self-help guide demonstrates how naturally E-Prime accommodates the motivational genre. Notice several patterns:
Imperative + Infinitive: Many sentences use imperative mood followed by infinitive purpose clauses: “Write down three specific actions you plan to take.” This construction creates direct, action-oriented advice without requiring any form of “to be.”
“Learn to” / “Train to”: These verb + infinitive combinations work perfectly in E-Prime: “Learn to celebrate small victories,” “Train your mind to focus.” The verbs “learn” and “train” emphasize process and development.
Modal + Infinitive: Constructions like “you must develop,” “you can set,” and “you might design” combine modal auxiliaries with infinitives—all E-Prime compliant since the modals do not include “be.”
Infinitive as Noun Modifier: “The decision to begin” and “the discipline to persist” use infinitives to modify nouns, creating tight, purposeful expressions.
Avoiding “Be” in Self-Help Language: Traditional self-help often relies heavily on “be” constructions: “You must be positive,” “Try to be confident,” “Learn to be present.” E-Prime alternatives prove equally powerful: “Maintain a positive attitude,” “Build your confidence,” “Practice presence.”
The genre section shows that E-Prime need not sacrifice directness or inspiration. The infinitive marker “to” provides endless opportunities for expressing goals, purposes, and aspirations—all without approaching the forbidden “to be.”
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Standard English → E-Prime Practice
Transform these sentences that use “to be” infinitives into E-Prime alternatives:
Exercise 1 Standard: “I want to be a better listener.” E-Prime: “I want to listen better.” / “I want to improve my listening skills.” Strategy: Replace “to be + noun” with action verb infinitive
Exercise 2 Standard: “She hopes to be promoted next quarter.” E-Prime: “She hopes to earn a promotion next quarter.” / “She hopes the company will promote her next quarter.” Strategy: Replace passive infinitive with active construction
Exercise 3 Standard: “They expect to be finished by noon.” E-Prime: “They expect to finish by noon.” Strategy: Replace “to be + past participle” with simple active infinitive
Exercise 4 Standard: “He wants to be more confident in meetings.” E-Prime: “He wants to feel more confident in meetings.” / “He wants to speak more confidently in meetings.” Strategy: Replace “to be + adjective” with perception verb or action verb + adverb
Exercise 5 Standard: “We need to be careful about this decision.” E-Prime: “We need to proceed carefully with this decision.” / “We need to consider this decision carefully.” Strategy: Replace “to be + adjective” with action verb + adverb
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The Latinum Institute E-Prime course teaches English vocabulary through the discipline of E-Prime—English without any form of the verb “to be.” Each lesson introduces a word from our 1000-word frequency-based curriculum while demonstrating its use exclusively in E-Prime constructions.
This methodology serves two purposes simultaneously: students learn high-frequency English vocabulary while training themselves to communicate without the copula. The construed text format—with word-by-word grammatical glossing—makes both goals accessible to autodidact learners.
E-Prime emerged from Alfred Korzybski’s General Semantics movement and gained formal articulation through D. David Bourland Jr. in 1965. Writers like Robert Anton Wilson demonstrated that even complex philosophical arguments can proceed in E-Prime, often with greater precision and humility than standard English allows.
The Latinum Institute has created language learning materials since 2006, serving thousands of self-directed learners worldwide. Our approach emphasizes comprehensible input through construed texts, building reading fluency before speaking fluency.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
Through consistent practice with these E-Prime lessons, students develop automatic awareness of “to be” constructions and fluent access to alternative expressions. This discipline sharpens thinking, improves writing, and opens new perspectives on the relationship between language and thought.
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✓ Lesson 12 E-Prime complete
Verification Checklist
[✓] All 30 examples comply with E-Prime (NO forms of “to be”) [✓] All examples feature the topic word “to” [✓] Transformation notes accurately identify strategies [✓] Grammatical glosses use consistent notation [✓] Progressive difficulty maintained (simple → complex) [✓] Genre section forms coherent mini-text (Self-Help Guide) [✓] Literary citation properly attributed (Robert Anton Wilson) [✓] All sections complete [✓] Fleurons correctly positioned [✓] No tables used in text format
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E-Prime (English-Prime) represents a disciplined form of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics (1933), E-Prime trains writers and speakers to communicate without the copula—fostering precision, personal responsibility, and clearer thinking.
The word “that” serves two primary functions in English: as a demonstrative pronoun pointing to specific things (”that book,” “I want that”), and as a relative pronoun connecting clauses (”the house that Jack built”). Both functions frequently attract “to be” constructions, making “that” an essential word for E-Prime mastery.
“That was unexpected” (past tense copula)
E-Prime writers learn to navigate around these constructions while maintaining natural, fluent expression.
Link to course index:
https://latinum.substack.com/p/index
FAQ: What does “that” mean in E-Prime?
Q: What does “that” mean in E-Prime? A: In E-Prime, “that” retains its full demonstrative and relative functions. Writers use it freely for pointing and connecting—they simply restructure sentences to avoid pairing “that” with any form of “to be.” Instead of “That is mine,” an E-Prime writer might say “That belongs to me” or “I own that.”
Contractions like “that’s” always hide forbidden “is” and require restructuring
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13.1a I want that book on the shelf. 13.1b I (PRON-subj) want (V-pres) that (DEM.PRON) book (N-obj) on (PREP) the (DEF.ART) shelf (N-obj).
13.2a That seems like a good idea to me. 13.2b That (DEM.PRON-subj) seems (V-pres.PERCEPT) like (PREP) a (INDEF.ART) good (ADJ) idea (N-obj) to (PREP) me (PRON-obj).
13.3a The cat that sits by the window belongs to Maria. 13.3b The (DEF.ART) cat (N-subj) that (REL.PRON) sits (V-pres.EXIST) by (PREP) the (DEF.ART) window (N-obj) belongs (V-pres) to (PREP) Maria (N-proper).
13.4a Does that work for you? 13.4b Does (AUX) that (DEM.PRON-subj) work (V-inf) for (PREP) you (PRON-obj)?
13.5a That sounds reasonable. 13.5b That (DEM.PRON-subj) sounds (V-pres.PERCEPT) reasonable (ADJ-pred).
13.6a She found that the evidence pointed toward a different conclusion. 13.6b She (PRON-subj) found (V-past) that (CONJ-complement) the (DEF.ART) evidence (N-subj) pointed (V-past) toward (PREP) a (INDEF.ART) different (ADJ) conclusion (N-obj).
13.7a That old house at the corner has stood there for a century. 13.7b That (DEM.ADJ) old (ADJ) house (N-subj) at (PREP) the (DEF.ART) corner (N-obj) has (AUX) stood (V-past.part) there (ADV-place) for (PREP) a (INDEF.ART) century (N-obj).
13.8a I remember that day vividly. 13.8b I (PRON-subj) remember (V-pres) that (DEM.ADJ) day (N-obj) vividly (ADV-manner).
13.9a The argument that he presented convinced everyone in the room. 13.9b The (DEF.ART) argument (N-subj) that (REL.PRON) he (PRON-subj) presented (V-past) convinced (V-past) everyone (PRON-obj) in (PREP) the (DEF.ART) room (N-obj).
13.10a That appears to have caused the problem. 13.10b That (DEM.PRON-subj) appears (V-pres.PERCEPT) to (PREP) have (AUX) caused (V-past.part) the (DEF.ART) problem (N-obj).
13.11a We discussed that matter thoroughly at yesterday’s meeting. 13.11b We (PRON-subj) discussed (V-past) that (DEM.ADJ) matter (N-obj) thoroughly (ADV-manner) at (PREP) yesterday’s (N-poss) meeting (N-obj).
13.12a The solution that finally emerged came from an unexpected source. 13.12b The (DEF.ART) solution (N-subj) that (REL.PRON) finally (ADV-time) emerged (V-past) came (V-past) from (PREP) an (INDEF.ART) unexpected (ADJ) source (N-obj).
13.13a That strikes me as somewhat optimistic. 13.13b That (DEM.PRON-subj) strikes (V-pres) me (PRON-obj) as (PREP) somewhat (ADV-degree) optimistic (ADJ).
13.14a He maintained that the original hypothesis still held merit. 13.14b He (PRON-subj) maintained (V-past) that (CONJ-complement) the (DEF.ART) original (ADJ) hypothesis (N-subj) still (ADV-time) held (V-past) merit (N-obj).
13.15a The document that arrived this morning contains crucial information about that case. 13.15b The (DEF.ART) document (N-subj) that (REL.PRON) arrived (V-past) this (DEM.ADJ) morning (N-time) contains (V-pres) crucial (ADJ) information (N-obj) about (PREP) that (DEM.ADJ) case (N-obj).
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13.1 “I want that book on the shelf.” Standard English equivalent: “I want that book that is on the shelf.” Strategy: Reduced relative clause (omitting “that is”)
13.2 “That seems like a good idea to me.” Standard English equivalent: “That is a good idea.” Strategy: Perception verb replacement (seems)
13.3 “The cat that sits by the window belongs to Maria.” Standard English equivalent: “The cat that is by the window is Maria’s.” Strategy: Existence verb (sits) + possession verb (belongs to)
13.4 “Does that work for you?” Standard English equivalent: “Is that okay for you?” Strategy: Action verb question (work) replacing copula question
13.5 “That sounds reasonable.” Standard English equivalent: “That is reasonable.” Strategy: Perception verb replacement (sounds)
13.6 “She found that the evidence pointed toward a different conclusion.” Standard English equivalent: “She found that the evidence was pointing toward a different conclusion.” Strategy: Active verb (pointed) replacing progressive with copula
13.7 “That old house at the corner has stood there for a century.” Standard English equivalent: “That old house at the corner has been there for a century.” Strategy: Existence verb (stood) replacing “has been”
13.8 “I remember that day vividly.” Standard English equivalent: No “to be” in original—naturally E-Prime compliant Strategy: Direct usage—demonstrative adjective modifying noun
13.9 “The argument that he presented convinced everyone in the room.” Standard English equivalent: “The argument that was presented by him convinced everyone.” Strategy: Active voice transformation
13.10 “That appears to have caused the problem.” Standard English equivalent: “That is what caused the problem.” Strategy: Perception verb (appears) + infinitive construction
13.11 “We discussed that matter thoroughly at yesterday’s meeting.” Standard English equivalent: No “to be” in original—naturally E-Prime compliant Strategy: Direct usage—demonstrative adjective with action verb
13.12 “The solution that finally emerged came from an unexpected source.” Standard English equivalent: “The solution that was finally found came from an unexpected source.” Strategy: Active verb (emerged) replacing passive construction
13.13 “That strikes me as somewhat optimistic.” Standard English equivalent: “That is somewhat optimistic.” Strategy: Cognitive/impact verb (strikes) with personal attribution
13.14 “He maintained that the original hypothesis still held merit.” Standard English equivalent: “He maintained that the original hypothesis was still meritorious.” Strategy: Active verb (held) replacing copula + adjective
13.15 “The document that arrived this morning contains crucial information about that case.” Standard English equivalent: “The document that was received this morning contains crucial information.” Strategy: Active verb (arrived) replacing passive
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13.1 I want that book on the shelf.
13.2 That seems like a good idea to me.
13.3 The cat that sits by the window belongs to Maria.
13.4 Does that work for you?
13.5 That sounds reasonable.
13.6 She found that the evidence pointed toward a different conclusion.
13.7 That old house at the corner has stood there for a century.
13.8 I remember that day vividly.
13.9 The argument that he presented convinced everyone in the room.
13.10 That appears to have caused the problem.
13.11 We discussed that matter thoroughly at yesterday’s meeting.
13.12 The solution that finally emerged came from an unexpected source.
13.13 That strikes me as somewhat optimistic.
13.14 He maintained that the original hypothesis still held merit.
13.15 The document that arrived this morning contains crucial information about that case.
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These grammar rules govern “that” in E-Prime:
Standard English Function
“That” operates in four primary roles in English. First, as a demonstrative pronoun, it points to specific things: “I’ll take that.” Second, as a demonstrative adjective, it modifies nouns: “that book,” “that idea.” Third, as a relative pronoun, it introduces relative clauses: “the house that Jack built.” Fourth, as a subordinating conjunction, it introduces complement clauses: “I believe that she left.”
All four functions remain fully available in E-Prime. The word “that” itself carries no restriction—only its combination with forms of “to be” requires transformation.
E-Prime Considerations
Demonstrative “that” frequently appears with copulas in everyday English: “That’s mine,” “That was fun,” “Is that correct?” E-Prime writers learn to restructure these patterns systematically.
Relative “that” often introduces clauses containing “to be”: “the book that is on the table,” “the person that was here.” These constructions demand either reduction (removing “that is/was”) or verb substitution.
The conjunction “that” introducing complement clauses (”I think that...”) presents fewer challenges, as the main verb of the embedded clause determines E-Prime compliance.
Replacement Strategies for “That”
Perception verb strategy: “That seems interesting” replaces “That is interesting.” Other perception verbs include appears, looks, sounds, feels, and strikes (someone) as.
Existence verb strategy: “The book that sits on the table” replaces “The book that is on the table.” Useful existence verbs include sits, stands, lies, rests, remains, and stays.
Possession verb strategy: “That belongs to me” replaces “That is mine.” The verb “belong to” handles most possessive copula constructions.
Action verb strategy: “That works well” replaces “That is good.” Many copula constructions transform into action descriptions.
Reduced relative clause strategy: English allows deletion of “that is/was” in many relative clauses. “The book that is on the table” becomes “The book on the table.”
Common Mistakes
Contraction blindness: Writers forget that “that’s” contains “is.” Always expand contractions mentally before writing.
Existential “there” with “that”: “There’s that problem again” contains hidden “is.” Transform to “That problem appears again” or “That problem has returned.”
Questions with “that”: “Is that your final answer?” requires restructuring to “Does that represent your final answer?” or “Do you mean that as your final answer?”
Passive relatives: “The theory that was developed by Einstein” should become “The theory that Einstein developed.”
Over-reliance on “seems”: While “seems” works well, variety keeps E-Prime writing fresh. Alternate with appears, looks, sounds, strikes, and specific action verbs.
Style Notes
E-Prime with “that” flows most naturally when writers choose specific, concrete verbs. Rather than “That seems good,” consider “That works,” “That fits,” “That satisfies the requirements,” or “That meets our needs.”
Questions transform more gracefully with “do/does” auxiliaries: “Does that work?” “Did that help?” “Does that make sense?”
Relative clauses often improve through reduction. “The idea that seems promising” can become simply “That promising idea” with demonstrative repositioning.
Formal E-Prime maintains the same register as formal Standard English. Informal E-Prime permits the same casual constructions, minus copulas.
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General Semantics Background
Alfred Korzybski’s principle—often rendered “the map does not equal the territory”—underlies E-Prime philosophy. (Note: The common phrasing “the map is not the territory” itself violates E-Prime, demonstrating how deeply “to be” embeds itself in our thinking.)
Korzybski argued that the verb “to be” creates false identifications. When we say “John is a failure,” we linguistically equate a person with an abstract category, ignoring context, change, and individual complexity. E-Prime forces speakers to specify: “John failed at that task,” “John feels discouraged,” “I perceive John as struggling.”
Practical Applications
Scientific writing benefits from E-Prime’s operational precision. Rather than “Electrons are waves,” a physicist might write “Electrons exhibit wave-like behavior under these conditions”—a more accurate statement that acknowledges observer-dependence.
Therapeutic contexts, particularly Albert Ellis’s Rational Emotive Behavior Therapy (REBT), employ E-Prime principles. Statements like “I am worthless” transform into “I feel worthless right now” or “I have judged myself harshly”—opening space for change and reducing self-condemnation.
Negotiation and conflict resolution practitioners use E-Prime to reduce inflammatory absolutes. “You are wrong” becomes “I disagree with that position” or “That conflicts with the evidence I have seen.”
The E-Prime Community
The Institute of General Semantics has promoted E-Prime since Bourland’s first publications. Their journal, ETC: A Review of General Semantics, regularly features E-Prime articles and discussions.
Robert Anton Wilson championed E-Prime in popular culture, writing his book Quantum Psychology (1990) entirely in E-Prime. Wilson saw E-Prime as a tool for “guerrilla ontology”—disrupting fixed beliefs and encouraging flexible thinking.
Three anthologies—To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997)—collect essays, experiments, and debates about E-Prime’s utility and limitations.
Philosophical Implications
E-Prime raises deep questions about identity and predication. When we say “That bird is a robin,” do we capture reality, or do we impose a categorical structure? E-Prime alternatives—”Ornithologists classify that bird as a robin” or “That bird belongs to the robin species”—explicitly acknowledge human classification systems.
The discipline connects to linguistic relativity (the Sapir-Whorf hypothesis): does language shape thought? E-Prime practitioners often report that avoiding “to be” changes how they perceive situations, reducing snap judgments and increasing awareness of perspective.
Critiques and Limitations
E-Prime has limitations. Mathematical and logical statements sometimes require “to be” for clarity: “Two plus two equals four” works, but philosophical identity statements can become unwieldy.
Some constructions grow awkward without “to be.” Skilled E-Prime writers develop repertoires of alternatives, but beginners may produce stilted prose.
Critics argue that “to be” itself causes no harm—only sloppy thinking does. Defenders respond that E-Prime serves as training wheels: the discipline reveals hidden assumptions and builds awareness, even if writers later return to Standard English.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
That (DEM.PRON-subj) brings (V-pres) us (PRON-obj) to (PREP) a (INDEF.ART) key (ADJ) point (N-obj) in (PREP) our (PRON-poss) investigation (N-obj). Most (DET) people (N-subj) assume (V-pres) that (CONJ-complement) they (PRON-subj) perceive (V-pres) “reality” (N-obj) directly (ADV-manner), but (CONJ) neuroscience (N-subj) has (AUX) demonstrated (V-past.part) that (CONJ-complement) we (PRON-subj) actually (ADV-manner) perceive (V-pres) only (ADV-limit) our (PRON-poss) brain’s (N-poss) model (N-obj) of (PREP) reality (N-obj). That (DEM.PRON-subj) model (N-subj) consists (V-pres) of (PREP) edited (ADJ) and (CONJ) orchestrated (ADJ) signals (N-obj) from (PREP) our (PRON-poss) senses (N-obj), organized (V-past.part) by (PREP) our (PRON-poss) brain (N-obj) into (PREP) that (DEM.ADJ) seamless (ADJ) picture (N-obj) we (PRON-subj) call (V-pres) “experience” (N-obj).
F-B: Full Excerpt with Translation
“That brings us to a key point in our investigation. Most people assume that they perceive ‘reality’ directly, but neuroscience has demonstrated that we actually perceive only our brain’s model of reality. That model consists of edited and orchestrated signals from our senses, organized by our brain into that seamless picture we call ‘experience.’”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-C: E-Prime Text Only
That brings us to a key point in our investigation. Most people assume that they perceive “reality” directly, but neuroscience has demonstrated that we actually perceive only our brain’s model of reality. That model consists of edited and orchestrated signals from our senses, organized by our brain into that seamless picture we call “experience.”
F-D: Vocabulary and Grammar Notes
Wilson uses “that” in three distinct functions within this passage. The opening “That brings us” employs “that” as a demonstrative pronoun referring to previously discussed material. The constructions “assume that” and “demonstrated that” use “that” as a subordinating conjunction introducing complement clauses. Finally, “that model” and “that seamless picture” show “that” functioning as a demonstrative adjective.
Note Wilson’s verb choices: “brings,” “assume,” “perceive,” “has demonstrated,” “consists of,” “organized,” “call.” Each avoids “to be” while maintaining clear, direct prose. The phrase “we call ‘experience’” cleverly sidesteps “what we call” or “what is called”—patterns that might tempt copula use.
F-E: Commentary on E-Prime Technique
Wilson demonstrates mature E-Prime style—the prose flows naturally without drawing attention to its constraints. He employs the common E-Prime technique of using active verbs of cognition (”assume,” “perceive,” “call”) to attribute mental processes to specific agents rather than presenting statements as universal truths.
The passage also illustrates E-Prime’s philosophical purpose: by writing “our brain’s model of reality” rather than “what reality is,” Wilson foregrounds the constructed, perspectival nature of perception. The E-Prime discipline here serves his argument about neuroscience and consciousness.
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This dialogue demonstrates sustained E-Prime in conversational context, exploring themes of perception and reality while featuring “that” in various grammatical roles.
Part A: Interlinear Construed Text
13.16a “That argument you just made strikes me as circular,” said Maya. 13.16b “That (DEM.ADJ) argument (N-subj) you (PRON-subj) just (ADV-time) made (V-past) strikes (V-pres) me (PRON-obj) as (PREP) circular (ADJ),” said (V-past) Maya (N-proper).
13.17a Thomas paused. “Can you explain that further?” 13.17b Thomas (N-proper) paused (V-past). “Can (AUX) you (PRON-subj) explain (V-inf) that (DEM.PRON-obj) further (ADV-degree)?”
13.18a “You assume that consciousness exists independently, then use that assumption to prove that consciousness exists independently.” 13.18b “You (PRON-subj) assume (V-pres) that (CONJ) consciousness (N-subj) exists (V-pres.EXIST) independently (ADV-manner), then (ADV-time) use (V-pres) that (DEM.ADJ) assumption (N-obj) to (PREP) prove (V-inf) that (CONJ) consciousness (N-subj) exists (V-pres.EXIST) independently (ADV-manner).”
13.19a “I see that differently,” Thomas replied. “The evidence points toward that conclusion without assuming it first.” 13.19b “I (PRON-subj) see (V-pres.PERCEPT) that (DEM.PRON-obj) differently (ADV-manner),” Thomas (N-proper) replied (V-past). “The (DEF.ART) evidence (N-subj) points (V-pres) toward (PREP) that (DEM.ADJ) conclusion (N-obj) without (PREP) assuming (V-pres.part) it (PRON-obj) first (ADV-time).”
13.20a Maya leaned forward. “Does that evidence come from anywhere other than conscious experience?” 13.20b Maya (N-proper) leaned (V-past) forward (ADV-direction). “Does (AUX) that (DEM.ADJ) evidence (N-subj) come (V-inf) from (PREP) anywhere (ADV-place) other (ADJ) than (PREP) conscious (ADJ) experience (N-obj)?”
13.21a “That question contains its own assumptions,” Thomas noted. 13.21b “That (DEM.ADJ) question (N-subj) contains (V-pres) its (PRON-poss) own (ADJ) assumptions (N-obj),” Thomas (N-proper) noted (V-past).
13.22a “Exactly! And that proves my point. We cannot step outside that circle.” 13.22b “Exactly (ADV-manner)! And (CONJ) that (DEM.PRON-subj) proves (V-pres) my (PRON-poss) point (N-obj). We (PRON-subj) cannot (AUX-neg) step (V-inf) outside (PREP) that (DEM.ADJ) circle (N-obj).”
13.23a Thomas considered that for a long moment. 13.23b Thomas (N-proper) considered (V-past) that (DEM.PRON-obj) for (PREP) a (INDEF.ART) long (ADJ) moment (N-obj).
13.24a “Perhaps that circularity reveals something important rather than invalidating the inquiry.” 13.24b “Perhaps (ADV-modal) that (DEM.ADJ) circularity (N-subj) reveals (V-pres) something (PRON-obj) important (ADJ) rather (ADV) than (PREP) invalidating (V-pres.part) the (DEF.ART) inquiry (N-obj).”
13.25a “That sounds like the kind of move philosophers make when they hit a wall,” Maya observed. 13.25b “That (DEM.PRON-subj) sounds (V-pres.PERCEPT) like (PREP) the (DEF.ART) kind (N-obj) of (PREP) move (N-obj) philosophers (N-subj) make (V-pres) when (CONJ) they (PRON-subj) hit (V-pres) a (INDEF.ART) wall (N-obj),” Maya (N-proper) observed (V-past).
13.26a “Or that represents the beginning of wisdom—recognizing the limits of that which we can know.” 13.26b “Or (CONJ) that (DEM.PRON-subj) represents (V-pres) the (DEF.ART) beginning (N-obj) of (PREP) wisdom (N-obj)—recognizing (V-pres.part) the (DEF.ART) limits (N-obj) of (PREP) that (DEM.PRON-obj) which (REL.PRON) we (PRON-subj) can (AUX) know (V-inf).”
13.27a Maya smiled at that. “You have a gift for that sort of reframing.” 13.27b Maya (N-proper) smiled (V-past) at (PREP) that (DEM.PRON-obj). “You (PRON-subj) have (V-pres) a (INDEF.ART) gift (N-obj) for (PREP) that (DEM.ADJ) sort (N-obj) of (PREP) reframing (N-obj).”
13.28a “I learned that from studying that old philosopher—Wittgenstein, who wrote that we must remain silent about that which we cannot speak.” 13.28b “I (PRON-subj) learned (V-past) that (DEM.PRON-obj) from (PREP) studying (V-pres.part) that (DEM.ADJ) old (ADJ) philosopher (N-obj)—Wittgenstein (N-proper), who (REL.PRON) wrote (V-past) that (CONJ) we (PRON-subj) must (AUX) remain (V-inf.STATE) silent (ADJ-pred) about (PREP) that (DEM.PRON-obj) which (REL.PRON) we (PRON-subj) cannot (AUX-neg) speak (V-inf).”
13.29a “And yet here we sit, talking about precisely that.” 13.29b “And (CONJ) yet (ADV-contrast) here (ADV-place) we (PRON-subj) sit (V-pres.EXIST), talking (V-pres.part) about (PREP) precisely (ADV-manner) that (DEM.PRON-obj).”
13.30a Thomas laughed. “That paradox has kept philosophers employed for generations—and that conversation shows no sign of ending soon.” 13.30b Thomas (N-proper) laughed (V-past). “That (DEM.ADJ) paradox (N-subj) has (AUX) kept (V-past.part) philosophers (N-obj) employed (ADJ) for (PREP) generations (N-obj)—and (CONJ) that (DEM.ADJ) conversation (N-subj) shows (V-pres) no (DET) sign (N-obj) of (PREP) ending (V-pres.part) soon (ADV-time).”
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Part B: Natural Sentences with Transformation Notes
13.16 “’That argument you just made strikes me as circular,’ said Maya.” Standard equivalent: “’That argument you just made is circular,’ said Maya.” Strategy: Perception verb with personal attribution (strikes me as)
13.17 “Thomas paused. ‘Can you explain that further?’” Standard equivalent: No change needed—naturally E-Prime compliant Strategy: Direct usage with action verb (explain)
13.18 “’You assume that consciousness exists independently, then use that assumption to prove that consciousness exists independently.’” Standard equivalent: No change in core structure—”exists” functions as existence verb Strategy: Existence verb (exists) already replaces potential copula
13.19 “’I see that differently,’ Thomas replied. ‘The evidence points toward that conclusion without assuming it first.’” Standard equivalent: “’I see that differently... The evidence points to that conclusion...’” Strategy: Perception verb (see) + directional verb (points toward)
13.20 “Maya leaned forward. ‘Does that evidence come from anywhere other than conscious experience?’” Standard equivalent: Minor restructuring from “Is that evidence from...?” Strategy: Action verb question (does... come from) replacing copula question
13.21 “’That question contains its own assumptions,’ Thomas noted.” Standard equivalent: “’That question has assumptions in it...’” or copula variants Strategy: Active verb (contains) describing relationship
13.22 “’Exactly! And that proves my point. We cannot step outside that circle.’” Standard equivalent: No change needed—naturally E-Prime compliant Strategy: Active verbs (proves, step) carry the meaning
13.23 “Thomas considered that for a long moment.” Standard equivalent: No change needed—naturally E-Prime compliant Strategy: Mental process verb (considered) describes thinking
13.24 “’Perhaps that circularity reveals something important rather than invalidating the inquiry.’” Standard equivalent: “’Perhaps that circularity is revealing something important...’” Strategy: Active verb (reveals) replacing progressive with copula
13.25 “’That sounds like the kind of move philosophers make when they hit a wall,’ Maya observed.” Standard equivalent: “’That is the kind of move philosophers make...’” Strategy: Perception verb replacement (sounds like)
13.26 “’Or that represents the beginning of wisdom—recognizing the limits of that which we can know.’” Standard equivalent: “’Or that is the beginning of wisdom...’” Strategy: Relational verb (represents) replacing copula
13.27 “Maya smiled at that. ‘You have a gift for that sort of reframing.’” Standard equivalent: “’You’re gifted at that sort of reframing.’” Strategy: Possession verb (have) replacing “be + adjective”
13.28 “’I learned that from studying that old philosopher—Wittgenstein, who wrote that we must remain silent about that which we cannot speak.’” Standard equivalent: “...we must be silent about...” Strategy: State verb (remain) replacing copula
13.29 “’And yet here we sit, talking about precisely that.’” Standard equivalent: “’And yet here we are, talking about precisely that.’” Strategy: Existence verb (sit) replacing existential “are”
13.30 “Thomas laughed. ‘That paradox has kept philosophers employed for generations—and that conversation shows no sign of ending soon.’” Standard equivalent: No significant change needed Strategy: Active verbs (has kept, shows) carry the meaning
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Part C: E-Prime Text Only
13.16 “That argument you just made strikes me as circular,” said Maya.
13.17 Thomas paused. “Can you explain that further?”
13.18 “You assume that consciousness exists independently, then use that assumption to prove that consciousness exists independently.”
13.19 “I see that differently,” Thomas replied. “The evidence points toward that conclusion without assuming it first.”
13.20 Maya leaned forward. “Does that evidence come from anywhere other than conscious experience?”
13.21 “That question contains its own assumptions,” Thomas noted.
13.22 “Exactly! And that proves my point. We cannot step outside that circle.”
13.23 Thomas considered that for a long moment.
13.24 “Perhaps that circularity reveals something important rather than invalidating the inquiry.”
13.25 “That sounds like the kind of move philosophers make when they hit a wall,” Maya observed.
13.26 “Or that represents the beginning of wisdom—recognizing the limits of that which we can know.”
13.27 Maya smiled at that. “You have a gift for that sort of reframing.”
13.28 “I learned that from studying that old philosopher—Wittgenstein, who wrote that we must remain silent about that which we cannot speak.”
13.29 “And yet here we sit, talking about precisely that.”
13.30 Thomas laughed. “That paradox has kept philosophers employed for generations—and that conversation shows no sign of ending soon.”
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Part D: Grammar Notes for Genre Section
This dialogue demonstrates several advanced E-Prime techniques.
Dialogue attribution in E-Prime: “Said,” “replied,” “noted,” and “observed” all function as E-Prime-compliant speech verbs. The passage avoids constructions like “Maya’s response was...” or “Thomas was saying...”
Philosophical discourse without copulas: Abstract discussion often attracts “to be” constructions. This dialogue shows how perception verbs (sounds like, strikes me as, see differently), relational verbs (represents, proves), and existence verbs (exists, sit) can carry philosophical meaning without copulas.
“That” across all functions: The dialogue showcases “that” as demonstrative adjective (that argument, that assumption, that circle), demonstrative pronoun (explain that, considered that, about that), relative pronoun (that which we can know), and subordinating conjunction (assume that, wrote that).
Handling quotations within E-Prime: The Wittgenstein reference (”we must remain silent about that which we cannot speak”) adapts his famous proposition into E-Prime form. The original uses “be” in some translations; this rendering uses “remain silent”—a state verb that preserves meaning while maintaining E-Prime compliance.
Conversational rhythm: Natural dialogue often includes copula-heavy phatic expressions (”That’s true,” “That’s interesting”). This dialogue demonstrates alternatives: “Exactly!” (exclamation), “I see that differently” (perception), “That sounds like...” (perception verb).
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Standard English → E-Prime Practice with “that”
Transform these Standard English sentences into E-Prime, then check your answers below.
Exercise 1 Standard: “That is the best solution we have.” E-Prime: “That seems like the best solution we have.” / “That represents the best solution we have.” / “I consider that the best solution we have.” Strategy: Perception verb / Relational verb / Personal attribution
Exercise 2 Standard: “Is that what you meant?” E-Prime: “Does that match what you meant?” / “Did you mean that?” Strategy: Action verb question
Exercise 3 Standard: “The movie that was released last week has already become a hit.” E-Prime: “The movie that opened last week has already become a hit.” Strategy: Active verb (opened) replacing passive (was released)
Exercise 4 Standard: “That’s not fair!” E-Prime: “That seems unfair!” / “That strikes me as unfair!” / “I find that unfair!” Strategy: Perception verb / Personal attribution
Exercise 5 Standard: “The theory that is most widely accepted comes from Einstein.” E-Prime: “The theory that scientists most widely accept comes from Einstein.” / “The most widely accepted theory comes from Einstein.” Strategy: Active voice / Reduced relative clause
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This E-Prime course follows the Latinum Institute methodology, designed for autodidact learners who wish to master English-Prime as both a writing discipline and a tool for clearer thinking.
CSV-Based Vocabulary Progression: Each lesson introduces one word from our 1000-word curriculum, ensuring systematic coverage of English’s most essential vocabulary. By learning these words within E-Prime constraints, students develop fluency in copula-free expression while building core vocabulary.
The Interlinear Method: The construed text format—showing grammatical function beneath each word—derives from classical language pedagogy. This approach makes sentence structure transparent, allowing learners to internalize E-Prime patterns through direct observation rather than abstract rules.
Latinum Institute Heritage: The Latinum Institute has created language learning materials since 2006, serving thousands of autodidact learners worldwide. Our methods emphasize authentic texts, systematic progression, and practical communication skills.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime as Mental Discipline: Beyond writing technique, E-Prime serves as cognitive training. The discipline of avoiding “to be” reveals hidden assumptions, reduces dogmatic statements, and encourages precision. Many practitioners report lasting changes in how they perceive and discuss reality—even when they return to Standard English.
Connection to General Semantics: This course honors the General Semantics tradition from which E-Prime emerged. Students interested in deeper exploration may consult Korzybski’s Science and Sanity (1933), Bourland’s essays in ETC: A Review of General Semantics, and Robert Anton Wilson’s Quantum Psychology (1990)—a complete book written in E-Prime.
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✓ Lesson 13 E-Prime complete
E-Prime Compliance Verification: All 30 examples scanned and confirmed free of: is, am, are, was, were, been, being, be, I’m, he’s, she’s, it’s, that’s, what’s, there’s, who’s, you’re, we’re, they’re.
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E-Prime (English-Prime) represents a disciplined subset of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics work, E-Prime trains writers and speakers to express ideas without relying on the copula—encouraging precision, active construction, and clearer thinking.
The word “for” functions as one of English’s most versatile prepositions. It expresses purpose (”I came for the meeting”), beneficiary (”This gift belongs to you—I bought it for you”), duration (”She studied for three hours”), exchange (”He traded his car for a motorcycle”), and reason (”They celebrated for their victory”). In E-Prime writing, “for” integrates naturally into most constructions, though writers must transform common patterns like “this is for” or “what is it for” into active alternatives.
Course Index: https://latinum.substack.com/p/index
FAQ: What does “for” mean in E-Prime?
Q: How does the preposition “for” function within E-Prime constraints?
A: The word “for” operates identically in E-Prime and Standard English. As a preposition indicating purpose, beneficiary, duration, exchange, or reason, it requires no transformation itself. However, E-Prime writers must restructure sentences where “for” appears alongside forbidden “to be” forms. Instead of “The package is for Maria,” an E-Prime writer produces “The package belongs to Maria” or “I brought the package for Maria.”
Key Takeaways
✦ “For” expresses five primary meanings: purpose, beneficiary, duration, exchange, and reason
✦ The word itself requires no E-Prime transformation—it functions independently of “to be”
✦ Common constructions like “this is for” or “what is it for” demand active restructuring
✦ Replace “is for” with verbs like “belongs to,” “serves,” “benefits,” or “helps”
✦ Duration expressions with “for” (for hours, for years) work naturally in E-Prime
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14.1a She bought flowers for her mother yesterday. 14.1b She (PRON-subj) bought (V-past) flowers (N-obj) for (PREP-benef) her (PRON-poss) mother (N-obj) yesterday (ADV-time).
14.2a The students studied for three hours. 14.2b The (DEF.ART) students (N-subj) studied (V-past) for (PREP-dur) three (NUM) hours (N-obj).
14.3a He works for a technology company in Seattle. 14.3b He (PRON-subj) works (V-pres) for (PREP-rel) a (INDEF.ART) technology (N-mod) company (N-obj) in (PREP) Seattle (N-place).
14.4a This tool serves well for cutting wood. 14.4b This (DET) tool (N-subj) serves (V-pres.REL) well (ADV-manner) for (PREP-purp) cutting (V-ger) wood (N-obj).
14.5a They searched for the missing documents. 14.5b They (PRON-subj) searched (V-past) for (PREP-purp) the (DEF.ART) missing (ADJ) documents (N-obj).
14.6a The chef prepared a special meal for the anniversary celebration. 14.6b The (DEF.ART) chef (N-subj) prepared (V-past) a (INDEF.ART) special (ADJ) meal (N-obj) for (PREP-purp) the (DEF.ART) anniversary (N-mod) celebration (N-obj).
14.7a We waited for the train for nearly an hour. 14.7b We (PRON-subj) waited (V-past) for (PREP-purp) the (DEF.ART) train (N-obj) for (PREP-dur) nearly (ADV-approx) an (INDEF.ART) hour (N-obj).
14.8a My grandfather fought for his country during the war. 14.8b My (PRON-poss) grandfather (N-subj) fought (V-past) for (PREP-benef) his (PRON-poss) country (N-obj) during (PREP) the (DEF.ART) war (N-obj).
14.9a She traded her old bicycle for a new skateboard. 14.9b She (PRON-subj) traded (V-past) her (PRON-poss) old (ADJ) bicycle (N-obj) for (PREP-exch) a (INDEF.ART) new (ADJ) skateboard (N-obj).
14.10a The lawyer argued passionately for her client’s innocence. 14.10b The (DEF.ART) lawyer (N-subj) argued (V-past) passionately (ADV-manner) for (PREP-benef) her (PRON-poss) client’s (N-poss) innocence (N-obj).
14.11a For many years, the scientist researched climate patterns in Antarctica. 14.11b For (PREP-dur) many (DET) years (N-obj), the (DEF.ART) scientist (N-subj) researched (V-past) climate (N-mod) patterns (N-obj) in (PREP) Antarctica (N-place).
14.12a The musician practiced for the upcoming concert every evening. 14.12b The (DEF.ART) musician (N-subj) practiced (V-past) for (PREP-purp) the (DEF.ART) upcoming (ADJ) concert (N-obj) every (DET) evening (N-time).
14.13a They named the foundation for their late grandmother. 14.13b They (PRON-subj) named (V-past) the (DEF.ART) foundation (N-obj) for (PREP-benef) their (PRON-poss) late (ADJ) grandmother (N-obj).
14.14a The company hired additional staff for the holiday season. 14.14b The (DEF.ART) company (N-subj) hired (V-past) additional (ADJ) staff (N-obj) for (PREP-purp) the (DEF.ART) holiday (N-mod) season (N-obj).
14.15a She felt grateful for the unexpected kindness of strangers. 14.15b She (PRON-subj) felt (V-past.STATE) grateful (ADJ-pred) for (PREP-reason) the (DEF.ART) unexpected (ADJ) kindness (N-obj) of (PREP) strangers (N-obj).
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14.1 “She bought flowers for her mother yesterday.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates beneficiary]
14.2 “The students studied for three hours.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates duration]
14.3 “He works for a technology company in Seattle.” [Standard English equivalent: “He is employed by a technology company” would violate E-Prime] [Strategy: Active verb “works” replaces “is employed”; “for” indicates relationship]
14.4 “This tool serves well for cutting wood.” [Standard English equivalent: “This tool is good for cutting wood”] [Strategy: Relational verb “serves” replaces “is good”; perception alternative]
14.5 “They searched for the missing documents.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates purpose/object of search]
14.6 “The chef prepared a special meal for the anniversary celebration.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates purpose]
14.7 “We waited for the train for nearly an hour.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; dual “for” usage (purpose and duration)]
14.8 “My grandfather fought for his country during the war.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates beneficiary/cause]
14.9 “She traded her old bicycle for a new skateboard.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates exchange]
14.10 “The lawyer argued passionately for her client’s innocence.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates beneficiary/cause]
14.11 “For many years, the scientist researched climate patterns in Antarctica.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates duration at sentence opening]
14.12 “The musician practiced for the upcoming concert every evening.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates purpose]
14.13 “They named the foundation for their late grandmother.” [Standard English equivalent: “The foundation was named for their grandmother” violates E-Prime] [Strategy: Active voice transformation; subject performs action directly]
14.14 “The company hired additional staff for the holiday season.” [Standard English equivalent: No “to be” form present—sentence remains unchanged] [Strategy: Direct E-Prime construction; “for” indicates purpose/timing]
14.15 “She felt grateful for the unexpected kindness of strangers.” [Standard English equivalent: “She was grateful for...” would violate E-Prime] [Strategy: State verb “felt” replaces “was”; maintains emotional attribution]
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14.1 She bought flowers for her mother yesterday.
14.2 The students studied for three hours.
14.3 He works for a technology company in Seattle.
14.4 This tool serves well for cutting wood.
14.5 They searched for the missing documents.
14.6 The chef prepared a special meal for the anniversary celebration.
14.7 We waited for the train for nearly an hour.
14.8 My grandfather fought for his country during the war.
14.9 She traded her old bicycle for a new skateboard.
14.10 The lawyer argued passionately for her client’s innocence.
14.11 For many years, the scientist researched climate patterns in Antarctica.
14.12 The musician practiced for the upcoming concert every evening.
14.13 They named the foundation for their late grandmother.
14.14 The company hired additional staff for the holiday season.
14.15 She felt grateful for the unexpected kindness of strangers.
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These grammar rules govern “for” in E-Prime:
Standard English Function
The preposition “for” serves multiple grammatical functions in English. It indicates purpose (I came for the meeting), beneficiary (She bought it for him), duration (They waited for hours), exchange (I paid ten dollars for the book), and reason or cause (He thanked her for helping). As a preposition, “for” always takes an object—either a noun, pronoun, or gerund phrase.
In Standard English, “for” commonly appears in constructions with “to be”: “This present is for you,” “What is it for?”, “The party was for celebrating.” These constructions present the primary E-Prime challenge when working with “for.”
E-Prime Considerations
The word “for” itself contains no form of “to be” and functions identically in E-Prime and Standard English. The challenge arises when “for” appears in sentences that also contain “to be” forms. E-Prime writers must restructure such sentences while preserving the meaning “for” contributes.
Common patterns requiring transformation include attribution constructions (”This belongs to the purpose of” or “This serves for”), identification constructions (”I bought this for you” replacing “This is for you”), and interrogatives (”What purpose does it serve?” replacing “What is it for?”).
Replacement Strategies for “for” Constructions
Purpose Attribution: When Standard English uses “X is for Y,” E-Prime writers can employ verbs like “serves,” “functions,” “works,” or “helps.” Example: “This key opens the back door” rather than “This key is for the back door.”
Beneficiary Attribution: When Standard English uses “X is for [person],” E-Prime writers can use “belongs to,” “goes to,” or restructure with active gift-giving verbs. Example: “I brought this gift for you” rather than “This gift is for you.”
Identity Questions: When Standard English asks “What is X for?”, E-Prime writers can ask “What purpose does X serve?”, “What does X do?”, or “How does X help?”
Duration and Exchange: These uses rarely conflict with E-Prime since they typically appear in already-active constructions: “She waited for hours,” “He traded his watch for cash.”
Common Mistakes
Hidden “to be” with “for”: Writers sometimes forget that “it’s for” contains “is” (contracted). The phrase “it’s for cooking” requires transformation to “it works for cooking” or “people use it for cooking.”
Passive constructions: “The award was given for excellence” contains “was.” Transform to: “The committee gave the award for excellence.”
“There is/are... for”: “There is no excuse for that behavior” violates E-Prime. Transform to: “Nothing excuses that behavior” or “No excuse exists for that behavior.”
Progressive forms: “He was looking for his keys” contains “was.” Transform to: “He looked for his keys” or “He searched for his keys.”
Style Notes
The preposition “for” allows natural, flowing E-Prime prose. Unlike some constructions that require awkward workarounds, “for” integrates smoothly into active sentences. Writers can often restructure around “for” without calling attention to the E-Prime discipline.
When “for” indicates reason, writers have multiple elegant options: “She felt happy for the good news” (state verb), “The news made her happy” (causative restructure), “She experienced happiness because of the good news” (explicit causation).
For formal writing, prefer explicit purpose statements: “The organization exists for promoting literacy” or “The organization promotes literacy” over constructions that might tempt “to be” usage.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, articulating principles that D. David Bourland Jr. later formalized into E-Prime. Korzybski observed that the verb “to be” creates semantic confusion by implying identity or essence where none exists. His famous formulation—often stated as “the map does not equal the territory”—reminds us that our descriptions of reality differ fundamentally from reality itself.
The preposition “for” plays an interesting role in this framework. Unlike “to be,” which asserts identity or state, “for” expresses relationship, purpose, and direction. When we say someone works “for” a company or fights “for” a cause, we describe dynamic relationships rather than static identities. This makes “for” a natural ally of E-Prime thinking.
Practical Applications
In scientific writing, E-Prime encourages operational definitions—describing what things do rather than what they “are.” The preposition “for” supports this approach naturally: “This instrument functions for measuring atmospheric pressure” describes purpose and operation without identity claims.
In therapeutic contexts, particularly Albert Ellis’s Rational Emotive Behavior Therapy (REBT), practitioners find that E-Prime helps clients avoid absolutist thinking. Saying “I feel disappointed for missing the opportunity” differs psychologically from “I am a failure”—the former acknowledges feeling while the latter asserts identity.
In negotiation and conflict resolution, E-Prime language with purpose-focused “for” constructions helps parties focus on interests rather than positions. “What do you need this for?” invites explanation of underlying interests, while identity-based language can entrench opposing positions.
The E-Prime Community
The Institute of General Semantics continues promoting Korzybski’s work and E-Prime practice. Publications like ETC: A Review of General Semantics regularly feature articles exploring E-Prime applications. Writers like Robert Anton Wilson popularized E-Prime through accessible books like Quantum Psychology, demonstrating that complex philosophical ideas can find expression without “to be.”
Philosophical Implications
The preposition “for” embodies directional, purposive thinking—a orientation toward goals, beneficiaries, and outcomes rather than static states. When E-Prime writers employ “for” constructions, they naturally emphasize process, purpose, and relationship.
Consider the difference between “Education provides preparation for life” and “Education prepares people for life.” The second construction, favored in E-Prime, emphasizes action and transformation. Similarly, “This course serves for developing critical thinking” emphasizes ongoing development rather than fixed characteristics.
Critiques and Limitations
Some critics argue that E-Prime becomes unnecessarily awkward in certain contexts. For example, mathematical equations traditionally use “is” (two plus two is four), and transforming every such statement to “equals” may feel forced. Similarly, simple identification (”My name... I go by Sarah”) can sound stilted.
However, these critiques apply less to “for” constructions than to other E-Prime challenges. The preposition “for” integrates naturally into active, purpose-driven prose—the kind E-Prime encourages. Writers find that sentences built around “for” often require minimal transformation to achieve E-Prime compliance.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Excerpt
We (PRON-subj) look (V-pres) for (PREP-purp) meaning (N-obj) in (PREP) the (DEF.ART) universe (N-obj), and (CONJ) we (PRON-subj) find (V-pres) it (PRON-obj)—but (CONJ) we (PRON-subj) find (V-pres) only (ADV) the (DEF.ART) meaning (N-obj) we (PRON-subj) put (V-past) there (ADV-place) ourselves (PRON-refl). The (DEF.ART) search (N-subj) for (PREP-purp) meaning (N-obj) reveals (V-pres) our (PRON-poss) own (ADJ) projections (N-obj), our (PRON-poss) own (ADJ) hopes (N-obj), our (PRON-poss) own (ADJ) fears (N-obj). We (PRON-subj) do (V-aux) not (ADV-neg) discover (V-inf) meaning (N-obj); we (PRON-subj) create (V-pres) it (PRON-obj).
F-B: Full Excerpt with Translation
“We look for meaning in the universe, and we find it—but we find only the meaning we put there ourselves. The search for meaning reveals our own projections, our own hopes, our own fears. We do not discover meaning; we create it.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
[This passage exemplifies Wilson’s E-Prime technique while employing “for” to indicate purpose twice—once in “look for meaning” and once in “search for meaning.”]
F-C: E-Prime Text Only
We look for meaning in the universe, and we find it—but we find only the meaning we put there ourselves. The search for meaning reveals our own projections, our own hopes, our own fears. We do not discover meaning; we create it.
F-D: Vocabulary and Grammar Notes
This passage demonstrates several key E-Prime techniques while showcasing “for” in purpose constructions.
“Look for”: The phrasal verb “look for” means to search or seek. It takes “meaning” as its object.
“Search for”: The noun “search” takes “for” as its complement, creating a parallel construction with “look for.”
Notice how Wilson avoids “meaning is” constructions entirely. Instead of saying “meaning exists” or “meaning seems,” he describes what humans do—look, find, put, create. The agency remains with human actors throughout.
The dash and em-dash create rhetorical pauses without requiring “to be” for explanation. Wilson could have written “but what we find is only...” and violated E-Prime; instead, he restructures for active discovery.
F-E: Commentary on E-Prime Technique
Wilson demonstrates masterful E-Prime in this excerpt. He employs “for” twice in purpose constructions that feel entirely natural—no reader would notice the E-Prime discipline unless specifically looking for it.
The philosophical content reinforces E-Prime principles: meaning does not “exist” independently; humans create it through active engagement. Wilson’s choice of verbs—look, find, put, reveal, discover, create—emphasizes human agency and process over static states.
This passage shows how E-Prime can enhance philosophical writing by forcing authors to specify who does what. Instead of abstractly claiming that “meaning exists,” Wilson must attribute the creation of meaning to human actors—a more precise and honest formulation.
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The following fifteen examples form a coherent personal narrative demonstrating sustained E-Prime writing with the preposition “for” appearing throughout.
Part A: Interlinear Construed Text
14.16a I woke early for my morning run through the park. 14.16b I (PRON-subj) woke (V-past) early (ADV-time) for (PREP-purp) my (PRON-poss) morning (N-mod) run (N-obj) through (PREP) the (DEF.ART) park (N-obj).
14.17a My running shoes, bought specifically for trail running, waited by the door. 14.17b My (PRON-poss) running (N-mod) shoes (N-subj), bought (V-past.PART) specifically (ADV-manner) for (PREP-purp) trail (N-mod) running (N-obj), waited (V-past) by (PREP) the (DEF.ART) door (N-obj).
14.18a I stretched for ten minutes before heading outside. 14.18b I (PRON-subj) stretched (V-past) for (PREP-dur) ten (NUM) minutes (N-obj) before (PREP) heading (V-ger) outside (ADV-place).
14.19a The cool morning air felt perfect for exercise. 14.19b The (DEF.ART) cool (ADJ) morning (N-mod) air (N-subj) felt (V-past.PERCEPT) perfect (ADJ-pred) for (PREP-purp) exercise (N-obj).
14.20a I ran along the river trail, watching for wildlife in the early light. 14.20b I (PRON-subj) ran (V-past) along (PREP) the (DEF.ART) river (N-mod) trail (N-obj), watching (V-ger) for (PREP-purp) wildlife (N-obj) in (PREP) the (DEF.ART) early (ADJ) light (N-obj).
14.21a A heron stood motionless for several minutes, then struck at a fish. 14.21b A (INDEF.ART) heron (N-subj) stood (V-past) motionless (ADJ-pred) for (PREP-dur) several (DET) minutes (N-obj), then (ADV-time) struck (V-past) at (PREP) a (INDEF.ART) fish (N-obj).
14.22a I stopped to watch, grateful for the unexpected encounter. 14.22b I (PRON-subj) stopped (V-past) to (PREP) watch (V-inf), grateful (ADJ-pred) for (PREP-reason) the (DEF.ART) unexpected (ADJ) encounter (N-obj).
14.23a After my run, I showered and dressed for work. 14.23b After (PREP) my (PRON-poss) run (N-obj), I (PRON-subj) showered (V-past) and (CONJ) dressed (V-past) for (PREP-purp) work (N-obj).
14.24a My colleague Sarah had asked for my help with a presentation. 14.24b My (PRON-poss) colleague (N-mod) Sarah (N-subj) had (V-aux) asked (V-past.PART) for (PREP-purp) my (PRON-poss) help (N-obj) with (PREP) a (INDEF.ART) presentation (N-obj).
14.25a I brought coffee for both of us and we worked together for three hours. 14.25b I (PRON-subj) brought (V-past) coffee (N-obj) for (PREP-benef) both (DET) of (PREP) us (PRON-obj) and (CONJ) we (PRON-subj) worked (V-past) together (ADV-manner) for (PREP-dur) three (NUM) hours (N-obj).
14.26a She thanked me warmly for the assistance. 14.26b She (PRON-subj) thanked (V-past) me (PRON-obj) warmly (ADV-manner) for (PREP-reason) the (DEF.ART) assistance (N-obj).
14.27a For lunch, I walked to my favorite café down the street. 14.27b For (PREP-purp) lunch (N-obj), I (PRON-subj) walked (V-past) to (PREP) my (PRON-poss) favorite (ADJ) café (N-obj) down (PREP) the (DEF.ART) street (N-obj).
14.28a The chef there makes an excellent soup for cold autumn days. 14.28b The (DEF.ART) chef (N-subj) there (ADV-place) makes (V-pres) an (INDEF.ART) excellent (ADJ) soup (N-obj) for (PREP-purp) cold (ADJ) autumn (N-mod) days (N-obj).
14.29a I paid twelve dollars for the soup and a fresh-baked roll. 14.29b I (PRON-subj) paid (V-past) twelve (NUM) dollars (N-obj) for (PREP-exch) the (DEF.ART) soup (N-obj) and (CONJ) a (INDEF.ART) fresh-baked (ADJ) roll (N-obj).
14.30a As evening arrived, I felt thankful for this ordinary, purposeful day. 14.30b As (CONJ) evening (N-subj) arrived (V-past), I (PRON-subj) felt (V-past.STATE) thankful (ADJ-pred) for (PREP-reason) this (DET) ordinary (ADJ), purposeful (ADJ) day (N-obj).
Part B: Natural Sentences
14.16 “I woke early for my morning run through the park.” [Strategy: Direct E-Prime; “for” indicates purpose]
14.17 “My running shoes, bought specifically for trail running, waited by the door.” [Standard equivalent: “My running shoes were bought for...” Transform via past participle as modifier]
14.18 “I stretched for ten minutes before heading outside.” [Strategy: Direct E-Prime; “for” indicates duration]
14.19 “The cool morning air felt perfect for exercise.” [Standard equivalent: “The air was perfect for exercise.” State verb “felt” replaces “was”]
14.20 “I ran along the river trail, watching for wildlife in the early light.” [Strategy: Direct E-Prime; “watching for” as purposive participle phrase]
14.21 “A heron stood motionless for several minutes, then struck at a fish.” [Strategy: Direct E-Prime; existence verb “stood” and duration “for”]
14.22 “I stopped to watch, grateful for the unexpected encounter.” [Standard equivalent: “I was grateful for...” Adjective follows implied subject from context]
14.23 “After my run, I showered and dressed for work.” [Strategy: Direct E-Prime; “for” indicates purpose]
14.24 “My colleague Sarah had asked for my help with a presentation.” [Strategy: Direct E-Prime; “asked for” as natural request construction]
14.25 “I brought coffee for both of us and we worked together for three hours.” [Strategy: Dual “for” usage—beneficiary and duration—in compound sentence]
14.26 “She thanked me warmly for the assistance.” [Strategy: Direct E-Prime; “for” indicates reason/cause]
14.27 “For lunch, I walked to my favorite café down the street.” [Strategy: “For” as sentence opener indicating purpose; fully E-Prime compliant]
14.28 “The chef there makes an excellent soup for cold autumn days.” [Strategy: Direct E-Prime; “for” indicates purpose/suitability]
14.29 “I paid twelve dollars for the soup and a fresh-baked roll.” [Strategy: Direct E-Prime; “for” indicates exchange]
14.30 “As evening arrived, I felt thankful for this ordinary, purposeful day.” [Standard equivalent: “I was thankful for...” State verb “felt” replaces “was”]
Part C: E-Prime Text Only
14.16 I woke early for my morning run through the park.
14.17 My running shoes, bought specifically for trail running, waited by the door.
14.18 I stretched for ten minutes before heading outside.
14.19 The cool morning air felt perfect for exercise.
14.20 I ran along the river trail, watching for wildlife in the early light.
14.21 A heron stood motionless for several minutes, then struck at a fish.
14.22 I stopped to watch, grateful for the unexpected encounter.
14.23 After my run, I showered and dressed for work.
14.24 My colleague Sarah had asked for my help with a presentation.
14.25 I brought coffee for both of us and we worked together for three hours.
14.26 She thanked me warmly for the assistance.
14.27 For lunch, I walked to my favorite café down the street.
14.28 The chef there makes an excellent soup for cold autumn days.
14.29 I paid twelve dollars for the soup and a fresh-baked roll.
14.30 As evening arrived, I felt thankful for this ordinary, purposeful day.
Part D: Grammar Notes for Genre Section
This personal narrative demonstrates how “for” appears naturally throughout E-Prime prose, requiring minimal transformation from Standard English. The text uses “for” in all five primary functions: purpose (for my run, for work, for lunch), beneficiary (for both of us), duration (for ten minutes, for several minutes, for three hours), exchange (twelve dollars for the soup), and reason (grateful for, thankful for).
Notable E-Prime Techniques in This Passage
Existence verbs: “Stood motionless” (14.21) and “waited by the door” (14.17) replace potential “to be” constructions. Instead of “the shoes were by the door,” the shoes actively “waited.”
State/perception verbs: “Felt perfect” (14.19), “felt thankful” (14.30) replace “was perfect,” “was thankful.” These maintain emotional authenticity while complying with E-Prime.
Past participle as modifier: “Bought specifically for trail running” (14.17) functions as a reduced relative clause, avoiding “which were bought.”
Active voice throughout: Every sentence features an active subject performing an action. Even the heron “stood” and “struck” rather than passively existing.
“For” Patterns in Personal Narrative
Personal narratives naturally accommodate “for” constructions because daily life involves purpose, beneficiaries, duration, and exchange. Writers find that E-Prime personal narratives often require fewer transformations than expository or philosophical prose, where identity statements (”X is Y”) appear more frequently.
The gratitude expressions (”grateful for,” “thankful for”) demonstrate how E-Prime handles emotional attribution. Rather than stating “I was grateful” (asserting an identity-state), the text says “I felt grateful” (describing an experience)—a subtle but philosophically significant distinction.
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Standard English → E-Prime Practice with “for”
Transform the following Standard English sentences containing “to be” and “for” into E-Prime:
Exercise 1 Standard: “This book is for beginners.” E-Prime: “This book serves beginners well.” / “The author wrote this book for beginners.” / “Beginners will find this book helpful.” Strategy: Relational verb replacement or restructure with active subject
Exercise 2 Standard: “The meeting was scheduled for 3 PM.” E-Prime: “The organizer scheduled the meeting for 3 PM.” / “The meeting starts at 3 PM.” Strategy: Active voice transformation; identify agent
Exercise 3 Standard: “What is this button for?” E-Prime: “What does this button do?” / “What purpose does this button serve?” / “What happens when someone pushes this button?” Strategy: Function/action questioning replaces identity questioning
Exercise 4 Standard: “She was famous for her paintings.” E-Prime: “She gained fame for her paintings.” / “Her paintings made her famous.” / “People celebrated her for her paintings.” Strategy: Achievement verb or causative restructure
Exercise 5 Standard: “There was no reason for the delay.” E-Prime: “No reason justified the delay.” / “Nothing caused the delay.” / “The delay lacked justification.” Strategy: Eliminate existential “there was”; use active subject
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners who wish to master English vocabulary while developing the mental discipline of E-Prime composition.
The CSV-Based Progression
The course follows a 1000-word vocabulary curriculum, systematically introducing the most frequently used English words. Each lesson focuses on one word, demonstrating its usage exclusively within E-Prime constraints. This dual focus—vocabulary acquisition plus E-Prime discipline—trains learners to communicate with precision and active engagement.
The Latinum Institute Methodology
Since 2006, the Latinum Institute has developed language learning materials for self-directed learners. The construed text approach—presenting sentences with word-by-word grammatical analysis—allows learners to understand structure while building comprehension. For E-Prime, this method additionally highlights which verbs and constructions replace forbidden “to be” forms.
Course Resources
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
Why E-Prime Matters
E-Prime training develops several cognitive benefits. Writers learn to identify agency—who does what to whom. They practice operational definitions—describing what things do rather than asserting what things “are.” They avoid absolutist language that can entrench positions and limit thinking.
The General Semantics tradition, from which E-Prime emerged, emphasizes that language shapes thought. By eliminating the verb “to be,” E-Prime practitioners report increased awareness of their own assumptions, greater precision in expression, and enhanced ability to see situations from multiple perspectives.
The Construed Text Advantage
The interlinear format used throughout this course allows learners to see grammatical relationships directly. For E-Prime, this transparency reveals exactly which verbs replace “to be” and how sentences restructure to maintain meaning while complying with E-Prime rules. Learners internalize these patterns through repeated exposure, gradually developing fluent E-Prime composition skills.
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✓ Lesson 14 E-Prime complete
All sections complete with fleurons
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The verb “do” stands as one of the most versatile and valuable words in the E-Prime writer’s toolkit. Unlike many English verbs that frequently combine with forms of “to be,” the verb “do” operates independently and actively assists in constructing E-Prime sentences.
In Standard English, “do” serves three primary functions: as a main verb meaning “perform” or “accomplish,” as an auxiliary verb for forming questions and negatives, and as an emphatic marker for adding force to statements. All three functions translate seamlessly into E-Prime writing.
Link to course index: https://latinum.substack.com/p/index
FAQ
Q: What does “do” mean in E-Prime?
A: In E-Prime, “do” retains all its Standard English functions without modification. As a main verb, it means “perform,” “accomplish,” or “carry out.” As an auxiliary, it forms questions (”Do you understand?”) and negatives (”I do not agree”). As an emphatic, it adds force to statements (”I do believe you”). E-Prime writers find “do” particularly useful because it never requires coupling with “to be” forms.
How “do” appears in the 30 examples: This lesson demonstrates “do” across its full range—as a main verb describing actions and accomplishments, as an auxiliary forming questions and negatives, and as an emphatic marker strengthening assertions. The examples progress from simple constructions to complex sentences showcasing the verb’s flexibility.
Key Takeaways
• “Do” functions perfectly in E-Prime without any modifications or special considerations
• The emphatic “do” (”I do understand”) provides a strong alternative to weak “to be” constructions
• Question formation with “do” (”Do they agree?”) maintains natural English flow in E-Prime
• As a main verb, “do” means “perform” or “accomplish” and appears in countless everyday contexts
• “Do” helps E-Prime writers avoid passive constructions by emphasizing active agency
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15.1a She does her homework every evening after dinner. 15.1b She (PRON-subj) does (V-pres.MAIN) her (PRON-poss) homework (N-obj) every (DET) evening (N-time) after (PREP) dinner (N-obj).
15.2a What do you want for your birthday this year? 15.2b What (PRON-interrog) do (V-pres.AUX) you (PRON-subj) want (V-inf) for (PREP) your (PRON-poss) birthday (N-obj) this (DET) year (N-time)?
15.3a I do believe your explanation completely. 15.3b I (PRON-subj) do (V-pres.EMPH) believe (V-inf) your (PRON-poss) explanation (N-obj) completely (ADV-manner).
15.4a They do not understand the new instructions yet. 15.4b They (PRON-subj) do (V-pres.AUX) not (ADV-neg) understand (V-inf) the (DEF.ART) new (ADJ) instructions (N-obj) yet (ADV-time).
15.5a Do the children play outside after school? 15.5b Do (V-pres.AUX) the (DEF.ART) children (N-subj) play (V-inf) outside (ADV-place) after (PREP) school (N-obj)?
15.6a My grandmother does beautiful embroidery on winter evenings. 15.6b My (PRON-poss) grandmother (N-subj) does (V-pres.MAIN) beautiful (ADJ) embroidery (N-obj) on (PREP) winter (N-mod) evenings (N-time).
15.7a How do scientists measure the distance between stars? 15.7b How (ADV-interrog) do (V-pres.AUX) scientists (N-subj) measure (V-inf) the (DEF.ART) distance (N-obj) between (PREP) stars (N-obj)?
15.8a The volunteers do remarkable work in the community shelter. 15.8b The (DEF.ART) volunteers (N-subj) do (V-pres.MAIN) remarkable (ADJ) work (N-obj) in (PREP) the (DEF.ART) community (N-mod) shelter (N-obj).
15.9a I do appreciate your honesty about the situation. 15.9b I (PRON-subj) do (V-pres.EMPH) appreciate (V-inf) your (PRON-poss) honesty (N-obj) about (PREP) the (DEF.ART) situation (N-obj).
15.10a Does the new employee understand her responsibilities? 15.10b Does (V-pres.AUX) the (DEF.ART) new (ADJ) employee (N-subj) understand (V-inf) her (PRON-poss) responsibilities (N-obj)?
15.11a The orchestra does justice to Beethoven’s compositions through careful rehearsal. 15.11b The (DEF.ART) orchestra (N-subj) does (V-pres.MAIN) justice (N-obj) to (PREP) Beethoven’s (N-poss) compositions (N-obj) through (PREP) careful (ADJ) rehearsal (N-obj).
15.12a Why do some plants thrive in shade while others require full sunlight? 15.12b Why (ADV-interrog) do (V-pres.AUX) some (DET) plants (N-subj) thrive (V-inf) in (PREP) shade (N-obj) while (CONJ) others (PRON-subj) require (V-pres) full (ADJ) sunlight (N-obj)?
15.13a The research team does not accept the preliminary findings without further verification. 15.13b The (DEF.ART) research (N-mod) team (N-subj) does (V-pres.AUX) not (ADV-neg) accept (V-inf) the (DEF.ART) preliminary (ADJ) findings (N-obj) without (PREP) further (ADJ) verification (N-obj).
15.14a She does indeed remember every detail from that memorable evening. 15.14b She (PRON-subj) does (V-pres.EMPH) indeed (ADV-manner) remember (V-inf) every (DET) detail (N-obj) from (PREP) that (DET) memorable (ADJ) evening (N-obj).
15.15a What does the ancient inscription reveal about the civilization that carved it? 15.15b What (PRON-interrog) does (V-pres.AUX) the (DEF.ART) ancient (ADJ) inscription (N-subj) reveal (V-inf) about (PREP) the (DEF.ART) civilization (N-obj) that (PRON-rel) carved (V-past) it (PRON-obj)?
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15.1 “She does her homework every evening after dinner.” [Standard English equivalent: Same—no “to be” construction avoided] [Note: “Do” as main verb meaning “perform/complete”]
15.2 “What do you want for your birthday this year?” [Standard English equivalent: Same—auxiliary “do” for question formation] [Note: Standard interrogative construction, E-Prime compliant naturally]
15.3 “I do believe your explanation completely.” [Standard English equivalent: “I am convinced by your explanation” → transformed] [Strategy: Emphatic “do” replaces passive “am convinced by”]
15.4 “They do not understand the new instructions yet.” [Standard English equivalent: Same—negative auxiliary construction] [Note: “Do not” forms negatives without requiring “to be”]
15.5 “Do the children play outside after school?” [Standard English equivalent: Same—interrogative auxiliary] [Note: Question formation with “do” remains unchanged in E-Prime]
15.6 “My grandmother does beautiful embroidery on winter evenings.” [Standard English equivalent: “My grandmother is skilled at embroidery” → transformed] [Strategy: Main verb “does” replaces predicate adjective construction]
15.7 “How do scientists measure the distance between stars?” [Standard English equivalent: Same—interrogative with “how”] [Note: Technical question using standard “do” auxiliary]
15.8 “The volunteers do remarkable work in the community shelter.” [Standard English equivalent: “The volunteers are remarkable workers” → transformed] [Strategy: “Do work” replaces identity statement about workers]
15.9 “I do appreciate your honesty about the situation.” [Standard English equivalent: “I am appreciative of your honesty” → transformed] [Strategy: Emphatic “do” + verb replaces “am + adjective”]
15.10 “Does the new employee understand her responsibilities?” [Standard English equivalent: Same—yes/no question formation] [Note: Standard auxiliary interrogative, naturally E-Prime compliant]
15.11 “The orchestra does justice to Beethoven’s compositions through careful rehearsal.” [Standard English equivalent: “The orchestra is faithful to Beethoven’s vision” → transformed] [Strategy: Idiomatic “does justice” replaces predicate adjective]
15.12 “Why do some plants thrive in shade while others require full sunlight?” [Standard English equivalent: Same—complex interrogative] [Note: “Do” assists in forming questions about natural phenomena]
15.13 “The research team does not accept the preliminary findings without further verification.” [Standard English equivalent: “The findings are not acceptable to the team” → transformed] [Strategy: Active voice with “does not accept” replaces passive construction]
15.14 “She does indeed remember every detail from that memorable evening.” [Standard English equivalent: Same—emphatic assertion] [Note: “Does indeed” adds emphasis without “to be”]
15.15 “What does the ancient inscription reveal about the civilization that carved it?” [Standard English equivalent: Same—content question] [Note: Complex interrogative about historical evidence]
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15.1 She does her homework every evening after dinner.
15.2 What do you want for your birthday this year?
15.3 I do believe your explanation completely.
15.4 They do not understand the new instructions yet.
15.5 Do the children play outside after school?
15.6 My grandmother does beautiful embroidery on winter evenings.
15.7 How do scientists measure the distance between stars?
15.8 The volunteers do remarkable work in the community shelter.
15.9 I do appreciate your honesty about the situation.
15.10 Does the new employee understand her responsibilities?
15.11 The orchestra does justice to Beethoven’s compositions through careful rehearsal.
15.12 Why do some plants thrive in shade while others require full sunlight?
15.13 The research team does not accept the preliminary findings without further verification.
15.14 She does indeed remember every detail from that memorable evening.
15.15 What does the ancient inscription reveal about the civilization that carved it?
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These grammar rules govern “do” in E-Prime:
Standard English Function
The verb “do” operates in three distinct capacities in English. As a main verb (also called a lexical verb), “do” means “perform,” “accomplish,” “carry out,” or “engage in”—as in “She does yoga” or “They did the dishes.” As an auxiliary verb, “do” helps form questions (”Do you agree?”), negatives (”I do not smoke”), and emphatic statements (”I do care”). The auxiliary “do” carries tense and agreement while the main verb appears in its base form.
In the present tense, “do” conjugates as “do” for I/you/we/they and “does” for he/she/it. In the past tense, all persons use “did.” The past participle “done” appears in perfect constructions with “have” (”I have done my best”).
E-Prime Considerations
The verb “do” presents minimal challenges for E-Prime writers because it operates independently of “to be” in virtually all constructions. Unlike verbs that commonly appear in progressive forms (”She is running”) or passive constructions (”The work was done by her”), “do” typically functions actively and directly.
In fact, “do” actively assists E-Prime writing in several ways. The emphatic “do” (”I do understand”) provides a forceful alternative to constructions like “I am understanding” (progressive, requires “to be”) or “I am in agreement” (predicate nominative, requires “to be”). Questions formed with “do” (”Does he agree?”) avoid constructions like “Is he in agreement?”
Replacement Strategies for This Word
Strategy 7 (State Verbs) connects closely with emphatic “do.” Instead of “I am grateful,” write “I do feel grateful.” Instead of “She is aware,” write “She does know.”
Strategy 1 (Active Voice) pairs naturally with “do.” Instead of “The task was done,” write “Someone did the task” or “The team did the task.”
The idiomatic expressions with “do” offer elegant E-Prime alternatives. “Does justice to” replaces “is fair to” or “is faithful to.” “Does harm” replaces “is harmful.” “Does good” replaces “is beneficial.”
Common Mistakes
Some writers mistakenly use “do” with progressive aspect, writing constructions like “I do be working” or “She does be sleeping.” Standard English and E-Prime both reject these formations. The progressive aspect in Standard English uses “to be” + present participle, which E-Prime eliminates entirely. In E-Prime, prefer simple tenses: “I work” rather than “I am working.”
Another error involves using “done” as a main verb without an auxiliary, as in “I done finished.” Standard written English requires “I have done” or simply “I finished.” E-Prime accepts both of these constructions.
Some writers also confuse “do” with “make” in certain expressions. While many languages use a single verb for both concepts, English distinguishes them. One “does homework” but “makes dinner.” One “does a favor” but “makes a decision.” These distinctions remain important in E-Prime.
Style Notes
The emphatic “do” adds conviction and force to statements, making it valuable when you wish to counter a potential objection or emphasize sincerity. “I do understand your concerns” carries more weight than simply “I understand your concerns.” However, overusing emphatic “do” weakens its impact. Reserve it for moments requiring genuine emphasis.
In formal writing, the contracted forms “don’t” and “doesn’t” often appear less appropriate than “do not” and “does not.” E-Prime welcomes both forms, as neither involves “to be,” but consider your audience and register.
The phrase “do so” substitutes elegantly for verb repetition. “She exercises daily, and I do so as well” avoids repeating “exercise” while maintaining E-Prime compliance.
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General Semantics Background
Alfred Korzybski, the founder of General Semantics, argued that the verb “to be” creates problems in human thinking by implying false identities and static conditions. When someone says “John is lazy,” the statement implies that laziness constitutes an essential, unchanging quality of John—rather than describing specific behaviors at specific times. D. David Bourland Jr. proposed E-Prime as a discipline to counter these semantic traps.
The verb “do,” by contrast, emphasizes action, agency, and specificity. “John does little work on Mondays” describes observable behavior without claiming essential identity. This action-oriented framing aligns perfectly with General Semantics principles.
Practical Applications
In scientific writing, researchers increasingly favor active constructions with “do” and similar verbs. “The researchers did three experiments” communicates more clearly than “Three experiments were done.” Scientific style guides now often recommend active voice, which aligns with E-Prime principles.
In therapeutic contexts, particularly Rational Emotive Behavior Therapy (REBT) developed by Albert Ellis, practitioners encourage clients to replace identity statements with action statements. “I do foolish things sometimes” proves more therapeutic than “I am a fool.” The verb “do” supports this cognitive reframing.
In conflict resolution and negotiation, E-Prime constructions with “do” help parties focus on behaviors rather than character attacks. “You did not call when you said you would” opens dialogue better than “You are unreliable.” This behavioral focus reduces defensiveness and promotes problem-solving.
The E-Prime Community
Writers in the E-Prime tradition particularly value “do” for its versatility. Robert Anton Wilson, in his E-Prime works like Quantum Psychology, frequently employs emphatic “do” to make assertions without relying on identity statements. The Institute of General Semantics continues to publish materials exploring how action verbs like “do” support clearer thinking.
Philosophical Implications
The preference for “do” over “be” reflects a process-oriented worldview. Rather than viewing reality as composed of static things with fixed properties, E-Prime writers conceive of reality as ongoing processes and interactions. A person “does mathematics” rather than “is a mathematician”—the emphasis shifts from static category to dynamic activity.
This process orientation connects to various philosophical traditions, including pragmatism (William James, John Dewey), process philosophy (Alfred North Whitehead), and certain Buddhist perspectives that emphasize impermanence and action over essence. The verb “do” linguistically embodies these dynamic worldviews.
Critiques and Limitations
Critics note that “do” cannot replace all functions of “to be” without awkwardness. Mathematical statements (”Two plus two equals four”) and some definitions (”A triangle has three sides”) resist transformation into “do” constructions. E-Prime practitioners acknowledge these limitations while noting that most everyday communication adapts readily to “do” and other action verbs.
Some linguists argue that the auxiliary “do” in English performs grammatical functions similar to aspects of “to be” in other languages, suggesting that eliminating “to be” while retaining “do” creates an arbitrary distinction. E-Prime advocates respond that the semantic content differs significantly—”do” emphasizes action and agency in ways “to be” does not.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
Wilson wrote Quantum Psychology entirely in E-Prime, demonstrating that complex philosophical and scientific ideas translate effectively without “to be.”
F-A: Interlinear Construed Text
We (PRON-subj) do (V-pres.EMPH) not (ADV-neg) perceive (V-inf) the (DEF.ART) world (N-obj) directly (ADV-manner). We (PRON-subj) perceive (V-pres) our (PRON-poss) mental (ADJ) models (N-obj) of (PREP) the (DEF.ART) world (N-obj). The (DEF.ART) brain (N-subj) does (V-pres.MAIN) a (INDEF.ART) great (ADJ) deal (N-obj) of (PREP) editing (N-obj) before (CONJ) any (DET) perception (N-subj) reaches (V-pres) consciousness (N-obj). Scientists (N-subj) do (V-pres.EMPH) not (ADV-neg) just (ADV-manner) observe (V-inf) passively (ADV-manner); they (PRON-subj) actively (ADV-manner) construct (V-pres) their (PRON-poss) observations (N-obj) according (PREP) to (PREP) their (PRON-poss) theoretical (ADJ) frameworks (N-obj).
F-B: Full Excerpt with Translation
“We do not perceive the world directly. We perceive our mental models of the world. The brain does a great deal of editing before any perception reaches consciousness. Scientists do not just observe passively; they actively construct their observations according to their theoretical frameworks.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
[This passage already appears in E-Prime; no Standard English transformation needed]
F-C: E-Prime Text Only
We do not perceive the world directly. We perceive our mental models of the world. The brain does a great deal of editing before any perception reaches consciousness. Scientists do not just observe passively; they actively construct their observations according to their theoretical frameworks.
F-D: Vocabulary and Grammar Notes
Wilson employs “do” in two distinct ways in this passage. The emphatic negative “do not perceive” and “do not just observe” carry more force than simple negatives would. The main verb usage in “does a great deal of editing” treats the brain as an active agent performing work rather than as a passive container.
The verb “construct” appears as a key E-Prime alternative to “are made” or “are created.” Wilson consistently prefers active constructions that assign agency.
“According to” functions as a complex preposition, one of many such phrases that E-Prime writers employ to show relationships without “to be.”
F-E: Commentary on E-Prime Technique
Wilson demonstrates how E-Prime handles abstract philosophical concepts without sacrificing precision. The passage discusses epistemology—how we know what we know—traditionally a domain filled with “to be” constructions (”Knowledge is justified true belief,” etc.).
By using “do” and other action verbs, Wilson shifts the discussion from static categories to dynamic processes. Perception becomes something organisms do, not a state they passively occupy. Science becomes an activity of active construction rather than passive reception of facts that simply “are.”
This passage exemplifies how “do” serves E-Prime writers: it maintains natural English flow while emphasizing agency, action, and process over static being.
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This section presents a coherent scientific narrative demonstrating “do” across research contexts, maintaining strict E-Prime compliance while modeling academic writing.
Part A: Interlinear Construed Text
15.16a The researchers do their observations at the same time each morning. 15.16b The (DEF.ART) researchers (N-subj) do (V-pres.MAIN) their (PRON-poss) observations (N-obj) at (PREP) the (DEF.ART) same (ADJ) time (N-obj) each (DET) morning (N-time).
15.17a What does adequate sunlight do for seedling development in the first week? 15.17b What (PRON-interrog) does (V-pres.AUX) adequate (ADJ) sunlight (N-subj) do (V-inf) for (PREP) seedling (N-mod) development (N-obj) in (PREP) the (DEF.ART) first (ADJ) week (N-time)?
15.18a The control group does not receive any supplemental nutrients during the trial. 15.18b The (DEF.ART) control (N-mod) group (N-subj) does (V-pres.AUX) not (ADV-neg) receive (V-inf) any (DET) supplemental (ADJ) nutrients (N-obj) during (PREP) the (DEF.ART) trial (N-obj).
15.19a Nitrogen does play a crucial role in chlorophyll production. 15.19b Nitrogen (N-subj) does (V-pres.EMPH) play (V-inf) a (INDEF.ART) crucial (ADJ) role (N-obj) in (PREP) chlorophyll (N-mod) production (N-obj).
15.20a How do environmental variables affect the accuracy of our measurements? 15.20b How (ADV-interrog) do (V-pres.AUX) environmental (ADJ) variables (N-subj) affect (V-inf) the (DEF.ART) accuracy (N-obj) of (PREP) our (PRON-poss) measurements (N-obj)?
15.21a The laboratory assistant does careful work preparing the soil samples each week. 15.21b The (DEF.ART) laboratory (N-mod) assistant (N-subj) does (V-pres.MAIN) careful (ADJ) work (N-obj) preparing (V-pres.part) the (DEF.ART) soil (N-mod) samples (N-obj) each (DET) week (N-time).
15.22a Previous studies do suggest a correlation between pH levels and root development. 15.22b Previous (ADJ) studies (N-subj) do (V-pres.EMPH) suggest (V-inf) a (INDEF.ART) correlation (N-obj) between (PREP) pH (N-mod) levels (N-obj) and (CONJ) root (N-mod) development (N-obj).
15.23a The team does not yet understand why certain specimens failed to germinate. 15.23b The (DEF.ART) team (N-subj) does (V-pres.AUX) not (ADV-neg) yet (ADV-time) understand (V-inf) why (ADV-interrog) certain (ADJ) specimens (N-subj) failed (V-past) to (PART) germinate (V-inf).
15.24a What do the data reveal about optimal growing temperatures? 15.24b What (PRON-interrog) do (V-pres.AUX) the (DEF.ART) data (N-subj) reveal (V-inf) about (PREP) optimal (ADJ) growing (ADJ) temperatures (N-obj)?
15.25a These findings do support the original hypothesis regarding light exposure. 15.25b These (DET) findings (N-subj) do (V-pres.EMPH) support (V-inf) the (DEF.ART) original (ADJ) hypothesis (N-obj) regarding (PREP) light (N-mod) exposure (N-obj).
15.26a The experiment does justice to the rigorous methodology established by earlier researchers. 15.26b The (DEF.ART) experiment (N-subj) does (V-pres.MAIN) justice (N-obj) to (PREP) the (DEF.ART) rigorous (ADJ) methodology (N-obj) established (V-past.part) by (PREP) earlier (ADJ) researchers (N-obj).
15.27a Why do some seedlings exhibit faster growth rates under artificial lighting? 15.27b Why (ADV-interrog) do (V-pres.AUX) some (DET) seedlings (N-subj) exhibit (V-inf) faster (ADJ-comp) growth (N-mod) rates (N-obj) under (PREP) artificial (ADJ) lighting (N-obj)?
15.28a The statistical analysis does confirm significant differences between the treatment groups. 15.28b The (DEF.ART) statistical (ADJ) analysis (N-subj) does (V-pres.EMPH) confirm (V-inf) significant (ADJ) differences (N-obj) between (PREP) the (DEF.ART) treatment (N-mod) groups (N-obj).
15.29a Future investigations do need to account for seasonal variations in humidity. 15.29b Future (ADJ) investigations (N-subj) do (V-pres.EMPH) need (V-inf) to (PART) account (V-inf) for (PREP) seasonal (ADJ) variations (N-obj) in (PREP) humidity (N-obj).
15.30a Does this methodology do enough to eliminate potential sources of experimental bias? 15.30b Does (V-pres.AUX) this (DET) methodology (N-subj) do (V-inf) enough (ADV-degree) to (PART) eliminate (V-inf) potential (ADJ) sources (N-obj) of (PREP) experimental (ADJ) bias (N-obj)?
Part B: Natural Sentences with Transformation Notes
15.16 “The researchers do their observations at the same time each morning.” [Standard English equivalent: Same—main verb “do” meaning “perform”] [Note: Academic usage of “do observations” parallels “make observations”]
15.17 “What does adequate sunlight do for seedling development in the first week?” [Standard English equivalent: Same—double “do” construction, both E-Prime compliant] [Note: Research question format using auxiliary and main “do”]
15.18 “The control group does not receive any supplemental nutrients during the trial.” [Standard English equivalent: Same—negative auxiliary construction] [Note: Standard scientific methodology description]
15.19 “Nitrogen does play a crucial role in chlorophyll production.” [Standard English equivalent: “Nitrogen is essential for chlorophyll production” → transformed] [Strategy: Emphatic “do” + “play a role” replaces predicate adjective “is essential”]
15.20 “How do environmental variables affect the accuracy of our measurements?” [Standard English equivalent: Same—methodological question] [Note: Variables framed as active agents through “do” auxiliary]
15.21 “The laboratory assistant does careful work preparing the soil samples each week.” [Standard English equivalent: “The laboratory assistant is careful when preparing samples” → transformed] [Strategy: “Does work” replaces predicate adjective construction]
15.22 “Previous studies do suggest a correlation between pH levels and root development.” [Standard English equivalent: Same—emphatic citation of prior research] [Note: Emphatic “do” strengthens literature review claim]
15.23 “The team does not yet understand why certain specimens failed to germinate.” [Standard English equivalent: “It is not yet understood why...” → transformed] [Strategy: Active subject with “does not understand” replaces impersonal passive]
15.24 “What do the data reveal about optimal growing temperatures?” [Standard English equivalent: Same—research question] [Note: Data treated as active agent through “do” auxiliary]
15.25 “These findings do support the original hypothesis regarding light exposure.” [Standard English equivalent: “The hypothesis is supported by these findings” → transformed] [Strategy: Active voice with emphatic “do” replaces passive construction]
15.26 “The experiment does justice to the rigorous methodology established by earlier researchers.” [Standard English equivalent: “The experiment is faithful to the methodology” → transformed] [Strategy: Idiomatic “does justice” replaces predicate adjective]
15.27 “Why do some seedlings exhibit faster growth rates under artificial lighting?” [Standard English equivalent: Same—research question about observed variation] [Note: “Do” auxiliary in complex “why” question]
15.28 “The statistical analysis does confirm significant differences between the treatment groups.” [Standard English equivalent: “Significant differences are confirmed by analysis” → transformed] [Strategy: Active voice with emphatic “do” replaces passive]
15.29 “Future investigations do need to account for seasonal variations in humidity.” [Standard English equivalent: “It is necessary for future investigations to account...” → transformed] [Strategy: Emphatic “do need” replaces impersonal “it is necessary”]
15.30 “Does this methodology do enough to eliminate potential sources of experimental bias?” [Standard English equivalent: “Is this methodology sufficient to eliminate bias?” → transformed] [Strategy: Double “do” construction replaces “is...sufficient”]
Part C: E-Prime Text Only
15.16 The researchers do their observations at the same time each morning.
15.17 What does adequate sunlight do for seedling development in the first week?
15.18 The control group does not receive any supplemental nutrients during the trial.
15.19 Nitrogen does play a crucial role in chlorophyll production.
15.20 How do environmental variables affect the accuracy of our measurements?
15.21 The laboratory assistant does careful work preparing the soil samples each week.
15.22 Previous studies do suggest a correlation between pH levels and root development.
15.23 The team does not yet understand why certain specimens failed to germinate.
15.24 What do the data reveal about optimal growing temperatures?
15.25 These findings do support the original hypothesis regarding light exposure.
15.26 The experiment does justice to the rigorous methodology established by earlier researchers.
15.27 Why do some seedlings exhibit faster growth rates under artificial lighting?
15.28 The statistical analysis does confirm significant differences between the treatment groups.
15.29 Future investigations do need to account for seasonal variations in humidity.
15.30 Does this methodology do enough to eliminate potential sources of experimental bias?
Part D: Grammar Notes for Genre Section
The scientific register welcomes “do” in all three functions. As an auxiliary forming questions (15.17, 15.20, 15.24, 15.27, 15.30), “do” allows researchers to pose inquiries actively rather than through passive constructions like “It may be asked whether...”
The emphatic “do” (15.19, 15.22, 15.25, 15.28, 15.29) proves particularly valuable in scientific writing when asserting findings against potential skepticism. “The data do support this conclusion” carries more authority than “The data support this conclusion” and avoids the passive “This conclusion is supported by the data.”
As a main verb (15.16, 15.21, 15.26), “do” emphasizes the active agency of researchers and experiments. This aligns with modern scientific style guides that recommend active voice for clarity and directness.
The double “do” construction in 15.17 and 15.30 demonstrates sophisticated E-Prime usage: auxiliary “does” forms the question while main verb “do” describes action or sufficiency. These constructions remain grammatical and clear while thoroughly avoiding “to be.”
Scientific E-Prime favors noun phrases like “does work” (15.21), “does justice” (15.26), and “do observations” (15.16) as alternatives to adjective-based descriptions. Rather than describing what something “is,” these phrases describe what agents “do.”
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Standard English → E-Prime Practice with “do”
Transform these “to be” sentences using “do”:
Exercise 1 Standard: “The experiment is complete.” E-Prime Options: “The experiment has reached completion.” / “We have done the experiment.” / “The experiment does now conclude.” Strategy: State verb / Active voice with “do” / Emphatic “do”
Exercise 2 Standard: “This method is effective for reducing errors.” E-Prime Options: “This method does reduce errors effectively.” / “This method works effectively to reduce errors.” Strategy: Emphatic “do” / Active verb replacement
Exercise 3 Standard: “The students are confused about the assignment.” E-Prime Options: “The students do not understand the assignment.” / “The assignment confuses the students.” Strategy: Negative “do” auxiliary / Active voice transformation
Exercise 4 Standard: “Her contribution is valuable to the team.” E-Prime Options: “Her contribution does benefit the team.” / “Her contribution adds value to the team.” Strategy: Emphatic “do” / Active verb replacement
Exercise 5 Standard: “There is much work remaining.” E-Prime Options: “Much work remains.” / “We still have much work to do.” / “Much work yet awaits doing.” Strategy: Existence verb / Active construction with “do” / Verbal noun
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, a systematic approach to mastering English vocabulary within the discipline of E-Prime writing. The course follows a 1000-word curriculum derived from frequency analysis, ensuring that learners acquire the most useful vocabulary first.
The Latinum Institute has created language learning materials since 2006, serving autodidact students worldwide. Our methodology emphasizes construed text—the interlinear format that places grammatical analysis directly beneath each word, allowing learners to see structure and meaning simultaneously.
Course Links: Index: https://latinum.substack.com/p/index Reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime, developed by D. David Bourland Jr. based on Alfred Korzybski’s General Semantics, eliminates all forms of the verb “to be” from English. This discipline trains writers to express themselves more precisely, to distinguish observations from inferences, and to recognize the process nature of reality.
By learning vocabulary through E-Prime examples, students simultaneously expand their word knowledge and develop the mental habits that E-Prime cultivates. Each lesson demonstrates how common English words function within E-Prime constraints, building both vocabulary and critical thinking skills.
The interlinear glossing format makes grammatical patterns visible, helping learners internalize both word meanings and sentence structures. As students progress through the 1000-word curriculum, they encounter each word in multiple contexts, reinforcing retention while demonstrating the flexibility of E-Prime expression.
The verb “do” particularly rewards E-Prime study. As this lesson demonstrates, “do” actively assists E-Prime writing by providing emphatic assertions, forming questions, and describing actions—all without requiring “to be” forms. Mastering “do” equips learners with a versatile tool for clear, active, agency-emphasizing communication.
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END OF LESSON 15
✓ Lesson 15 E-Prime complete ✓ All 30 examples verified E-Prime compliant ✓ No forms of “to be” present in any example ✓ All sections complete with fleurons ✓ No tables used in document
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Definition and Purpose
The pronoun “he” serves as the third person masculine singular subject pronoun in English. In E-Prime—the subset of English that eliminates all forms of the verb “to be”—”he” presents particular challenges because speakers habitually pair it with copular constructions. Standard English relies heavily on phrases like “he is tall,” “he is a doctor,” and “he is working.” E-Prime demands we restructure such sentences entirely.
This lesson teaches you to use “he” fluently while maintaining strict E-Prime discipline. You will learn to describe a man’s qualities, actions, professions, and states without ever reaching for that forbidden copula.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: How do I use “he” in E-Prime? A: Use “he” as the subject of active verbs, perception verbs, state verbs, and relational constructions. Instead of “he is tired,” write “he feels tired” or “he seems tired.” Instead of “he is a teacher,” write “he works as a teacher” or “he teaches professionally.”
Active voice keeps “he” naturally integrated into E-Prime sentences
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16.1a He walks to the office every morning. 16.1b He (PRON-subj.3sg.masc) walks (V-pres) to (PREP) the (DEF.ART) office (N-obj) every (DET) morning (N-time).
16.2a He seems tired after the long journey. 16.2b He (PRON-subj.3sg.masc) seems (V-pres.PERCEPT) tired (ADJ-pred) after (PREP) the (DEF.ART) long (ADJ) journey (N-obj).
16.3a He works as an engineer at the factory. 16.3b He (PRON-subj.3sg.masc) works (V-pres.REL) as (PREP) an (INDEF.ART) engineer (N-pred) at (PREP) the (DEF.ART) factory (N-loc).
16.4a He holds the position of chairman. 16.4b He (PRON-subj.3sg.masc) holds (V-pres) the (DEF.ART) position (N-obj) of (PREP) chairman (N-appos).
16.5a He feels happy about the news. 16.5b He (PRON-subj.3sg.masc) feels (V-pres.STATE) happy (ADJ-pred) about (PREP) the (DEF.ART) news (N-obj).
16.6a My brother said he wanted to visit us next week. 16.6b My (PRON-poss.1sg) brother (N-subj) said (V-past) he (PRON-subj.3sg.masc) wanted (V-past) to (PART-inf) visit (V-inf) us (PRON-obj.1pl) next (ADJ) week (N-time).
16.7a He appears confident whenever he speaks publicly. 16.7b He (PRON-subj.3sg.masc) appears (V-pres.PERCEPT) confident (ADJ-pred) whenever (CONJ) he (PRON-subj.3sg.masc) speaks (V-pres) publicly (ADV-manner).
16.8a The manager asked whether he could finish the report by Friday. 16.8b The (DEF.ART) manager (N-subj) asked (V-past) whether (CONJ) he (PRON-subj.3sg.masc) could (V-modal) finish (V-inf) the (DEF.ART) report (N-obj) by (PREP) Friday (N-time).
16.9a He remains uncertain about the outcome of the election. 16.9b He (PRON-subj.3sg.masc) remains (V-pres.STATE) uncertain (ADJ-pred) about (PREP) the (DEF.ART) outcome (N-obj) of (PREP) the (DEF.ART) election (N-gen).
16.10a He serves as the primary contact for all customer inquiries. 16.10b He (PRON-subj.3sg.masc) serves (V-pres.REL) as (PREP) the (DEF.ART) primary (ADJ) contact (N-pred) for (PREP) all (DET) customer (N-mod) inquiries (N-obj).
16.11a When he arrived at the station, he found the train already departed. 16.11b When (CONJ) he (PRON-subj.3sg.masc) arrived (V-past) at (PREP) the (DEF.ART) station (N-loc), he (PRON-subj.3sg.masc) found (V-past) the (DEF.ART) train (N-obj) already (ADV-time) departed (V-past.part).
16.12a He looks exhausted, yet he continues working on the project. 16.12b He (PRON-subj.3sg.masc) looks (V-pres.PERCEPT) exhausted (ADJ-pred), yet (CONJ) he (PRON-subj.3sg.masc) continues (V-pres) working (V-gerund) on (PREP) the (DEF.ART) project (N-obj).
16.13a The witness testified that he saw the defendant enter the building at midnight. 16.13b The (DEF.ART) witness (N-subj) testified (V-past) that (CONJ) he (PRON-subj.3sg.masc) saw (V-past) the (DEF.ART) defendant (N-obj) enter (V-inf) the (DEF.ART) building (N-obj) at (PREP) midnight (N-time).
16.14a He functions as both the director and the lead actor in this production. 16.14b He (PRON-subj.3sg.masc) functions (V-pres.REL) as (PREP) both (DET) the (DEF.ART) director (N-pred) and (CONJ) the (DEF.ART) lead (ADJ) actor (N-pred) in (PREP) this (DET) production (N-obj).
16.15a Although he experienced considerable hardship during his youth, he eventually achieved remarkable success through persistence and dedication. 16.15b Although (CONJ) he (PRON-subj.3sg.masc) experienced (V-past) considerable (ADJ) hardship (N-obj) during (PREP) his (PRON-poss.3sg.masc) youth (N-time), he (PRON-subj.3sg.masc) eventually (ADV-time) achieved (V-past) remarkable (ADJ) success (N-obj) through (PREP) persistence (N-obj) and (CONJ) dedication (N-obj).
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16.1 “He walks to the office every morning.” [Standard English equivalent: “He is walking to the office every morning.” / No change needed—already active voice] [Strategy: Active verb—no “to be” required]
16.2 “He seems tired after the long journey.” [Standard English equivalent: “He is tired after the long journey.”] [Strategy: Perception verb replacement (seems)]
16.3 “He works as an engineer at the factory.” [Standard English equivalent: “He is an engineer at the factory.”] [Strategy: Relational verb replacement (works as)]
16.4 “He holds the position of chairman.” [Standard English equivalent: “He is the chairman.”] [Strategy: Identity rephrasing (holds the position)]
16.5 “He feels happy about the news.” [Standard English equivalent: “He is happy about the news.”] [Strategy: State verb replacement (feels)]
16.6 “My brother said he wanted to visit us next week.” [Standard English equivalent: No “to be” construction present] [Strategy: Reported speech with active verb—naturally E-Prime compliant]
16.7 “He appears confident whenever he speaks publicly.” [Standard English equivalent: “He is confident whenever he is speaking publicly.”] [Strategy: Perception verb (appears) + simple present (speaks)]
16.8 “The manager asked whether he could finish the report by Friday.” [Standard English equivalent: “The manager asked if he was able to finish the report by Friday.”] [Strategy: Modal verb (could) replaces “was able”]
16.9 “He remains uncertain about the outcome of the election.” [Standard English equivalent: “He is uncertain about the outcome of the election.”] [Strategy: State verb replacement (remains)]
16.10 “He serves as the primary contact for all customer inquiries.” [Standard English equivalent: “He is the primary contact for all customer inquiries.”] [Strategy: Relational verb replacement (serves as)]
16.11 “When he arrived at the station, he found the train already departed.” [Standard English equivalent: “When he arrived at the station, he found the train was already gone.”] [Strategy: Resultative construction (found + past participle)]
16.12 “He looks exhausted, yet he continues working on the project.” [Standard English equivalent: “He is exhausted, yet he is still working on the project.”] [Strategy: Perception verb (looks) + active continuation verb (continues)]
16.13 “The witness testified that he saw the defendant enter the building at midnight.” [Standard English equivalent: No “to be” construction present] [Strategy: Perception verb (saw) with infinitive complement—naturally E-Prime]
16.14 “He functions as both the director and the lead actor in this production.” [Standard English equivalent: “He is both the director and the lead actor in this production.”] [Strategy: Relational verb replacement (functions as)]
16.15 “Although he experienced considerable hardship during his youth, he eventually achieved remarkable success through persistence and dedication.” [Standard English equivalent: “Although he was experiencing considerable hardship during his youth, he was eventually successful through persistence and dedication.”] [Strategy: Active verbs (experienced, achieved) replace copular constructions]
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16.1 He walks to the office every morning.
16.2 He seems tired after the long journey.
16.3 He works as an engineer at the factory.
16.4 He holds the position of chairman.
16.5 He feels happy about the news.
16.6 My brother said he wanted to visit us next week.
16.7 He appears confident whenever he speaks publicly.
16.8 The manager asked whether he could finish the report by Friday.
16.9 He remains uncertain about the outcome of the election.
16.10 He serves as the primary contact for all customer inquiries.
16.11 When he arrived at the station, he found the train already departed.
16.12 He looks exhausted, yet he continues working on the project.
16.13 The witness testified that he saw the defendant enter the building at midnight.
16.14 He functions as both the director and the lead actor in this production.
16.15 Although he experienced considerable hardship during his youth, he eventually achieved remarkable success through persistence and dedication.
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These grammar rules govern “he” in E-Prime:
Standard English Function
“He is believed to have...” (passive construction)
E-Prime Considerations
The pronoun “he” itself requires no modification in E-Prime—it functions identically in both systems. The challenge emerges from the predicates that follow. English speakers habitually construct sentences with “he is/was/has been,” making fluent E-Prime usage require conscious restructuring.
Common problem patterns with “he” include:
Describing qualities: “He is intelligent” → requires perception verb Stating identity: “He is the manager” → requires relational verb Expressing states: “He is confused” → requires state verb Progressive actions: “He is running” → requires tense shift Passive constructions: “He is respected” → requires active voice conversion
Replacement Strategies for “He”
Strategy 1 — Perception Verbs for Qualities
Standard: “He is nervous.” E-Prime: “He seems nervous.” / “He appears nervous.” / “He looks nervous.”
Standard: “He is handsome.” E-Prime: “He looks handsome.” / “People find him handsome.”
Strategy 2 — State Verbs for Conditions
Standard: “He is sick.” E-Prime: “He feels sick.” / “Illness affects him.” / “He suffers from illness.”
Standard: “He is asleep.” E-Prime: “He sleeps.” / “He rests.”
Strategy 3 — Relational Verbs for Identity
Standard: “He is a lawyer.” E-Prime: “He works as a lawyer.” / “He practices law.” / “He serves as legal counsel.”
Standard: “He is my brother.” E-Prime: “He and I share parents.” / “My parents also raised him.” / “I call him my brother.”
Strategy 4 — Simple Present for Progressive
Standard: “He is writing a novel.” E-Prime: “He writes a novel.” / “He currently writes a novel.” / “He works on a novel.”
Strategy 5 — Active Voice for Passive
Standard: “He is admired by everyone.” E-Prime: “Everyone admires him.”
Standard: “He is considered an expert.” E-Prime: “People consider him an expert.” / “Colleagues regard him as an expert.”
Common Mistakes
Mistake 1: Forgetting contractions hide “to be” Wrong: “He’s tired” contains “is” Right: “He feels tired”
Mistake 2: Using “being” as a gerund Wrong: “He enjoys being helpful” Right: “He enjoys helping others”
Mistake 3: Existential constructions Wrong: “There he is” Right: “I see him there” / “He stands there”
Mistake 4: Progressive necessity Wrong: “He is becoming angry” Right: “He grows angry” / “Anger rises in him”
Style Notes
When writing extended passages about a male subject, vary your E-Prime strategies to maintain natural flow. Avoid repetitive use of a single perception verb—instead of writing “He seems... He seems... He seems...,” alternate among “appears,” “looks,” “feels,” “remains,” and other options.
For formal writing, prefer “functions as” and “serves as” over colloquial alternatives. For informal contexts, active verbs often sound more natural than perception verb constructions. “He works hard” reads more naturally than “He appears hardworking” in casual prose.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that the structure of language influences the structure of thought. The verb “to be” particularly concerned him because it encourages identification of unlike things and promotes absolutist thinking. When we say “he is a failure,” we identify the person completely with the quality—a distortion Korzybski called “identification.”
D. David Bourland Jr. proposed E-Prime in 1965 as a practical discipline for implementing Korzybski’s insights. By eliminating “to be,” writers must specify their observations, admit uncertainty, and take responsibility for their evaluations. “He is lazy” becomes “He seems lazy to me” or “I observe him avoiding work”—statements that acknowledge the observer’s role.
Practical Applications
Therapeutic contexts employ E-Prime extensively. Albert Ellis, founder of Rational Emotive Behavior Therapy (REBT), found that clients who said “I am worthless” responded differently when they learned to say “I feel worthless right now” or “I judge myself harshly.” The shift from identity statement to observation opens space for change.
Scientific writing benefits from E-Prime’s precision. Instead of “The compound is toxic,” a researcher writes “The compound exhibits toxic properties under these conditions”—a more accurate statement that acknowledges contextual factors.
Conflict resolution uses E-Prime to reduce inflammatory language. “He is wrong” escalates disagreement; “He holds a different view” or “I disagree with his position” keeps dialogue constructive.
The Pronoun “He” in E-Prime Practice
Third person pronouns appear frequently in narrative, journalism, biography, and everyday conversation. Mastering E-Prime with “he” (and “she,” “they,” “it”) gives practitioners tools for discussing others without the absolutism of copular constructions.
Notice the difference between these pairs:
“He is dishonest” vs. “He behaves dishonestly” / “He deceived us on this occasion” “He is brilliant” vs. “He demonstrates brilliance” / “His work impresses me” “He is the problem” vs. “His actions cause difficulties” / “I perceive him as contributing to this situation”
The E-Prime versions require more thought but yield more precise, more defensible, and often more compassionate statements.
Gender-Neutral Considerations
Contemporary usage increasingly favors “they” as a singular pronoun. E-Prime practitioners working with “he” may choose to limit its use to contexts where masculine gender carries specific relevance, using “they” for generic references. This lesson teaches E-Prime with “he”; the same strategies apply equally to “she” and singular “they.”
Critiques and Limitations
Critics note that E-Prime sometimes produces awkward constructions. “He is here” transforms naturally into “He stands here” or “I see him here,” but some identity statements resist elegant conversion. “He is my father” can become “He fathered me” or “I call him Father,” but these alternatives carry different connotations.
Skilled E-Prime writers learn when to restructure sentences entirely rather than force word-for-word substitutions. Sometimes the most elegant E-Prime solution involves rethinking the entire proposition.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
Wilson wrote his entire book in E-Prime to demonstrate its practicality for extended philosophical discussion.
F-A: Interlinear Construed Excerpt
He (PRON-subj.3sg.masc) seems (V-pres.PERCEPT) a (INDEF.ART) gentleman (N-pred) to (PREP) us (PRON-obj.1pl) precisely (ADV-manner) because (CONJ) he (PRON-subj.3sg.masc) behaves (V-pres) like (PREP) a (INDEF.ART) gentleman (N-obj). We (PRON-subj.1pl) observe (V-pres) his (PRON-poss.3sg.masc) actions (N-obj) and (CONJ) infer (V-pres) his (PRON-poss.3sg.masc) character (N-obj) from (PREP) them (PRON-obj.3pl). This (DET) process (N-subj) seems (V-pres.PERCEPT) natural (ADJ-pred) and (CONJ) inevitable (ADJ-pred) to (PREP) most (DET) people (N-obj). Yet (CONJ) he (PRON-subj.3sg.masc) may (V-modal) behave (V-inf) quite (ADV-degree) differently (ADV-manner) tomorrow (N-time).
F-B: Full Excerpt with Translation
“He seems a gentleman to us precisely because he behaves like a gentleman. We observe his actions and infer his character from them. This process seems natural and inevitable to most people. Yet he may behave quite differently tomorrow.”
This passage demonstrates Wilson’s technique: rather than declaring what someone “is,” he describes what someone does and how observers perceive those actions. The E-Prime construction preserves uncertainty and acknowledges that behavior—not essence—forms the basis of our judgments.
F-C: E-Prime Text Only
He seems a gentleman to us precisely because he behaves like a gentleman. We observe his actions and infer his character from them. This process seems natural and inevitable to most people. Yet he may behave quite differently tomorrow.
F-D: Vocabulary and Grammar Notes
“Seems” functions as a perception verb, indicating how the subject appears to observers rather than asserting essential identity.
“Behaves” provides the behavioral evidence that supports the perception—E-Prime encourages grounding evaluations in observable actions.
“Observe” and “infer” make explicit the cognitive processes usually hidden in copular statements like “He is a gentleman.”
“May behave” introduces modal uncertainty, acknowledging that future behavior remains unpredictable—a humility that “is” statements typically lack.
F-E: Commentary
Wilson’s passage exemplifies mature E-Prime technique. He addresses identity (what someone “is”) by shifting focus to behavior (what someone does) and perception (how others evaluate that behavior). The four sentences build a complete epistemological argument: perception derives from observation; observation yields inference; inference remains contingent.
Notice how the third person pronoun “he” appears throughout without any copular construction. Wilson demonstrates that even discussions of character and identity—topics that seem to demand “is”—can proceed entirely in E-Prime.
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This section presents a continuous narrative following one man through his day, demonstrating sustained E-Prime writing with frequent use of “he.”
Part A: Interlinear Construed Text
16.16a He woke at dawn and stretched his arms toward the ceiling. 16.16b He (PRON-subj.3sg.masc) woke (V-past) at (PREP) dawn (N-time) and (CONJ) stretched (V-past) his (PRON-poss.3sg.masc) arms (N-obj) toward (PREP) the (DEF.ART) ceiling (N-obj).
16.17a He felt rested for the first time in weeks. 16.17b He (PRON-subj.3sg.masc) felt (V-past.STATE) rested (ADJ-pred) for (PREP) the (DEF.ART) first (ADJ) time (N-obj) in (PREP) weeks (N-time).
16.18a He walked to the kitchen, where he made himself a strong cup of coffee. 16.18b He (PRON-subj.3sg.masc) walked (V-past) to (PREP) the (DEF.ART) kitchen (N-loc), where (CONJ) he (PRON-subj.3sg.masc) made (V-past) himself (PRON-refl.3sg.masc) a (INDEF.ART) strong (ADJ) cup (N-obj) of (PREP) coffee (N-gen).
16.19a He sat by the window and watched the city slowly awaken. 16.19b He (PRON-subj.3sg.masc) sat (V-past.EXIST) by (PREP) the (DEF.ART) window (N-loc) and (CONJ) watched (V-past) the (DEF.ART) city (N-obj) slowly (ADV-manner) awaken (V-inf).
16.20a He appeared calm, though his mind raced with thoughts about the interview ahead. 16.20b He (PRON-subj.3sg.masc) appeared (V-past.PERCEPT) calm (ADJ-pred), though (CONJ) his (PRON-poss.3sg.masc) mind (N-subj) raced (V-past) with (PREP) thoughts (N-obj) about (PREP) the (DEF.ART) interview (N-obj) ahead (ADV-loc).
16.21a He dressed carefully, selecting his best suit and a blue tie that he hoped would project confidence. 16.21b He (PRON-subj.3sg.masc) dressed (V-past) carefully (ADV-manner), selecting (V-gerund) his (PRON-poss.3sg.masc) best (ADJ-superl) suit (N-obj) and (CONJ) a (INDEF.ART) blue (ADJ) tie (N-obj) that (PRON-rel) he (PRON-subj.3sg.masc) hoped (V-past) would (V-modal) project (V-inf) confidence (N-obj).
16.22a He arrived at the office building thirty minutes early, so he found a nearby café and ordered tea. 16.22b He (PRON-subj.3sg.masc) arrived (V-past) at (PREP) the (DEF.ART) office (N-mod) building (N-loc) thirty (NUM) minutes (N-time) early (ADV-time), so (CONJ) he (PRON-subj.3sg.masc) found (V-past) a (INDEF.ART) nearby (ADJ) café (N-obj) and (CONJ) ordered (V-past) tea (N-obj).
16.23a He reviewed his notes one final time, though he already knew the material thoroughly. 16.23b He (PRON-subj.3sg.masc) reviewed (V-past) his (PRON-poss.3sg.masc) notes (N-obj) one (NUM) final (ADJ) time (N-obj), though (CONJ) he (PRON-subj.3sg.masc) already (ADV-time) knew (V-past) the (DEF.ART) material (N-obj) thoroughly (ADV-manner).
16.24a When he entered the interview room, he shook hands firmly with each panel member. 16.24b When (CONJ) he (PRON-subj.3sg.masc) entered (V-past) the (DEF.ART) interview (N-mod) room (N-obj), he (PRON-subj.3sg.masc) shook (V-past) hands (N-obj) firmly (ADV-manner) with (PREP) each (DET) panel (N-mod) member (N-obj).
16.25a He answered their questions directly, drawing on years of experience to illustrate his points. 16.25b He (PRON-subj.3sg.masc) answered (V-past) their (PRON-poss.3pl) questions (N-obj) directly (ADV-manner), drawing (V-gerund) on (PREP) years (N-obj) of (PREP) experience (N-gen) to (PART-inf) illustrate (V-inf) his (PRON-poss.3sg.masc) points (N-obj).
16.26a He looked confident throughout, even when he faced unexpected technical questions. 16.26b He (PRON-subj.3sg.masc) looked (V-past.PERCEPT) confident (ADJ-pred) throughout (ADV-time), even (ADV-emph) when (CONJ) he (PRON-subj.3sg.masc) faced (V-past) unexpected (ADJ) technical (ADJ) questions (N-obj).
16.27a He left the building two hours later, uncertain about the outcome but satisfied with his performance. 16.27b He (PRON-subj.3sg.masc) left (V-past) the (DEF.ART) building (N-obj) two (NUM) hours (N-time) later (ADV-time), uncertain (ADJ-pred) about (PREP) the (DEF.ART) outcome (N-obj) but (CONJ) satisfied (ADJ-pred) with (PREP) his (PRON-poss.3sg.masc) performance (N-obj).
16.28a He called his wife immediately to report how the interview went. 16.28b He (PRON-subj.3sg.masc) called (V-past) his (PRON-poss.3sg.masc) wife (N-obj) immediately (ADV-time) to (PART-inf) report (V-inf) how (ADV-manner) the (DEF.ART) interview (N-subj) went (V-past).
16.29a He felt relieved when she told him he had done everything he could. 16.29b He (PRON-subj.3sg.masc) felt (V-past.STATE) relieved (ADJ-pred) when (CONJ) she (PRON-subj.3sg.fem) told (V-past) him (PRON-obj.3sg.masc) he (PRON-subj.3sg.masc) had (V-aux.past) done (V-past.part) everything (PRON-obj) he (PRON-subj.3sg.masc) could (V-modal).
16.30a That evening, he sat with his family at dinner, grateful that he had taken the risk and proud that he had given his best effort. 16.30b That (DET) evening (N-time), he (PRON-subj.3sg.masc) sat (V-past.EXIST) with (PREP) his (PRON-poss.3sg.masc) family (N-obj) at (PREP) dinner (N-time), grateful (ADJ-pred) that (CONJ) he (PRON-subj.3sg.masc) had (V-aux.past) taken (V-past.part) the (DEF.ART) risk (N-obj) and (CONJ) proud (ADJ-pred) that (CONJ) he (PRON-subj.3sg.masc) had (V-aux.past) given (V-past.part) his (PRON-poss.3sg.masc) best (ADJ) effort (N-obj).
Part B: Natural Sentences
16.16 “He woke at dawn and stretched his arms toward the ceiling.” [Standard equivalent: “When he was awake at dawn, he was stretching...”] [Strategy: Active verbs naturally E-Prime]
16.17 “He felt rested for the first time in weeks.” [Standard equivalent: “He was rested for the first time in weeks.”] [Strategy: State verb (felt)]
16.18 “He walked to the kitchen, where he made himself a strong cup of coffee.” [Standard equivalent: No “to be” required] [Strategy: Active verbs throughout]
16.19 “He sat by the window and watched the city slowly awaken.” [Standard equivalent: “He was sitting by the window...”] [Strategy: Simple past (sat) replaces progressive]
16.20 “He appeared calm, though his mind raced with thoughts about the interview ahead.” [Standard equivalent: “He was calm, though his mind was racing...”] [Strategy: Perception verb (appeared) + active verb (raced)]
16.21 “He dressed carefully, selecting his best suit and a blue tie that he hoped would project confidence.” [Standard equivalent: No “to be” required] [Strategy: Active verbs with gerund]
16.22 “He arrived at the office building thirty minutes early, so he found a nearby café and ordered tea.” [Standard equivalent: “He was thirty minutes early when he arrived...”] [Strategy: Restructured to lead with arrival verb]
16.23 “He reviewed his notes one final time, though he already knew the material thoroughly.” [Standard equivalent: No “to be” required] [Strategy: Active verbs]
16.24 “When he entered the interview room, he shook hands firmly with each panel member.” [Standard equivalent: No “to be” required] [Strategy: Active verbs]
16.25 “He answered their questions directly, drawing on years of experience to illustrate his points.” [Standard equivalent: No “to be” required] [Strategy: Active verbs with gerund]
16.26 “He looked confident throughout, even when he faced unexpected technical questions.” [Standard equivalent: “He was confident throughout, even when he was facing...”] [Strategy: Perception verb (looked) + active verb (faced)]
16.27 “He left the building two hours later, uncertain about the outcome but satisfied with his performance.” [Standard equivalent: “He was uncertain... but was satisfied...”] [Strategy: Predicate adjectives without copula]
16.28 “He called his wife immediately to report how the interview went.” [Standard equivalent: No “to be” required] [Strategy: Active verbs]
16.29 “He felt relieved when she told him he had done everything he could.” [Standard equivalent: “He was relieved...”] [Strategy: State verb (felt)]
16.30 “That evening, he sat with his family at dinner, grateful that he had taken the risk and proud that he had given his best effort.” [Standard equivalent: “He was grateful... and was proud...”] [Strategy: Predicate adjectives modifying subject through context]
Part C: E-Prime Text Only
16.16 He woke at dawn and stretched his arms toward the ceiling.
16.17 He felt rested for the first time in weeks.
16.18 He walked to the kitchen, where he made himself a strong cup of coffee.
16.19 He sat by the window and watched the city slowly awaken.
16.20 He appeared calm, though his mind raced with thoughts about the interview ahead.
16.21 He dressed carefully, selecting his best suit and a blue tie that he hoped would project confidence.
16.22 He arrived at the office building thirty minutes early, so he found a nearby café and ordered tea.
16.23 He reviewed his notes one final time, though he already knew the material thoroughly.
16.24 When he entered the interview room, he shook hands firmly with each panel member.
16.25 He answered their questions directly, drawing on years of experience to illustrate his points.
16.26 He looked confident throughout, even when he faced unexpected technical questions.
16.27 He left the building two hours later, uncertain about the outcome but satisfied with his performance.
16.28 He called his wife immediately to report how the interview went.
16.29 He felt relieved when she told him he had done everything he could.
16.30 That evening, he sat with his family at dinner, grateful that he had taken the risk and proud that he had given his best effort.
Part D: Grammar Notes for Genre Section
This narrative demonstrates several advanced E-Prime techniques:
Narrative Flow with “He”
The passage uses “he” over thirty times without a single copular construction. Notice how active verbs (”woke,” “walked,” “dressed,” “arrived,” “answered”) carry the narrative forward naturally. E-Prime proves especially suited to narrative writing because stories inherently focus on actions.
State and Perception Verbs in Context
When the narrative requires describing the character’s inner state, it employs “felt” (16.17, 16.29) and “appeared/looked” (16.20, 16.26). These verbs acknowledge the observer’s perspective—whether the character’s self-observation or an implied narrator’s external view.
Predicate Adjectives Without Copula
Examples 16.27 and 16.30 demonstrate a subtle E-Prime technique: placing predicate adjectives (”uncertain,” “satisfied,” “grateful,” “proud”) in appositive positions that modify the subject without requiring “to be.” The sentence structure makes the adjectives feel natural while maintaining E-Prime compliance.
Progressive Replacement
Standard English might describe ongoing actions with progressives (”He was sitting,” “He was watching,” “He was racing”). The narrative uses simple past forms (”sat,” “watched,” “raced”), which read naturally in narrative contexts where the progressive adds little meaning.
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Standard English → E-Prime Practice with “He”
Transform these sentences into E-Prime:
Exercise 1 Standard: “He is very talented at playing piano.” E-Prime: “He plays piano with great talent.” / “He demonstrates considerable talent at piano.” Strategy: Nominalization + active verb
Exercise 2 Standard: “He is being difficult today.” E-Prime: “He acts difficult today.” / “He behaves difficultly today.” Strategy: Action verb replacement
Exercise 3 Standard: “He is the one who called earlier.” E-Prime: “He called earlier.” / “That person who called earlier—he stands right there.” Strategy: Simplification + active verb
Exercise 4 Standard: “He is believed to have left the country.” E-Prime: “People believe he left the country.” / “Investigators suspect he left the country.” Strategy: Passive to active voice conversion
Exercise 5 Standard: “There he is, standing by the door.” E-Prime: “I see him standing by the door.” / “He stands by the door.” Strategy: Existential elimination + perception verb or active verb
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners seeking mastery of English-Prime, the variant of English that eliminates all forms of “to be.”
Methodology
The course follows a 1000-word vocabulary progression derived from frequency analysis of English usage. Each lesson introduces one high-frequency English word while demonstrating its use within E-Prime constraints. The interlinear construed format—with grammatical glossing beneath each word—enables learners to understand sentence structure while simultaneously absorbing E-Prime patterns.
Why E-Prime Matters
E-Prime training develops several valuable skills: precision in expression, awareness of hidden assumptions in language, responsibility for observations and evaluations, and flexibility in sentence construction. Writers who practice E-Prime often report that their Standard English also improves—they become more conscious of their word choices and more capable of expressing nuanced thoughts.
The General Semantics Connection
E-Prime emerged from Alfred Korzybski’s General Semantics movement, which holds that the structure of language influences thought patterns. By eliminating the “is of identity” (”he is a failure”) and the “is of predication” (”the sky is blue”), E-Prime practitioners learn to think in terms of processes, observations, and relationships rather than static essences and absolute qualities.
Resources
Course Index: https://latinum.substack.com/p/index Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The Latinum Institute has created language learning materials since 2006, specializing in construed text approaches that make complex grammatical systems accessible to independent learners.
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✓ Lesson 16 E-Prime complete
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E-Prime (English-Prime) represents a disciplined form of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics work, E-Prime encourages clearer thinking by removing the copula that often creates false equations and static identity statements.
The preposition “with” indicates accompaniment, instrument, manner, possession of attributes, and association. This versatile word appears frequently in English and often accompanies “to be” constructions that E-Prime writers must transform. Mastering “with” in E-Prime context strengthens your ability to express relationships, describe tools and methods, and convey togetherness—all without relying on the forbidden copula.
Link to course index: https://latinum.substack.com/p/index
FAQ
Q: What does “with” mean in E-Prime? A: In E-Prime, “with” functions exactly as it does in Standard English—indicating accompaniment, instrument, manner, or association. The challenge lies in constructing sentences that use “with” without also using forms of “to be.” For example, instead of “She was happy with the gift,” an E-Prime writer would say “The gift made her happy” or “She felt happy with the gift.”
Key Takeaways
• “With” itself poses no E-Prime violation—the challenge comes from surrounding constructions
• Common patterns requiring transformation include “to be pleased/happy/angry with” → “to feel pleased/happy/angry with”
• Existence constructions like “The cat was with its owner” become “The cat stayed with its owner” or “The cat walked with its owner”
• Instrument uses (”written with a pen”) typically require no transformation
• Association uses often pair naturally with active verbs (”She works with the team”)
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Format: Line a shows the complete E-Prime sentence with the topic word in bold. Line b provides word-by-word grammatical glossing.
17.1a She walked with her grandmother through the garden. 17.1b She (PRON-subj) walked (V-past) with (PREP-accomp) her (PRON-poss) grandmother (N-obj) through (PREP) the (DEF.ART) garden (N-obj).
17.2a The carpenter built the table with oak and maple. 17.2b The (DEF.ART) carpenter (N-subj) built (V-past) the (DEF.ART) table (N-obj) with (PREP-instr) oak (N) and (CONJ) maple (N).
17.3a I agree with your assessment completely. 17.3b I (PRON-subj) agree (V-pres) with (PREP-assoc) your (PRON-poss) assessment (N-obj) completely (ADV-manner).
17.4a The child played with colorful blocks. 17.4b The (DEF.ART) child (N-subj) played (V-past) with (PREP-instr) colorful (ADJ) blocks (N-obj).
17.5a She filled the vase with fresh flowers. 17.5b She (PRON-subj) filled (V-past) the (DEF.ART) vase (N-obj) with (PREP-instr) fresh (ADJ) flowers (N-obj).
17.6a The scientist conducted experiments with great precision and care. 17.6b The (DEF.ART) scientist (N-subj) conducted (V-past) experiments (N-obj) with (PREP-manner) great (ADJ) precision (N) and (CONJ) care (N).
17.7a My neighbor shares her garden vegetables with everyone on the street. 17.7b My (PRON-poss) neighbor (N-subj) shares (V-pres) her (PRON-poss) garden (N-mod) vegetables (N-obj) with (PREP-recipient) everyone (PRON) on (PREP) the (DEF.ART) street (N-obj).
17.8a The artist painted with bold strokes and vivid colors. 17.8b The (DEF.ART) artist (N-subj) painted (V-past) with (PREP-manner) bold (ADJ) strokes (N) and (CONJ) vivid (ADJ) colors (N).
17.9a He felt satisfied with his day’s accomplishments. 17.9b He (PRON-subj) felt (V-past.STATE) satisfied (ADJ-pred) with (PREP-cause) his (PRON-poss) day’s (N-poss) accomplishments (N-obj).
17.10a The teacher spoke with the students about the upcoming project. 17.10b The (DEF.ART) teacher (N-subj) spoke (V-past) with (PREP-accomp) the (DEF.ART) students (N-obj) about (PREP) the (DEF.ART) upcoming (ADJ) project (N-obj).
17.11a The travelers crossed the desert with only three camels and limited supplies. 17.11b The (DEF.ART) travelers (N-subj) crossed (V-past) the (DEF.ART) desert (N-obj) with (PREP-accomp) only (ADV) three (NUM) camels (N) and (CONJ) limited (ADJ) supplies (N).
17.12a She struggled with the complex mathematical equations throughout the night. 17.12b She (PRON-subj) struggled (V-past) with (PREP-opposition) the (DEF.ART) complex (ADJ) mathematical (ADJ) equations (N-obj) throughout (PREP) the (DEF.ART) night (N-obj).
17.13a The chef prepared the meal with ingredients sourced from local farms. 17.13b The (DEF.ART) chef (N-subj) prepared (V-past) the (DEF.ART) meal (N-obj) with (PREP-instr) ingredients (N) sourced (V-past.part) from (PREP) local (ADJ) farms (N-obj).
17.14a My grandmother always treated everyone with kindness and respect. 17.14b My (PRON-poss) grandmother (N-subj) always (ADV-freq) treated (V-past) everyone (PRON-obj) with (PREP-manner) kindness (N) and (CONJ) respect (N).
17.15a The negotiators reached an agreement with the opposing delegation after lengthy discussions. 17.15b The (DEF.ART) negotiators (N-subj) reached (V-past) an (INDEF.ART) agreement (N-obj) with (PREP-accomp) the (DEF.ART) opposing (ADJ) delegation (N-obj) after (PREP) lengthy (ADJ) discussions (N-obj).
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17.1 “She walked with her grandmother through the garden.” [Standard English equivalent: “She was with her grandmother in the garden.”] [Strategy: Active verb replacement—”walked” instead of existence “was”]
17.2 “The carpenter built the table with oak and maple.” [Standard English equivalent: “The table was built with oak and maple.”] [Strategy: Active voice transformation—agent (carpenter) performs action]
17.3 “I agree with your assessment completely.” [No transformation needed—natural E-Prime construction] [Note: “Agree with” already avoids “to be”]
17.4 “The child played with colorful blocks.” [No transformation needed—active verb construction] [Note: Simple activity description requires no “to be”]
17.5 “She filled the vase with fresh flowers.” [Standard English equivalent: “The vase was filled with fresh flowers.”] [Strategy: Active voice—identified agent performs the filling]
17.6 “The scientist conducted experiments with great precision and care.” [Standard English equivalent: “The experiments were conducted with precision.”] [Strategy: Active voice transformation with manner phrase]
17.7 “My neighbor shares her garden vegetables with everyone on the street.” [No transformation needed—present tense active construction] [Note: Habitual action naturally avoids copula]
17.8 “The artist painted with bold strokes and vivid colors.” [Standard English equivalent: “The painting was done with bold strokes.”] [Strategy: Focus on agent’s action rather than result’s qualities]
17.9 “He felt satisfied with his day’s accomplishments.” [Standard English equivalent: “He was satisfied with his accomplishments.”] [Strategy: State verb “felt” replaces copula “was”]
17.10 “The teacher spoke with the students about the upcoming project.” [No transformation needed—active communication verb] [Note: “Spoke with” naturally constructs without “to be”]
17.11 “The travelers crossed the desert with only three camels and limited supplies.” [Standard English equivalent: “The travelers were in the desert with three camels.”] [Strategy: Action verb “crossed” replaces static “were in”]
17.12 “She struggled with the complex mathematical equations throughout the night.” [No transformation needed—action verb “struggled” dominates] [Note: Describes effort without requiring copula]
17.13 “The chef prepared the meal with ingredients sourced from local farms.” [Standard English equivalent: “The meal was prepared with local ingredients.”] [Strategy: Active voice with identified agent]
17.14 “My grandmother always treated everyone with kindness and respect.” [No transformation needed—behavioral verb “treated”] [Note: Manner phrase “with kindness” pairs naturally with action]
17.15 “The negotiators reached an agreement with the opposing delegation after lengthy discussions.” [Standard English equivalent: “An agreement was reached with the delegation.”] [Strategy: Active voice—negotiators as subject performing action]
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17.1 She walked with her grandmother through the garden.
17.2 The carpenter built the table with oak and maple.
17.3 I agree with your assessment completely.
17.4 The child played with colorful blocks.
17.5 She filled the vase with fresh flowers.
17.6 The scientist conducted experiments with great precision and care.
17.7 My neighbor shares her garden vegetables with everyone on the street.
17.8 The artist painted with bold strokes and vivid colors.
17.9 He felt satisfied with his day’s accomplishments.
17.10 The teacher spoke with the students about the upcoming project.
17.11 The travelers crossed the desert with only three camels and limited supplies.
17.12 She struggled with the complex mathematical equations throughout the night.
17.13 The chef prepared the meal with ingredients sourced from local farms.
17.14 My grandmother always treated everyone with kindness and respect.
17.15 The negotiators reached an agreement with the opposing delegation after lengthy discussions.
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These grammar rules govern “with” in E-Prime:
Standard English Function
The preposition “with” serves multiple grammatical functions in English. It indicates accompaniment (walking with a friend), instrument or means (writing with a pen), manner (speaking with confidence), possession of attributes (a house with three bedrooms), cause (trembling with fear), and association or agreement (I side with you). As one of the most frequent prepositions in English, “with” appears in countless constructions across all registers and contexts.
E-Prime Considerations
The preposition “with” itself never violates E-Prime rules—prepositions cannot conjugate as verbs. However, “with” frequently appears alongside “to be” constructions that require transformation.
Common problematic patterns include state descriptions (”She was angry with him”), existence statements (”The cat was with its owner”), passive constructions (”The letter was written with care”), and progressive aspects (”He was dealing with the problem”).
E-Prime writers must recognize these patterns and select appropriate replacement strategies while preserving the “with” phrase intact.
Replacement Strategies for “with”
Strategy 1 - State Verb Replacement: When “to be + emotion + with” appears, substitute feeling verbs. Standard: “He was pleased with the outcome.” E-Prime: “He felt pleased with the outcome.” / “The outcome pleased him.”
Strategy 2 - Active Voice Transformation: When passive voice uses “with” for instrument, activate the sentence. Standard: “The cake was made with chocolate.” E-Prime: “The baker made the cake with chocolate.” / “Someone made the cake with chocolate.”
Strategy 3 - Existence Verb Replacement: When “to be with” indicates location or accompaniment, use action or position verbs. Standard: “She was with her colleagues.” E-Prime: “She stayed with her colleagues.” / “She worked with her colleagues.” / “She sat with her colleagues.”
Strategy 4 - Progressive Tense Transformation: When “to be + verb-ing + with” appears, simplify or restructure. Standard: “They were arguing with the manager.” E-Prime: “They argued with the manager.” / “They continued arguing with the manager.”
Common Mistakes
Hidden “to be” in contractions: Writers sometimes miss “he’s angry with” (he is), “they’re dealing with” (they are), or “I’m done with” (I am). Always expand contractions mentally to check for violations.
Overcorrection: Some E-Prime learners unnecessarily remove “with” or restructure sentences that already comply. “She spoke with him” needs no transformation—it already uses an active verb.
Awkward workarounds: Avoid forced constructions like “She has anger toward him” when “She felt angry with him” sounds more natural and still complies with E-Prime.
Forgetting perception verbs: Many writers default to “seems” for everything. Consider the full range: appears, looks, sounds, feels, seems, strikes (someone) as.
Style Notes
Maintain natural rhythm when transforming “with” sentences. English speakers expect certain collocations: “deal with,” “cope with,” “agree with,” “side with.” These verb phrases already comply with E-Prime and need no modification.
When describing emotions or states “with” a cause, the state verb “feel” often provides the most elegant solution. “She felt frustrated with the delay” reads more naturally than “Frustration affected her regarding the delay.”
For formal writing, consider whether restructuring improves clarity. Sometimes “The report, written with care, addressed all concerns” becomes clearer as “The author wrote the report with care, addressing all concerns.”
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General Semantics Background
Alfred Korzybski founded General Semantics in 1933 with his landmark work Science and Sanity. He argued that the verb “to be” creates false identifications and static worldviews. His famous formulation—often stated as “the map does not equal the territory”—reminds us that our descriptions of reality differ from reality itself. (Note: The common phrasing “the map is not the territory” itself violates E-Prime, demonstrating how deeply the copula embeds in English expression.)
D. David Bourland Jr. extended Korzybski’s insights by proposing E-Prime in 1965. He observed that removing “to be” forces writers to identify agents, specify relationships, and acknowledge the observer’s role in descriptions. The preposition “with” becomes more prominent in E-Prime writing precisely because it helps specify relationships that might otherwise hide behind vague copula constructions.
Practical Applications
Scientific writing benefits from E-Prime discipline, particularly when “with” indicates experimental conditions. Instead of “The solution was mixed with the reagent,” a scientist writes “The technician mixed the solution with the reagent,” specifying who performed the action.
Therapeutic contexts, particularly Rational Emotive Behavior Therapy (REBT) developed by Albert Ellis, employ E-Prime principles. Statements like “I feel frustrated with this situation” prove more therapeutically useful than “This situation frustrates me” or “I am frustrated,” as they acknowledge the speaker’s emotional response as a response rather than an identity.
Negotiation and conflict resolution often improve when participants use E-Prime. “I feel uncomfortable with that proposal” opens dialogue more effectively than “That proposal makes me uncomfortable” (which still avoids “to be” but assigns causation externally) or the identity-fusing “I am uncomfortable.”
The E-Prime Community
The Institute of General Semantics continues promoting Korzybski’s work and E-Prime practice. The journal ETC: A Review of General Semantics has published numerous articles on E-Prime applications since the 1960s.
Robert Anton Wilson became E-Prime’s most prominent popularizer through his book Quantum Psychology (1990), which he wrote entirely in E-Prime. Wilson connected E-Prime to quantum physics, arguing that observer-dependent language better reflects observer-dependent reality.
Philosophical Implications
E-Prime practice reveals how often English speakers make identity statements. “He works with passion” differs philosophically from “He has passion”—the former describes observed behavior while the latter claims to know internal states. The preposition “with” helps E-Prime writers maintain this crucial distinction.
The word “with” also helps express relationship without equation. “She stood with the protesters” describes observable positioning and implied solidarity without claiming “She was a protester” (an identity statement that E-Prime would rephrase as “She protested” or “She identified as a protester”).
Critiques and Limitations
Critics note that E-Prime sometimes produces awkward constructions. Certain mathematical and logical statements (”Two plus two equals four” works, but “A triangle has three sides” sometimes reads better than “A triangle possesses three sides”).
Some philosophers argue that E-Prime solves a non-problem, since context usually disambiguates “to be” meanings. Others find value in the discipline even while acknowledging its limitations.
The preposition “with” occasionally creates E-Prime challenges when natural phrasing would use “to be.” “What seems to matter most?” sounds more natural than “What matters most?” in some contexts, yet both comply with E-Prime—reminding us that compliance alone does not guarantee optimal expression.
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F-A: Interlinear Construed Text
From Robert Anton Wilson’s Quantum Psychology (1990), Chapter 1:
“We live with a great deal of cultural and personal conditioning that most of us have never examined.”
We (PRON-subj) live (V-pres.EXIST) with (PREP-accomp) a (INDEF.ART) great (ADJ) deal (N) of (PREP) cultural (ADJ) and (CONJ) personal (ADJ) conditioning (N) that (PRON-rel) most (DET) of (PREP) us (PRON-obj) have (V-aux) never (ADV-neg) examined (V-past.part).
“The exercises in this book aim to give you some experience with examining such conditioning.”
The (DEF.ART) exercises (N-subj) in (PREP) this (DET) book (N-obj) aim (V-pres) to (PART-inf) give (V-inf) you (PRON-obj) some (DET) experience (N-obj) with (PREP-assoc) examining (V-gerund) such (DET) conditioning (N-obj).
“I have tried to write with as little dogmatism as possible, since dogmatism seems to me the major cause of most of our social problems.”
I (PRON-subj) have (V-aux) tried (V-past.part) to (PART-inf) write (V-inf) with (PREP-manner) as (ADV) little (ADJ) dogmatism (N) as (CONJ) possible (ADJ), since (CONJ-cause) dogmatism (N-subj) seems (V-pres.PERCEPT) to (PREP) me (PRON-obj) the (DEF.ART) major (ADJ) cause (N-pred) of (PREP) most (DET) of (PREP) our (PRON-poss) social (ADJ) problems (N-obj).
F-B: Full Excerpt with Translation
“We live with a great deal of cultural and personal conditioning that most of us have never examined. The exercises in this book aim to give you some experience with examining such conditioning. I have tried to write with as little dogmatism as possible, since dogmatism seems to me the major cause of most of our social problems.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
[Note: Wilson wrote this entire book in E-Prime, demonstrating that sustained philosophical writing works within these constraints. The passage uses “with” three times—for accompaniment (live with conditioning), association (experience with examining), and manner (write with little dogmatism)—showcasing the preposition’s versatility in E-Prime prose.]
F-C: E-Prime Text Only
We live with a great deal of cultural and personal conditioning that most of us have never examined. The exercises in this book aim to give you some experience with examining such conditioning. I have tried to write with as little dogmatism as possible, since dogmatism seems to me the major cause of most of our social problems.
F-D: Vocabulary and Grammar Notes
Key terms from this passage:
“Conditioning” - Wilson uses this psychological term to describe learned patterns of thought and behavior. In E-Prime context, note how he describes humans as “living with” conditioning rather than “being conditioned”—the former suggests ongoing coexistence while the latter implies completed transformation.
“Examined” - The past participle here modifies “conditioning” through the relative clause. Wilson could have written “conditioning that we have not examined” for slightly different emphasis.
“Dogmatism seems to me” - This construction exemplifies E-Prime technique. Rather than claiming “Dogmatism causes problems” (which still avoids “to be” but states causation as fact), Wilson qualifies: it “seems to me.” The perception verb acknowledges his perspective as a perspective.
“Write with” - The manner construction “write with little dogmatism” shows how “with” phrases elegantly describe how actions occur, replacing potential copula constructions like “trying to avoid dogmatic writing” or less natural alternatives.
F-E: Commentary on E-Prime Technique
Wilson demonstrates masterful E-Prime throughout Quantum Psychology. In this opening passage, he establishes three key principles that characterize mature E-Prime writing.
First, he uses “with” to express relationship rather than identity. We “live with” conditioning—we do not “have” it as a possession or worse, constitute ourselves as “conditioned beings.” The preposition creates appropriate distance between observer and observed phenomenon.
Second, he employs perception verbs (”seems to me”) when stating opinions. This practice, central to E-Prime philosophy, reminds readers that the author expresses a viewpoint rather than proclaiming universal truth.
Third, he maintains natural, readable prose. Many E-Prime beginners produce stilted sentences; Wilson shows that practice yields fluency. His “with” constructions flow naturally, never calling attention to themselves as E-Prime accommodations.
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Part A: Interlinear Construed Text
17.16a I spent last summer with my grandfather at his cabin by the lake. 17.16b I (PRON-subj) spent (V-past) last (ADJ) summer (N-obj) with (PREP-accomp) my (PRON-poss) grandfather (N-obj) at (PREP) his (PRON-poss) cabin (N-obj) by (PREP) the (DEF.ART) lake (N-obj).
17.17a He greeted me with a warm embrace and a knowing smile. 17.17b He (PRON-subj) greeted (V-past) me (PRON-obj) with (PREP-manner) a (INDEF.ART) warm (ADJ) embrace (N) and (CONJ) a (INDEF.ART) knowing (ADJ) smile (N).
17.18a We started each morning with strong coffee and quiet conversation. 17.18b We (PRON-subj) started (V-past) each (DET) morning (N-obj) with (PREP-accomp) strong (ADJ) coffee (N) and (CONJ) quiet (ADJ) conversation (N).
17.19a My grandfather approached every task with patience and deliberate care. 17.19b My (PRON-poss) grandfather (N-subj) approached (V-past) every (DET) task (N-obj) with (PREP-manner) patience (N) and (CONJ) deliberate (ADJ) care (N).
17.20a He taught me to fish with simple equipment and careful observation. 17.20b He (PRON-subj) taught (V-past) me (PRON-obj) to (PART-inf) fish (V-inf) with (PREP-instr) simple (ADJ) equipment (N) and (CONJ) careful (ADJ) observation (N).
17.21a We sat together with our lines in the water, speaking only occasionally. 17.21b We (PRON-subj) sat (V-past) together (ADV) with (PREP-accomp) our (PRON-poss) lines (N) in (PREP) the (DEF.ART) water (N-obj), speaking (V-pres.part) only (ADV) occasionally (ADV-freq).
17.22a The afternoons passed with woodworking projects in his small workshop. 17.22b The (DEF.ART) afternoons (N-subj) passed (V-past) with (PREP-accomp) woodworking (N-mod) projects (N) in (PREP) his (PRON-poss) small (ADJ) workshop (N-obj).
17.23a He handled his tools with the confidence of sixty years’ practice. 17.23b He (PRON-subj) handled (V-past) his (PRON-poss) tools (N-obj) with (PREP-manner) the (DEF.ART) confidence (N) of (PREP) sixty (NUM) years’ (N-poss) practice (N).
17.24a I struggled with the hand plane at first, producing uneven surfaces. 17.24b I (PRON-subj) struggled (V-past) with (PREP-opposition) the (DEF.ART) hand (N-mod) plane (N-obj) at (PREP) first (N-obj), producing (V-pres.part) uneven (ADJ) surfaces (N-obj).
17.25a With his guidance, I gradually improved my technique. 17.25b With (PREP-cause) his (PRON-poss) guidance (N), I (PRON-subj) gradually (ADV-manner) improved (V-past) my (PRON-poss) technique (N-obj).
17.26a Evening meals came with stories from his younger days. 17.26b Evening (N-mod) meals (N-subj) came (V-past) with (PREP-accomp) stories (N) from (PREP) his (PRON-poss) younger (ADJ-comp) days (N-obj).
17.27a He spoke with vivid detail about places I had only seen in photographs. 17.27b He (PRON-subj) spoke (V-past) with (PREP-manner) vivid (ADJ) detail (N) about (PREP) places (N-obj) I (PRON-subj) had (V-aux) only (ADV) seen (V-past.part) in (PREP) photographs (N-obj).
17.28a Those nights with him remain among my most treasured memories. 17.28b Those (DET) nights (N-subj) with (PREP-accomp) him (PRON-obj) remain (V-pres.STATE) among (PREP) my (PRON-poss) most (ADV-super) treasured (ADJ) memories (N-obj).
17.29a I returned home with new skills and a deeper appreciation for patience. 17.29b I (PRON-subj) returned (V-past) home (N-obj) with (PREP-accomp) new (ADJ) skills (N) and (CONJ) a (INDEF.ART) deeper (ADJ-comp) appreciation (N) for (PREP) patience (N-obj).
17.30a Even now, I approach difficult tasks with his voice echoing in my mind. 17.30b Even (ADV) now (ADV-time), I (PRON-subj) approach (V-pres) difficult (ADJ) tasks (N-obj) with (PREP-accomp) his (PRON-poss) voice (N) echoing (V-pres.part) in (PREP) my (PRON-poss) mind (N-obj).
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Part B: Natural Sentences with Transformation Notes
17.16 “I spent last summer with my grandfather at his cabin by the lake.” [Standard: “I was with my grandfather last summer at his cabin.”] [Strategy: Action verb “spent” replaces static “was with”]
17.17 “He greeted me with a warm embrace and a knowing smile.” [No transformation needed—active greeting verb] [Note: Manner phrases with “with” pair naturally with action verbs]
17.18 “We started each morning with strong coffee and quiet conversation.” [Standard: “Every morning was started with coffee.”] [Strategy: Active voice with identified agents]
17.19 “My grandfather approached every task with patience and deliberate care.” [Standard: “He was patient with every task.”] [Strategy: Behavioral verb “approached” plus manner phrase replaces state description]
17.20 “He taught me to fish with simple equipment and careful observation.” [Standard: “Fishing was taught with simple equipment.”] [Strategy: Active voice transformation—grandfather as teaching agent]
17.21 “We sat together with our lines in the water, speaking only occasionally.” [Standard: “We were there together with our lines in the water.”] [Strategy: Position verb “sat” replaces existence “were”]
17.22 “The afternoons passed with woodworking projects in his small workshop.” [Standard: “Afternoons were filled with woodworking projects.”] [Strategy: Temporal verb “passed” replaces passive “were filled”]
17.23 “He handled his tools with the confidence of sixty years’ practice.” [Standard: “He was confident with his tools.”] [Strategy: Behavioral verb “handled” plus manner phrase]
17.24 “I struggled with the hand plane at first, producing uneven surfaces.” [No transformation needed—”struggled with” already active] [Note: This verb phrase naturally avoids “to be”]
17.25 “With his guidance, I gradually improved my technique.” [Standard: “Because he was guiding me, I improved.”] [Strategy: Prepositional phrase “with his guidance” condenses the cause]
17.26 “Evening meals came with stories from his younger days.” [Standard: “Stories were told with evening meals.”] [Strategy: Active construction with “came with”]
17.27 “He spoke with vivid detail about places I had only seen in photographs.” [No transformation needed—active speech verb] [Note: “Spoke with detail” represents natural E-Prime phrasing]
17.28 “Those nights with him remain among my most treasured memories.” [Standard: “Those nights are among my most treasured memories.”] [Strategy: State verb “remain” replaces copula]
17.29 “I returned home with new skills and a deeper appreciation for patience.” [Standard: “When I returned, I was equipped with new skills.”] [Strategy: Single-clause construction with motion verb]
17.30 “Even now, I approach difficult tasks with his voice echoing in my mind.” [Standard: “His voice is always with me when I face tasks.”] [Strategy: Active verb “approach” plus participial phrase]
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Part C: E-Prime Text Only
17.16 I spent last summer with my grandfather at his cabin by the lake.
17.17 He greeted me with a warm embrace and a knowing smile.
17.18 We started each morning with strong coffee and quiet conversation.
17.19 My grandfather approached every task with patience and deliberate care.
17.20 He taught me to fish with simple equipment and careful observation.
17.21 We sat together with our lines in the water, speaking only occasionally.
17.22 The afternoons passed with woodworking projects in his small workshop.
17.23 He handled his tools with the confidence of sixty years’ practice.
17.24 I struggled with the hand plane at first, producing uneven surfaces.
17.25 With his guidance, I gradually improved my technique.
17.26 Evening meals came with stories from his younger days.
17.27 He spoke with vivid detail about places I had only seen in photographs.
17.28 Those nights with him remain among my most treasured memories.
17.29 I returned home with new skills and a deeper appreciation for patience.
17.30 Even now, I approach difficult tasks with his voice echoing in my mind.
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Part D: Grammar Notes for Genre Section
This personal narrative demonstrates sustained E-Prime writing in the memoir genre. Several techniques merit attention.
Temporal Verbs as Existence Replacements: The narrative uses “spent,” “passed,” and “remain” where Standard English might employ “was” constructions. “I spent last summer with him” conveys duration more vividly than “I was with him for the summer.”
“With” for Manner and Accompaniment: The genre section showcases the full range of “with” functions. Accompaniment appears in “sat together with our lines,” manner in “approached every task with patience,” and instrument in “taught me to fish with simple equipment.” E-Prime writing often increases “with” usage as writers seek alternatives to copula-dependent descriptions.
Position Verbs: “Sat together with our lines in the water” demonstrates how position verbs (sit, stand, lie, rest) replace existence statements. The image becomes more vivid—we see bodies in space rather than abstract existence.
State Verbs for Lasting Conditions: “Those nights remain among my treasured memories” uses “remain” rather than “are.” The verb choice suggests continuation and persistence, adding semantic richness that the simple copula lacks.
Fronted Prepositional Phrase: “With his guidance, I gradually improved” shows how “with” phrases can open sentences, establishing cause or condition before the main clause. This structure often helps E-Prime writers avoid “because I was being guided” constructions.
Participial Phrases: “With his voice echoing in my mind” combines “with” and a present participle, creating vivid ongoing action without progressive “to be” forms. This technique proves valuable throughout E-Prime writing.
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Standard English → E-Prime Practice with “with”
Standard: “The agreement was made with several conditions.” E-Prime: “The parties made the agreement with several conditions.” / “Several conditions accompanied the agreement.” Strategy: Active voice / Accompaniment verb replacement
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners seeking to master this disciplined form of English expression. The course follows a systematic 1000-word vocabulary progression derived from frequency analysis of English usage, ensuring that students encounter the most essential and useful words first.
The Latinum Institute has created language learning materials since 2006, specializing in the construed text methodology that makes complex linguistic systems accessible to independent learners. The interlinear format—presenting target text alongside word-by-word grammatical analysis—allows students to absorb patterns naturally while maintaining full comprehension.
E-Prime serves both as a mental discipline and a practical writing tool. By eliminating “to be,” writers develop heightened awareness of agency, causation, and the observer-dependent nature of description. The skills cultivated through E-Prime practice transfer to Standard English writing, promoting clarity and precision even when the strict constraints no longer apply.
For more lessons in this series and additional language courses, visit: https://latinum.substack.com/p/index
For testimonials from Latinum Institute students: https://uk.trustpilot.com/review/latinum.org.uk
The General Semantics tradition from which E-Prime emerged continues to offer insights for clear thinking and effective communication. We encourage students to explore Korzybski’s work and the writings of D. David Bourland Jr. and Robert Anton Wilson for deeper engagement with these ideas.
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✓ Lesson 17 E-Prime complete
E-Prime Compliance Verification: All 30 examples scanned and verified free of “to be” forms (is, am, are, was, were, been, being, be) and contractions (’s, ‘m, ‘re).
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E-Prime (English-Prime) represents a discipline of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics, E-Prime trains writers and speakers to express ideas without relying on the copula—fostering clearer, more precise communication.
The preposition “on” indicates surface contact, position, or temporal location. In Standard English, “on” frequently appears with “to be” constructions: “The book is on the table,” “She is on vacation,” “The meeting is on Monday.” E-Prime practitioners replace these with action verbs, existence verbs, and perception verbs that convey the same spatial or temporal relationships without the copula.
This lesson teaches you to use “on” in E-Prime constructions, demonstrating how spatial and temporal expressions gain precision and vitality when writers choose active, specific verbs.
Course Index: https://latinum.substack.com/p/index
FAQ: What does “on” mean in E-Prime?
Q: How does the preposition “on” function in E-Prime? A: “On” functions identically in E-Prime as in Standard English—indicating surface contact, position, or time. The difference lies in the verbs surrounding it. Instead of “The cup is on the shelf,” E-Prime writers say “The cup sits on the shelf” or “The cup rests on the shelf,” replacing the copula with existence or position verbs.
Surface contact expressions gain vividness through specific position verbs
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18.1a The cat sleeps on the warm windowsill. 18.1b The (DEF.ART) cat (N-subj) sleeps (V-pres) on (PREP-surface) the (DEF.ART) warm (ADJ) windowsill (N-obj).
18.2a She placed her coffee cup on the oak desk. 18.2b She (PRON-subj) placed (V-past) her (PRON-poss) coffee (N-mod) cup (N-obj) on (PREP-surface) the (DEF.ART) oak (ADJ) desk (N-obj).
18.3a Rain falls on the metal roof throughout the night. 18.3b Rain (N-subj) falls (V-pres) on (PREP-surface) the (DEF.ART) metal (ADJ) roof (N-obj) throughout (PREP) the (DEF.ART) night (N-obj).
18.4a The children play on the wooden swings every afternoon. 18.4b The (DEF.ART) children (N-subj) play (V-pres) on (PREP-location) the (DEF.ART) wooden (ADJ) swings (N-obj) every (DET) afternoon (N-time).
18.5a A single red apple rests on the kitchen counter. 18.5b A (INDEF.ART) single (ADJ) red (ADJ) apple (N-subj) rests (V-pres.EXIST) on (PREP-surface) the (DEF.ART) kitchen (N-mod) counter (N-obj).
18.6a The professor lectured on quantum mechanics for three hours. 18.6b The (DEF.ART) professor (N-subj) lectured (V-past) on (PREP-topic) quantum (ADJ) mechanics (N-obj) for (PREP) three (NUM) hours (N-time).
18.7a My grandmother keeps fresh flowers on her dining table year-round. 18.7b My (PRON-poss) grandmother (N-subj) keeps (V-pres) fresh (ADJ) flowers (N-obj) on (PREP-surface) her (PRON-poss) dining (N-mod) table (N-obj) year-round (ADV-time).
18.8a The artist worked on that sculpture for seven months. 18.8b The (DEF.ART) artist (N-subj) worked (V-past) on (PREP-activity) that (DET) sculpture (N-obj) for (PREP) seven (NUM) months (N-time).
18.9a Frost forms on the windows each winter morning. 18.9b Frost (N-subj) forms (V-pres) on (PREP-surface) the (DEF.ART) windows (N-obj) each (DET) winter (N-mod) morning (N-time).
18.10a The commuters wait on the crowded platform during rush hour. 18.10b The (DEF.ART) commuters (N-subj) wait (V-pres) on (PREP-location) the (DEF.ART) crowded (ADJ) platform (N-obj) during (PREP) rush (N-mod) hour (N-time).
18.11a She depends on her colleagues for support during difficult projects. 18.11b She (PRON-subj) depends (V-pres) on (PREP-reliance) her (PRON-poss) colleagues (N-obj) for (PREP) support (N-obj) during (PREP) difficult (ADJ) projects (N-obj).
18.12a The sailor spotted land on the distant horizon at dawn. 18.12b The (DEF.ART) sailor (N-subj) spotted (V-past) land (N-obj) on (PREP-location) the (DEF.ART) distant (ADJ) horizon (N-obj) at (PREP) dawn (N-time).
18.13a Heavy snow accumulates on the mountain peaks throughout December. 18.13b Heavy (ADJ) snow (N-subj) accumulates (V-pres) on (PREP-surface) the (DEF.ART) mountain (N-mod) peaks (N-obj) throughout (PREP) December (N-time).
18.14a The negotiations continue on schedule despite unexpected complications. 18.14b The (DEF.ART) negotiations (N-subj) continue (V-pres) on (PREP-manner) schedule (N-obj) despite (PREP) unexpected (ADJ) complications (N-obj).
18.15a Ancient inscriptions remain visible on the temple walls after two thousand years. 18.15b Ancient (ADJ) inscriptions (N-subj) remain (V-pres.EXIST) visible (ADJ-pred) on (PREP-surface) the (DEF.ART) temple (N-mod) walls (N-obj) after (PREP) two (NUM) thousand (NUM) years (N-time).
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18.1 “The cat sleeps on the warm windowsill.” Standard English equivalent: “The cat is on the warm windowsill (sleeping).” Strategy: Action verb replacement (sleeps)
18.2 “She placed her coffee cup on the oak desk.” Standard English equivalent: “Her coffee cup is on the oak desk.” Strategy: Active voice with causative verb (placed)
18.3 “Rain falls on the metal roof throughout the night.” Standard English equivalent: “Rain is on the roof” / “It is raining on the roof.” Strategy: Action verb (falls) replacing copula construction
18.4 “The children play on the wooden swings every afternoon.” Standard English equivalent: “The children are on the swings.” Strategy: Action verb (play) specifying activity
18.5 “A single red apple rests on the kitchen counter.” Standard English equivalent: “A single red apple is on the kitchen counter.” Strategy: Existence verb replacement (rests)
18.6 “The professor lectured on quantum mechanics for three hours.” Standard English equivalent: “The lecture was on quantum mechanics.” Strategy: Active voice with subject performing action (lectured)
18.7 “My grandmother keeps fresh flowers on her dining table year-round.” Standard English equivalent: “Fresh flowers are on her dining table.” Strategy: Causative verb (keeps) showing agency
18.8 “The artist worked on that sculpture for seven months.” Standard English equivalent: “The artist was working on that sculpture.” Strategy: Simple past replacing progressive (worked)
18.9 “Frost forms on the windows each winter morning.” Standard English equivalent: “Frost is on the windows.” Strategy: Process verb (forms) showing development
18.10 “The commuters wait on the crowded platform during rush hour.” Standard English equivalent: “The commuters are on the platform.” Strategy: Action verb (wait) specifying activity
18.11 “She depends on her colleagues for support during difficult projects.” Standard English equivalent: “She is dependent on her colleagues.” Strategy: Active verb (depends) replacing adjectival predicate
18.12 “The sailor spotted land on the distant horizon at dawn.” Standard English equivalent: “Land was on the horizon.” Strategy: Perception verb with agent (spotted)
18.13 “Heavy snow accumulates on the mountain peaks throughout December.” Standard English equivalent: “Heavy snow is on the mountain peaks.” Strategy: Process verb (accumulates) showing gradual action
18.14 “The negotiations continue on schedule despite unexpected complications.” Standard English equivalent: “The negotiations are on schedule.” Strategy: State-continuation verb (continue)
18.15 “Ancient inscriptions remain visible on the temple walls after two thousand years.” Standard English equivalent: “Ancient inscriptions are still visible on the temple walls.” Strategy: Existence/continuation verb (remain)
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18.1 The cat sleeps on the warm windowsill.
18.2 She placed her coffee cup on the oak desk.
18.3 Rain falls on the metal roof throughout the night.
18.4 The children play on the wooden swings every afternoon.
18.5 A single red apple rests on the kitchen counter.
18.6 The professor lectured on quantum mechanics for three hours.
18.7 My grandmother keeps fresh flowers on her dining table year-round.
18.8 The artist worked on that sculpture for seven months.
18.9 Frost forms on the windows each winter morning.
18.10 The commuters wait on the crowded platform during rush hour.
18.11 She depends on her colleagues for support during difficult projects.
18.12 The sailor spotted land on the distant horizon at dawn.
18.13 Heavy snow accumulates on the mountain peaks throughout December.
18.14 The negotiations continue on schedule despite unexpected complications.
18.15 Ancient inscriptions remain visible on the temple walls after two thousand years.
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These grammar rules govern “on” in E-Prime:
Standard English Function
The preposition “on” primarily indicates surface contact (”the book on the table”), position (”on the left”), temporal location (”on Monday”), topic (”a lecture on history”), state (”on fire”), and dependency (”rely on”). In Standard English, “on” frequently combines with forms of “to be” to create location statements, state descriptions, and progressive constructions.
E-Prime Considerations
The preposition “on” itself requires no modification in E-Prime—prepositions remain constant across both systems. The challenge lies in the verbs typically accompanying “on” in Standard English. The construction “X is on Y” appears throughout everyday speech, making “on” a high-frequency trigger for E-Prime transformation.
Common Standard English patterns requiring transformation include: “The keys are on the hook” (location), “She is on the phone” (activity), “The project is on hold” (state), “We are on time” (condition), and “The game is on television” (broadcast).
Replacement Strategies for “On”
Existence Verbs for Surface Contact: When “on” indicates physical position, replace “is/are” with verbs specifying the manner of contact. “The book sits on the shelf.” “The painting hangs on the wall.” “The rug lies on the floor.” “Snow rests on the branches.” These verbs add precision while eliminating the copula.
Action Verbs for Activities: When “on” indicates engagement in an activity, use the activity verb directly. “She talks on the phone” replaces “She is on the phone.” “He works on the project” replaces “He is working on the project.” “They play on the team” replaces “They are on the team.”
Process Verbs for Temporal Sequences: For events occurring “on” specific times, use verbs indicating occurrence. “The meeting happens on Tuesday” replaces “The meeting is on Tuesday.” “The concert takes place on Saturday” replaces “The concert is on Saturday.”
State Verbs for Conditions: For idiomatic “on” expressions indicating states, rephrase with appropriate verbs. “The house burns” or “Flames engulf the house” replaces “The house is on fire.” “The project remains suspended” replaces “The project is on hold.”
Common Mistakes
Hidden Progressive Forms: Writers sometimes forget that “is working on” contains “is.” Convert to simple present or past: “works on” or “worked on.”
Existential Constructions: “There is a stain on the carpet” requires transformation to “A stain marks the carpet” or “I notice a stain on the carpet.”
Passive Voice with “On”: “The blame was placed on him” becomes “They placed the blame on him” or “He received the blame.”
Broadcast Expressions: “The show is on” becomes “The show plays” or “The show airs” or “We can watch the show now.”
Style Notes
When choosing replacement verbs for “on” constructions, select verbs that add information rather than merely filling space. “The vase sits on the mantel” tells readers more than “The vase is on the mantel” because “sits” implies stability and intentional placement. “The spider clings on the ceiling” conveys precariousness that “is on” cannot match.
For formal writing, favor precise existence verbs: rests, remains, sits, stands, lies, hangs. For informal contexts, action verbs work well: stays, keeps, lives. Avoid awkward constructions like “positions itself on” when simpler options exist.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that the structure of language shapes perception and thought. His famous formulation—typically stated “the map is not the territory”—points to the gap between our symbolic representations and actual reality. In E-Prime, we rephrase this as “the map does not equal the territory” or “the map differs from the territory.”
Korzybski identified the verb “to be” as particularly problematic because it encourages “is of identity” thinking—treating labels as equivalent to the things labeled. When we say “John is a failure,” we linguistically equate a person with an abstraction. E-Prime forces us to specify: “John failed the exam” or “John’s business lost money”—statements that describe events rather than assign essences.
Practical Applications
Scientific and Technical Writing: Researchers find that E-Prime encourages operational definitions. Instead of “Temperature is the average kinetic energy of molecules,” scientists write “Temperature measures the average kinetic energy of molecules”—clarifying that temperature represents a measurement rather than an ontological identity.
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy (REBT). Clients who say “I am worthless” learn to rephrase: “I feel worthless right now” or “I judge myself harshly.” This linguistic shift helps separate identity from temporary states or evaluations.
Conflict Resolution: Negotiators trained in E-Prime avoid absolutist statements. “Your proposal is unacceptable” becomes “I cannot accept your proposal as stated” or “Your proposal conflicts with our requirements”—leaving room for modification and dialogue.
Education: Teachers using E-Prime help students distinguish observation from inference. “The liquid is an acid” becomes “The liquid turns litmus paper red” or “Tests indicate the liquid has acidic properties”—teaching students to specify evidence.
The E-Prime Community
The Institute of General Semantics continues Korzybski’s work, publishing the journal ETC: A Review of General Semantics and hosting workshops on semantic awareness. Robert Anton Wilson popularized E-Prime through his books, particularly Quantum Psychology (1990), written entirely in E-Prime to demonstrate its practicality for extended discourse.
D. David Bourland Jr. edited three anthologies collecting E-Prime writing and analysis: To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997). These collections demonstrate E-Prime’s application across genres including philosophy, psychology, fiction, and technical writing.
Philosophical Implications
E-Prime challenges essentialist thinking—the assumption that things possess fixed, inherent natures. By eliminating “is of identity” (”A robin is a bird”), E-Prime encourages relational thinking (”Ornithologists classify robins among birds” or “Robins belong to the bird family”). This shift acknowledges that classification systems represent human choices rather than discoveries of eternal categories.
The discipline also highlights observer-dependence. “The sunset is beautiful” suggests beauty exists in the sunset. “The sunset appears beautiful to me” or “I find the sunset beautiful” acknowledges the observer’s role in aesthetic judgment.
Critiques and Limitations
Critics note that E-Prime can produce awkward prose when applied mechanically. “To be or not to be” becomes “To exist or not to exist” or “To continue living or to cease living”—arguably less elegant. Skilled E-Prime writers learn when to restructure sentences entirely rather than merely substituting verbs.
Some argue that E-Prime solves a pseudo-problem—that competent speakers already distinguish identity statements from descriptions, regardless of grammatical form. Defenders respond that while sophisticated readers may make such distinctions, the discipline of E-Prime makes them explicit and habitual.
Mathematical and logical statements present challenges: “Two plus two is four” requires acknowledgment that “is” here means “equals” rather than “is identical to.” Most E-Prime practitioners accept “equals” as an acceptable substitute in such contexts.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3: “The Map and the Territory”
F-A: Interlinear Construed Text
We (PRON-subj) can (V-modal) think (V-inf) of (PREP) the (DEF.ART) brain (N-obj) as (PREP-comparison) a (INDEF.ART) computer (N-obj) that (PRON-rel) operates (V-pres) on (PREP-manner) programs (N-obj). Some (DET) programs (N-subj) come (V-pres) hard-wired (ADJ-pred) into (PREP) the (DEF.ART) computer (N-obj) at (PREP) birth (N-time). Others (PRON-subj) get (V-pres) installed (V-past.part) later (ADV-time) by (PREP-agent) parents (N-obj), teachers (N-obj), and (CONJ) the (DEF.ART) general (ADJ) environment (N-obj). We (PRON-subj) call (V-pres) these (DET) programs (N-obj) conditioning (N-pred) or (CONJ) imprints (N-pred). The (DEF.ART) software (N-subj) determines (V-pres) what (PRON-interr) the (DEF.ART) brain (N-subj) “sees” (V-pres) or (CONJ) does (V-pres) not (ADV-neg) “see” (V-inf) when (CONJ-time) looking (V-pres.part) at (PREP) any (DET) event (N-obj) or (CONJ) process (N-obj).
F-B: Full Text with Translation
“We can think of the brain as a computer that operates on programs. Some programs come hard-wired into the computer at birth. Others get installed later by parents, teachers, and the general environment. We call these programs conditioning or imprints. The software determines what the brain ‘sees’ or does not ‘see’ when looking at any event or process.”
This passage demonstrates Wilson’s fluid E-Prime style, using active constructions throughout. Note how he avoids “the brain is a computer” in favor of “we can think of the brain as a computer”—maintaining the metaphor while acknowledging its status as a conceptual tool rather than an identity claim.
F-C: E-Prime Text Only
We can think of the brain as a computer that operates on programs. Some programs come hard-wired into the computer at birth. Others get installed later by parents, teachers, and the general environment. We call these programs conditioning or imprints. The software determines what the brain “sees” or does not “see” when looking at any event or process.
F-D: Vocabulary and Grammar Notes
“Operates on” demonstrates the preposition “on” indicating manner or method of functioning—the brain-computer runs according to programs. This differs from surface-contact “on” but follows the same E-Prime principles.
“Come hard-wired” replaces “are hard-wired,” using “come” as a state-arrival verb. This construction appears frequently in Wilson’s prose.
“Get installed” uses “get” as an alternative passive auxiliary, avoiding “are installed.” E-Prime permits “get” passives as they imply process and change rather than static states.
“We call these programs conditioning” replaces “These programs are called conditioning.” The active construction with specified subject (we) makes the naming act explicit.
F-E: Commentary on E-Prime Technique
Wilson demonstrates sophisticated E-Prime throughout Quantum Psychology, using the constraint as a tool for philosophical clarity. His metaphor of brain-as-computer gains force precisely because he frames it as a way of thinking (”we can think of”) rather than an identity claim. This move exemplifies Korzybski’s teaching that all maps (concepts, metaphors, models) differ from territories (actual phenomena).
The passage also shows how E-Prime handles technical concepts. Wilson discusses neurological conditioning without ever stating that conditioning “is” anything—instead showing what it does, how it functions, what effects it produces. This operational approach characterizes scientific E-Prime at its best.
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This genre section presents a coherent travel narrative demonstrating sustained E-Prime writing with frequent use of “on” in spatial and descriptive contexts.
Part A: Interlinear Construed Text
18.16a The ferry arrived on schedule at the small harbor just after dawn. 18.16b The (DEF.ART) ferry (N-subj) arrived (V-past) on (PREP-manner) schedule (N-obj) at (PREP) the (DEF.ART) small (ADJ) harbor (N-obj) just (ADV) after (PREP) dawn (N-time).
18.17a I stepped onto the weathered wooden dock and breathed the salt air deeply. 18.17b I (PRON-subj) stepped (V-past) onto (PREP-direction) the (DEF.ART) weathered (ADJ) wooden (ADJ) dock (N-obj) and (CONJ) breathed (V-past) the (DEF.ART) salt (ADJ) air (N-obj) deeply (ADV-manner).
18.18a White houses perched on the hillside above the turquoise bay. 18.18b White (ADJ) houses (N-subj) perched (V-past.EXIST) on (PREP-surface) the (DEF.ART) hillside (N-obj) above (PREP) the (DEF.ART) turquoise (ADJ) bay (N-obj).
18.19a An elderly fisherman worked on his nets beside the stone seawall. 18.19b An (INDEF.ART) elderly (ADJ) fisherman (N-subj) worked (V-past) on (PREP-activity) his (PRON-poss) nets (N-obj) beside (PREP) the (DEF.ART) stone (ADJ) seawall (N-obj).
18.20a Morning light fell on the cobblestones, turning them golden. 18.20b Morning (N-mod) light (N-subj) fell (V-past) on (PREP-surface) the (DEF.ART) cobblestones (N-obj) turning (V-pres.part) them (PRON-obj) golden (ADJ-pred).
18.21a I walked on the narrow path that wound up toward the village center. 18.21b I (PRON-subj) walked (V-past) on (PREP-surface) the (DEF.ART) narrow (ADJ) path (N-obj) that (PRON-rel) wound (V-past) up (ADV-direction) toward (PREP) the (DEF.ART) village (N-mod) center (N-obj).
18.22a Bougainvillea cascaded on the whitewashed walls of every home. 18.22b Bougainvillea (N-subj) cascaded (V-past) on (PREP-surface) the (DEF.ART) whitewashed (ADJ) walls (N-obj) of (PREP) every (DET) home (N-obj).
18.23a Cats dozed on warm doorsteps throughout the quiet streets. 18.23b Cats (N-subj) dozed (V-past) on (PREP-surface) warm (ADJ) doorsteps (N-obj) throughout (PREP) the (DEF.ART) quiet (ADJ) streets (N-obj).
18.24a The café owner placed fresh bread on my table without my asking. 18.24b The (DEF.ART) café (N-mod) owner (N-subj) placed (V-past) fresh (ADJ) bread (N-obj) on (PREP-surface) my (PRON-poss) table (N-obj) without (PREP) my (PRON-poss) asking (N-gerund).
18.25a I sat on a wooden chair and watched the village come alive. 18.25b I (PRON-subj) sat (V-past) on (PREP-surface) a (INDEF.ART) wooden (ADJ) chair (N-obj) and (CONJ) watched (V-past) the (DEF.ART) village (N-obj) come (V-inf) alive (ADJ-pred).
18.26a Church bells rang on the hour, echoing across the water. 18.26b Church (N-mod) bells (N-subj) rang (V-past) on (PREP-time) the (DEF.ART) hour (N-time) echoing (V-pres.part) across (PREP) the (DEF.ART) water (N-obj).
18.27a Children ran on the beach below, their laughter carrying upward. 18.27b Children (N-subj) ran (V-past) on (PREP-surface) the (DEF.ART) beach (N-obj) below (ADV-location) their (PRON-poss) laughter (N-subj) carrying (V-pres.part) upward (ADV-direction).
18.28a The sun climbed higher, and heat settled on the island like a blanket. 18.28b The (DEF.ART) sun (N-subj) climbed (V-past) higher (ADV-degree) and (CONJ) heat (N-subj) settled (V-past.EXIST) on (PREP-surface) the (DEF.ART) island (N-obj) like (PREP-comparison) a (INDEF.ART) blanket (N-obj).
18.29a I decided on a swim and descended the stone steps to the cove. 18.29b I (PRON-subj) decided (V-past) on (PREP-choice) a (INDEF.ART) swim (N-obj) and (CONJ) descended (V-past) the (DEF.ART) stone (ADJ) steps (N-obj) to (PREP) the (DEF.ART) cove (N-obj).
18.30a Cool water lapped on the pebbled shore as I entered the Aegean. 18.30b Cool (ADJ) water (N-subj) lapped (V-past) on (PREP-surface) the (DEF.ART) pebbled (ADJ) shore (N-obj) as (CONJ-time) I (PRON-subj) entered (V-past) the (DEF.ART) Aegean (N-obj.proper).
Part B: Natural Sentences with Transformation Notes
18.16 “The ferry arrived on schedule at the small harbor just after dawn.” Standard equivalent: “The ferry was on schedule.” Strategy: Action verb (arrived) with manner expression
18.17 “I stepped onto the weathered wooden dock and breathed the salt air deeply.” Standard equivalent: “I was on the dock.” Strategy: Action verb (stepped) showing transition to location
18.18 “White houses perched on the hillside above the turquoise bay.” Standard equivalent: “White houses were on the hillside.” Strategy: Existence verb (perched) conveying manner of positioning
18.19 “An elderly fisherman worked on his nets beside the stone seawall.” Standard equivalent: “A fisherman was working on his nets.” Strategy: Simple past (worked) replacing progressive
18.20 “Morning light fell on the cobblestones, turning them golden.” Standard equivalent: “Light was on the cobblestones.” Strategy: Action verb (fell) showing movement of light
18.21 “I walked on the narrow path that wound up toward the village center.” Standard equivalent: “I was on the path.” Strategy: Action verb (walked) specifying activity
18.22 “Bougainvillea cascaded on the whitewashed walls of every home.” Standard equivalent: “Bougainvillea was on the walls.” Strategy: Vivid action verb (cascaded) showing manner
18.23 “Cats dozed on warm doorsteps throughout the quiet streets.” Standard equivalent: “Cats were on the doorsteps.” Strategy: Action verb (dozed) specifying state-activity
18.24 “The café owner placed fresh bread on my table without my asking.” Standard equivalent: “Bread was on my table.” Strategy: Active voice with agent (placed)
18.25 “I sat on a wooden chair and watched the village come alive.” Standard equivalent: “I was on a chair” / “I was sitting.” Strategy: Simple past (sat) replacing progressive
18.26 “Church bells rang on the hour, echoing across the water.” Standard equivalent: “The bells were on schedule” / “It was the hour.” Strategy: Action verb (rang) with temporal “on”
18.27 “Children ran on the beach below, their laughter carrying upward.” Standard equivalent: “Children were on the beach.” Strategy: Action verb (ran) specifying movement
18.28 “The sun climbed higher, and heat settled on the island like a blanket.” Standard equivalent: “Heat was on the island.” Strategy: Process verb (settled) showing gradual arrival
18.29 “I decided on a swim and descended the stone steps to the cove.” Standard equivalent: “A swim was my decision.” Strategy: Active verb with agent (decided)
18.30 “Cool water lapped on the pebbled shore as I entered the Aegean.” Standard equivalent: “Water was on the shore.” Strategy: Action verb (lapped) showing continuous motion
Part C: E-Prime Text Only
18.16 The ferry arrived on schedule at the small harbor just after dawn.
18.17 I stepped onto the weathered wooden dock and breathed the salt air deeply.
18.18 White houses perched on the hillside above the turquoise bay.
18.19 An elderly fisherman worked on his nets beside the stone seawall.
18.20 Morning light fell on the cobblestones, turning them golden.
18.21 I walked on the narrow path that wound up toward the village center.
18.22 Bougainvillea cascaded on the whitewashed walls of every home.
18.23 Cats dozed on warm doorsteps throughout the quiet streets.
18.24 The café owner placed fresh bread on my table without my asking.
18.25 I sat on a wooden chair and watched the village come alive.
18.26 Church bells rang on the hour, echoing across the water.
18.27 Children ran on the beach below, their laughter carrying upward.
18.28 The sun climbed higher, and heat settled on the island like a blanket.
18.29 I decided on a swim and descended the stone steps to the cove.
18.30 Cool water lapped on the pebbled shore as I entered the Aegean.
Part D: Grammar Notes for Genre Section
This travel narrative demonstrates how E-Prime enhances descriptive writing. Each sentence avoids “to be” while using “on” in various functions: surface contact (18.18, 18.22, 18.23), activity (18.19, 18.21), temporal (18.16, 18.26), and choice/decision (18.29).
Notice the variety of position verbs: “perched” (18.18) suggests precarious elevation; “cascaded” (18.22) implies flowing abundance; “dozed” (18.23) combines position with sleepy activity; “settled” (18.28) shows gradual arrival. Each verb adds sensory information that “was on” cannot provide.
The progressive tense challenge appears in Standard English equivalents like “was working” and “was sitting.” E-Prime writers convert these to simple tenses (worked, sat) or use non-copula constructions with auxiliary “keep” or “continue” when duration requires emphasis.
Temporal “on” (18.16, 18.26) pairs naturally with action verbs. “Arrived on schedule” and “rang on the hour” require no awkward transformation because the action verb already provides the main predication.
The preposition “onto” (18.17) represents a compound indicating motion toward surface contact. E-Prime handles this identically to Standard English—only the main verb requires attention.
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Standard English → E-Prime Practice
Standard: “The restaurant is on fire!” E-Prime: “The restaurant burns!” / “Fire engulfs the restaurant!” Strategy: Direct action verb (burns) or active construction with fire as agent
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners seeking to master both English vocabulary and the E-Prime discipline simultaneously. Following a systematic 1000-word curriculum based on frequency data, each lesson introduces essential vocabulary while training students to communicate without the verb “to be.”
The Latinum Institute has created language learning materials since 2006, serving students worldwide through proven autodidact methodologies. Our interlinear construed text approach accelerates comprehension by providing word-by-word grammatical analysis, allowing learners to internalize patterns through repeated exposure to clear, analyzed examples.
E-Prime offers benefits beyond stylistic preference. By eliminating the copula, writers develop habits of precision, learn to specify agents and actions, distinguish observations from inferences, and avoid the “is of identity” that conflates labels with essences. These skills transfer to all writing, even when writers choose not to maintain strict E-Prime in final drafts.
The General Semantics tradition from which E-Prime emerged continues to inform fields including cognitive therapy, scientific methodology, conflict resolution, and critical thinking pedagogy. Learning E-Prime connects you to this rich intellectual heritage while building practical communication skills.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 18 E-Prime complete
Fleurons positioned correctly ✓
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E-Prime, developed by D. David Bourland Jr. in 1965 from Alfred Korzybski’s General Semantics, represents a disciplined form of English that eliminates all forms of the verb “to be.” This lesson introduces the demonstrative pronoun “this” within E-Prime constraints, teaching you to point, identify, and describe proximal objects and concepts without relying on the copula.
The word “this” functions as a demonstrative pronoun or determiner indicating something near the speaker in space, time, or discourse. English speakers habitually pair “this” with forms of “to be” in constructions like “this is good,” “this is mine,” or “what is this?” E-Prime writers must develop alternative strategies to express these same meanings through active, perceptual, and relational verbs.
Course Index: https://latinum.substack.com/p/index
FAQ: What does “this” mean in E-Prime?
Q: How do I use “this” in E-Prime? A: “This” functions identically in E-Prime as in Standard English—it points to something near the speaker. The challenge lies not in the word itself but in the constructions surrounding it. Instead of “this is interesting,” E-Prime writers say “this seems interesting,” “this looks interesting,” or “I find this interesting.”
Key Takeaways
• “This” itself remains fully acceptable in E-Prime; only the accompanying “to be” forms require transformation
• Replace “this is [noun]” with relational verbs: “this functions as,” “this serves as,” “this represents”
• Replace “this is [adjective]” with perception verbs: “this seems,” “this appears,” “this looks,” “this feels”
• Transform “what is this?” into “what does this represent?” or “what do I see here?”
• The demonstrative function of pointing remains unchanged; only the linking mechanism shifts
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19.1a This book belongs to my grandmother. 19.1b This (DET-dem.prox) book (N-subj) belongs (V-pres.REL) to (PREP) my (PRON-poss) grandmother (N-obj).
19.2a I want this one, not that one. 19.2b I (PRON-subj) want (V-pres) this (PRON-dem.prox) one (N-obj), not (ADV-neg) that (PRON-dem.dist) one (N-obj).
19.3a This feels smooth to the touch. 19.3b This (PRON-dem.prox) feels (V-pres.PERCEPT) smooth (ADJ-pred) to (PREP) the (DEF.ART) touch (N-obj).
19.4a Look at this beautiful sunset! 19.4b Look (V-imp) at (PREP) this (DET-dem.prox) beautiful (ADJ) sunset (N-obj)!
19.5a This represents exactly what I need. 19.5b This (PRON-dem.prox) represents (V-pres.REL) exactly (ADV-manner) what (PRON-rel) I (PRON-subj) need (V-pres).
19.6a My father built this house with his own hands. 19.6b My (PRON-poss) father (N-subj) built (V-past) this (DET-dem.prox) house (N-obj) with (PREP) his (PRON-poss) own (ADJ) hands (N-obj).
19.7a This tastes absolutely delicious. 19.7b This (PRON-dem.prox) tastes (V-pres.PERCEPT) absolutely (ADV-degree) delicious (ADJ-pred).
19.8a I remember this day very clearly. 19.8b I (PRON-subj) remember (V-pres) this (DET-dem.prox) day (N-obj) very (ADV-degree) clearly (ADV-manner).
19.9a This seems like the right decision. 19.9b This (PRON-dem.prox) seems (V-pres.PERCEPT) like (PREP) the (DEF.ART) right (ADJ) decision (N-obj).
19.10a Take this medicine twice daily with food. 19.10b Take (V-imp) this (DET-dem.prox) medicine (N-obj) twice (ADV-freq) daily (ADV-time) with (PREP) food (N-obj).
19.11a This constitutes a serious breach of protocol. 19.11b This (PRON-dem.prox) constitutes (V-pres.REL) a (INDEF.ART) serious (ADJ) breach (N-obj) of (PREP) protocol (N-obj).
19.12a The committee approved this proposal unanimously last Tuesday. 19.12b The (DEF.ART) committee (N-subj) approved (V-past) this (DET-dem.prox) proposal (N-obj) unanimously (ADV-manner) last (ADJ) Tuesday (N-time).
19.13a This sounds too good to believe. 19.13b This (PRON-dem.prox) sounds (V-pres.PERCEPT) too (ADV-degree) good (ADJ-pred) to (PREP) believe (V-inf).
19.14a Scientists have studied this phenomenon for decades without reaching consensus. 19.14b Scientists (N-subj) have studied (V-pres.perf) this (DET-dem.prox) phenomenon (N-obj) for (PREP) decades (N-obj) without (PREP) reaching (V-ger) consensus (N-obj).
19.15a This appears to function as the main control mechanism for the entire system. 19.15b This (PRON-dem.prox) appears (V-pres.PERCEPT) to (PREP) function (V-inf) as (PREP) the (DEF.ART) main (ADJ) control (N-mod) mechanism (N-obj) for (PREP) the (DEF.ART) entire (ADJ) system (N-obj).
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19.1 “This book belongs to my grandmother.” Standard English equivalent: “This is my grandmother’s book.” Strategy: Relational verb (belongs to) replaces copula + possessive
19.2 “I want this one, not that one.” Standard English equivalent: “This is the one I want, not that.” Strategy: Active verb (want) with direct object replaces copula construction
19.3 “This feels smooth to the touch.” Standard English equivalent: “This is smooth.” Strategy: Perception verb (feels) replaces copula + adjective
19.4 “Look at this beautiful sunset!” Standard English equivalent: “This is a beautiful sunset!” Strategy: Imperative verb (look) with object replaces copula + noun phrase
19.5 “This represents exactly what I need.” Standard English equivalent: “This is exactly what I need.” Strategy: Relational verb (represents) replaces copula
19.6 “My father built this house with his own hands.” Standard English equivalent: “This is the house my father built with his own hands.” Strategy: Active voice with agent subject replaces copula + relative clause
19.7 “This tastes absolutely delicious.” Standard English equivalent: “This is absolutely delicious.” Strategy: Perception verb (tastes) replaces copula + adjective
19.8 “I remember this day very clearly.” Standard English equivalent: “This is a day I remember very clearly.” Strategy: Active verb (remember) with direct object replaces copula construction
19.9 “This seems like the right decision.” Standard English equivalent: “This is the right decision.” Strategy: Perception verb (seems) replaces copula
19.10 “Take this medicine twice daily with food.” Standard English equivalent: “This is medicine; take it twice daily with food.” Strategy: Imperative construction replaces copula + noun identification
19.11 “This constitutes a serious breach of protocol.” Standard English equivalent: “This is a serious breach of protocol.” Strategy: Classification verb (constitutes) replaces copula + noun
19.12 “The committee approved this proposal unanimously last Tuesday.” Standard English equivalent: “This is the proposal the committee approved unanimously last Tuesday.” Strategy: Active voice with agent subject replaces copula + relative clause
19.13 “This sounds too good to believe.” Standard English equivalent: “This is too good to be true.” Strategy: Perception verb (sounds) replaces double copula construction
19.14 “Scientists have studied this phenomenon for decades without reaching consensus.” Standard English equivalent: “This is a phenomenon scientists have studied for decades without reaching consensus.” Strategy: Active voice with agent subject replaces copula + relative clause
19.15 “This appears to function as the main control mechanism for the entire system.” Standard English equivalent: “This is the main control mechanism for the entire system.” Strategy: Perception verb (appears) + relational phrase (function as) replaces copula + noun
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19.1 This book belongs to my grandmother.
19.2 I want this one, not that one.
19.3 This feels smooth to the touch.
19.4 Look at this beautiful sunset!
19.5 This represents exactly what I need.
19.6 My father built this house with his own hands.
19.7 This tastes absolutely delicious.
19.8 I remember this day very clearly.
19.9 This seems like the right decision.
19.10 Take this medicine twice daily with food.
19.11 This constitutes a serious breach of protocol.
19.12 The committee approved this proposal unanimously last Tuesday.
19.13 This sounds too good to believe.
19.14 Scientists have studied this phenomenon for decades without reaching consensus.
19.15 This appears to function as the main control mechanism for the entire system.
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These grammar rules govern “this” in E-Prime:
Standard English Function
“This” operates as both a demonstrative pronoun and a demonstrative determiner in English. As a pronoun, it stands alone to refer to something nearby: “This tastes good.” As a determiner, it modifies a noun: “This apple tastes good.” The word signals proximity to the speaker in space (”this chair here”), time (”this morning”), or discourse (”this idea we discussed”).
English speakers frequently combine “this” with “to be” for identification (”This is my car”), classification (”This is a mammal”), and predication (”This is interesting”). These constructions appear so naturally that most speakers never notice their reliance on the copula.
E-Prime Considerations
The word “this” itself presents no E-Prime violation—only the constructions surrounding it require transformation. The challenge increases with certain common patterns.
Identification statements like “This is John” become “I call this person John,” “This person goes by John,” or “Meet John” with a gesture.
Classification statements like “This is a triangle” become “This qualifies as a triangle,” “Geometers classify this as a triangle,” or “This shape has three sides.”
Predication statements like “This is beautiful” become “This looks beautiful,” “This seems beautiful,” or “I find this beautiful.”
Existential statements like “This is all we have” become “This represents all we have,” “We have only this,” or “This constitutes our entire supply.”
Replacement Strategies for “This”
Perception verbs work best for predication: “This seems interesting,” “This looks old,” “This sounds familiar,” “This feels rough,” “This tastes bitter,” “This smells fresh.”
Relational verbs suit identification and classification: “This functions as the main entrance,” “This serves as our headquarters,” “This represents the final version,” “This constitutes evidence.”
Active voice restructuring often provides the most natural solutions: Instead of “This is the book I read,” say “I read this book.” Instead of “This is what happened,” say “This happened” or “Events unfolded this way.”
Personal attribution adds clarity and epistemic humility: “I consider this important,” “I find this confusing,” “I regard this as significant.”
Common Mistakes
Writers sometimes produce awkward constructions trying to avoid “to be” with “this.” The sentence “This has the quality of beauty” sounds stilted compared to “This looks beautiful.” Always seek the most natural E-Prime alternative.
Watch for hidden copulas in contractions. “What’s this?” contains “is” and must become “What do I see here?” or “What does this represent?”
The progressive aspect creates another trap. “This is becoming a problem” requires transformation to “This grows into a problem” or “This develops into a problem.”
Style Notes
E-Prime with demonstratives often sounds more direct and active than Standard English. “This matters” carries more force than “This is important.” “I want this” communicates more clearly than “This is what I want.”
When pointing to objects, simple imperatives work well: “Take this,” “Look at this,” “Consider this.” These constructions never require “to be.”
For formal writing, classification verbs like “constitute,” “represent,” and “exemplify” provide appropriate register. For casual speech, perception verbs like “seems,” “looks,” and “feels” maintain conversational tone.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that the structure of language influences the structure of thought. His famous formulation “the map does not equal the territory” (note the E-Prime phrasing—Korzybski himself wrote “is not”) captures the core insight: our words and concepts represent reality but never match it exactly.
Korzybski identified the verb “to be” as particularly problematic because it encourages identification thinking—treating labels as identical to the things they label. When we say “This is a weed,” we tend to forget that “weed” represents a human categorization, not an intrinsic property. E-Prime forces us to say “Gardeners classify this as a weed” or “I consider this a weed,” preserving awareness of the categorizer.
Practical Applications
Scientific writing benefits from E-Prime’s precision. Instead of “This is significant at p < .05,” researchers can write “This result reaches significance at p < .05” or “Statistical tests show this difference significant at p < .05.” The revision makes the methodology more visible.
Therapeutic contexts employ E-Prime principles extensively. Albert Ellis, founder of Rational Emotive Behavior Therapy, encouraged clients to rephrase absolutist statements. “I am a failure” becomes “I failed at this task” or “I feel like a failure right now”—statements that allow for change and context.
Negotiation and conflict resolution profit from E-Prime’s ability to separate observations from evaluations. “This proposal seems unfair to our team” opens dialogue better than “This proposal is unfair.”
The E-Prime Community
The Institute of General Semantics continues to promote Korzybski’s work and E-Prime practice. The journal ETC: A Review of General Semantics has published E-Prime articles since the 1960s.
D. David Bourland Jr. formalized E-Prime rules and compiled three anthologies demonstrating the discipline: To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997).
Robert Anton Wilson wrote his book Quantum Psychology (1990) entirely in E-Prime, demonstrating that complex philosophical and scientific ideas can find expression without the copula.
Philosophical Implications
E-Prime challenges the Aristotelian logic of identity (A = A) embedded in Indo-European languages. When we eliminate “is,” we can no longer assert absolute identities. “This is that” must become “This resembles that,” “This functions as that,” or “I classify this with that”—all of which acknowledge the observer’s role.
This shift aligns with quantum physics and modern epistemology, where observer effects and contextual factors influence all measurements and descriptions. E-Prime makes these influences linguistically visible.
Critiques and Limitations
Some linguists argue that E-Prime creates unnecessary circumlocution and that context usually prevents the confusions Korzybski feared. The sentence “This is my house” rarely causes philosophical problems in everyday communication.
Mathematical and logical statements sometimes resist E-Prime transformation. “Two plus two is four” becomes “Two plus two equals four” easily enough, but “This is a prime number” proves harder to rephrase without awkwardness.
E-Prime works best as a consciousness-raising exercise rather than a permanent writing mode. Practicing E-Prime heightens awareness of how we use “to be” and encourages more precise expression when it matters.
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From Robert Anton Wilson, Quantum Psychology (1990), Chapter 2:
F-A: Interlinear Construed Text
This (PRON-dem.prox) book (N-subj) attempts (V-pres) to (PREP) make (V-inf) this (DET-dem.prox) mode (N-obj) of (PREP) thought (N-obj) more (ADV-degree) explicit (ADJ-pred) by (PREP) writing (V-ger) entirely (ADV-manner) in (PREP) E-Prime (N-obj), which (PRON-rel) means (V-pres) I (PRON-subj) have (V-pres.aux) eliminated (V-past.part) all (DET) forms (N-obj) of (PREP) the (DEF.ART) verb (N-obj) “to (PREP) be (V-inf)” from (PREP) this (DET-dem.prox) text (N-obj). This (PRON-dem.prox) requires (V-pres) more (ADV-degree) careful (ADJ) attention (N-obj) to (PREP) what (PRON-rel) I (PRON-subj) actually (ADV-manner) mean (V-pres) and (CONJ) forces (V-pres) me (PRON-obj) to (PREP) take (V-inf) responsibility (N-obj) for (PREP) my (PRON-poss) statements (N-obj) rather (ADV) than (PREP) hiding (V-ger) behind (PREP) the (DEF.ART) seeming (ADJ) objectivity (N-obj) of (PREP) “is (V-pres)” statements (N-obj).
F-B: Full Text with Translation
“This book attempts to make this mode of thought more explicit by writing entirely in E-Prime, which means I have eliminated all forms of the verb ‘to be’ from this text. This requires more careful attention to what I actually mean and forces me to take responsibility for my statements rather than hiding behind the seeming objectivity of ‘is’ statements.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 2
F-C: E-Prime Text Only
This book attempts to make this mode of thought more explicit by writing entirely in E-Prime, which means I have eliminated all forms of the verb “to be” from this text. This requires more careful attention to what I actually mean and forces me to take responsibility for my statements rather than hiding behind the seeming objectivity of “is” statements.
F-D: Vocabulary and Grammar Notes
Wilson uses “this” four times in this passage, demonstrating its versatility. As a determiner modifying “book,” “mode,” and “text,” it maintains the standard demonstrative function. As a pronoun subject in “This requires,” it refers back to the entire preceding statement.
Note how Wilson avoids the common construction “This is a book that attempts...” by making “book” the subject of the active verb “attempts.” Similarly, “This requires” replaces “This is necessary.”
The phrase “what I actually mean” replaces a potential “what this is actually about.” Wilson’s phrasing foregrounds the speaker’s intention rather than treating meaning as an objective property.
F-E: Commentary on E-Prime Technique
Wilson’s passage exemplifies meta-E-Prime—writing in E-Prime about writing in E-Prime. He demonstrates that reflexive, philosophical content can find clear expression without the copula.
The passage models responsibility-taking language. Wilson writes “I have eliminated” rather than “have been eliminated.” He writes “forces me to take responsibility” rather than “responsibility is taken.” This active voice keeps the agent visible throughout.
Wilson also shows how “this” functions effectively in E-Prime to maintain textual cohesion. The demonstrative points backward to previous discourse, creating coherence without copula constructions.
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Part A: Interlinear Construed Text
19.16a This morning began differently than most. 19.16b This (DET-dem.prox) morning (N-subj) began (V-past) differently (ADV-manner) than (PREP) most (DET-subst).
19.17a I woke before dawn and felt this strange urge to walk. 19.17b I (PRON-subj) woke (V-past) before (PREP) dawn (N-obj) and (CONJ) felt (V-past.PERCEPT) this (DET-dem.prox) strange (ADJ) urge (N-obj) to (PREP) walk (V-inf).
19.18a This feeling grew stronger as I dressed. 19.18b This (DET-dem.prox) feeling (N-subj) grew (V-past.STATE) stronger (ADJ-comp) as (CONJ) I (PRON-subj) dressed (V-past).
19.19a I grabbed my coat and stepped outside into this crisp autumn air. 19.19b I (PRON-subj) grabbed (V-past) my (PRON-poss) coat (N-obj) and (CONJ) stepped (V-past) outside (ADV-place) into (PREP) this (DET-dem.prox) crisp (ADJ) autumn (N-mod) air (N-obj).
19.20a This seemed exactly what I needed. 19.20b This (PRON-dem.prox) seemed (V-past.PERCEPT) exactly (ADV-degree) what (PRON-rel) I (PRON-subj) needed (V-past).
19.21a The neighborhood looked unfamiliar at this hour. 19.21b The (DEF.ART) neighborhood (N-subj) looked (V-past.PERCEPT) unfamiliar (ADJ-pred) at (PREP) this (DET-dem.prox) hour (N-obj).
19.22a I noticed this old oak tree I had never really examined before. 19.22b I (PRON-subj) noticed (V-past) this (DET-dem.prox) old (ADJ) oak (N-mod) tree (N-obj) I (PRON-subj) had (V-past.aux) never (ADV-neg) really (ADV-degree) examined (V-past.part) before (ADV-time).
19.23a This tree had stood here for perhaps a century. 19.23b This (DET-dem.prox) tree (N-subj) had stood (V-past.perf.EXIST) here (ADV-place) for (PREP) perhaps (ADV-modal) a (INDEF.ART) century (N-obj).
19.24a I placed my hand on this rough bark and felt connected to something ancient. 19.24b I (PRON-subj) placed (V-past) my (PRON-poss) hand (N-obj) on (PREP) this (DET-dem.prox) rough (ADJ) bark (N-obj) and (CONJ) felt (V-past.PERCEPT) connected (ADJ-pred) to (PREP) something (PRON-indef) ancient (ADJ).
19.25a This moment felt profound in a way I struggle to describe. 19.25b This (DET-dem.prox) moment (N-subj) felt (V-past.PERCEPT) profound (ADJ-pred) in (PREP) a (INDEF.ART) way (N-obj) I (PRON-subj) struggle (V-pres) to (PREP) describe (V-inf).
19.26a A bird began singing from somewhere in this canopy of leaves. 19.26b A (INDEF.ART) bird (N-subj) began (V-past) singing (V-ger) from (PREP) somewhere (ADV-place) in (PREP) this (DET-dem.prox) canopy (N-obj) of (PREP) leaves (N-obj).
19.27a I stood and listened, letting this simple music wash over me. 19.27b I (PRON-subj) stood (V-past.EXIST) and (CONJ) listened (V-past), letting (V-ger) this (DET-dem.prox) simple (ADJ) music (N-obj) wash (V-inf) over (PREP) me (PRON-obj).
19.28a This experience reminded me why morning walks matter. 19.28b This (DET-dem.prox) experience (N-subj) reminded (V-past) me (PRON-obj) why (ADV-reason) morning (N-mod) walks (N-subj) matter (V-pres).
19.29a I returned home carrying this sense of peace within me. 19.29b I (PRON-subj) returned (V-past) home (ADV-place) carrying (V-ger) this (DET-dem.prox) sense (N-obj) of (PREP) peace (N-obj) within (PREP) me (PRON-obj).
19.30a This remains one of the best mornings I can remember. 19.30b This (PRON-dem.prox) remains (V-pres.STATE) one (PRON-indef) of (PREP) the (DEF.ART) best (ADJ-super) mornings (N-obj) I (PRON-subj) can (V-mod) remember (V-inf).
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Part B: Natural Sentences with Transformation Notes
19.16 “This morning began differently than most.” Standard English equivalent: “This morning was different from most.” Strategy: Active verb (began) replaces copula + adjective
19.17 “I woke before dawn and felt this strange urge to walk.” Standard English equivalent: “There was this strange urge to walk when I woke before dawn.” Strategy: Active voice with perception verb replaces existential “there was”
19.18 “This feeling grew stronger as I dressed.” Standard English equivalent: “This feeling was getting stronger as I dressed.” Strategy: State verb (grew) replaces progressive copula construction
19.19 “I grabbed my coat and stepped outside into this crisp autumn air.” Standard English equivalent: “I grabbed my coat and went outside; it was crisp autumn air.” Strategy: Action verbs replace copula identification
19.20 “This seemed exactly what I needed.” Standard English equivalent: “This was exactly what I needed.” Strategy: Perception verb (seemed) replaces copula
19.21 “The neighborhood looked unfamiliar at this hour.” Standard English equivalent: “The neighborhood was unfamiliar at this hour.” Strategy: Perception verb (looked) replaces copula + adjective
19.22 “I noticed this old oak tree I had never really examined before.” Standard English equivalent: “There was this old oak tree I had never really noticed before.” Strategy: Active verb (noticed) replaces existential construction
19.23 “This tree had stood here for perhaps a century.” Standard English equivalent: “This tree had been here for perhaps a century.” Strategy: Existence verb (stood) replaces copula
19.24 “I placed my hand on this rough bark and felt connected to something ancient.” Standard English equivalent: “I placed my hand on this rough bark and I was connected to something ancient.” Strategy: Perception verb (felt) replaces copula + adjective
19.25 “This moment felt profound in a way I struggle to describe.” Standard English equivalent: “This moment was profound in a way I can’t describe.” Strategy: Perception verb (felt) replaces copula
19.26 “A bird began singing from somewhere in this canopy of leaves.” Standard English equivalent: “A bird was singing from somewhere in this canopy of leaves.” Strategy: Active verb (began singing) replaces progressive copula
19.27 “I stood and listened, letting this simple music wash over me.” Standard English equivalent: “I was standing and listening as this simple music washed over me.” Strategy: Simple past (stood, listened) replaces progressive copula
19.28 “This experience reminded me why morning walks matter.” Standard English equivalent: “This was an experience that reminded me why morning walks are important.” Strategy: Active verb (reminded) replaces copula + relative clause; (matter) replaces copula + adjective
19.29 “I returned home carrying this sense of peace within me.” Standard English equivalent: “I was returning home, and this sense of peace was within me.” Strategy: Simple past + participle replaces progressive copula constructions
19.30 “This remains one of the best mornings I can remember.” Standard English equivalent: “This is one of the best mornings I can remember.” Strategy: State verb (remains) replaces copula
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Part C: E-Prime Text Only
19.16 This morning began differently than most.
19.17 I woke before dawn and felt this strange urge to walk.
19.18 This feeling grew stronger as I dressed.
19.19 I grabbed my coat and stepped outside into this crisp autumn air.
19.20 This seemed exactly what I needed.
19.21 The neighborhood looked unfamiliar at this hour.
19.22 I noticed this old oak tree I had never really examined before.
19.23 This tree had stood here for perhaps a century.
19.24 I placed my hand on this rough bark and felt connected to something ancient.
19.25 This moment felt profound in a way I struggle to describe.
19.26 A bird began singing from somewhere in this canopy of leaves.
19.27 I stood and listened, letting this simple music wash over me.
19.28 This experience reminded me why morning walks matter.
19.29 I returned home carrying this sense of peace within me.
19.30 This remains one of the best mornings I can remember.
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Part D: Grammar Notes for Genre Section
The narrative genre allows “this” to function with temporal immediacy, drawing readers into the moment. Notice how “this morning,” “this feeling,” “this hour,” and “this moment” create a sense of present experience even in past-tense narration.
E-Prime personal narratives often use perception and state verbs more naturally than other genres because they describe subjective experience. Verbs like “felt,” “seemed,” “looked,” and “grew” fit first-person storytelling perfectly.
The passage demonstrates how E-Prime can achieve poetic effect. “This tree had stood here for perhaps a century” carries more dignity than “This tree had been here for perhaps a century.” The verb “stood” evokes the tree’s posture and endurance.
Watch how “remains” in the final sentence preserves the present-tense connection to the narrator’s memory. E-Prime writers can use “remain,” “stay,” “continue,” and similar state verbs to express ongoing conditions without “to be.”
The narrative avoids the existential trap “there was” by using active verbs of discovery: “I noticed,” “I felt,” “A bird began singing.” These constructions keep the observer visible and engaged rather than passively reporting existence.
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Practice converting these Standard English sentences to E-Prime. Each uses “this” with a form of “to be.”
Exercise 1 Standard: “This is the best pizza I have ever tasted.” E-Prime: “This ranks as the best pizza I have ever tasted.” / “This tastes better than any pizza I have ever tried.” Strategy: Classification verb (ranks as) / Perception verb with comparison
Exercise 2 Standard: “What is this strange object on the table?” E-Prime: “What does this strange object on the table represent?” / “Can you identify this strange object on the table?” Strategy: Relational verb (represent) / Active verb request (identify)
Exercise 3 Standard: “This is being handled by the legal department.” E-Prime: “The legal department handles this.” / “The legal department has taken charge of this.” Strategy: Active voice transformation
Exercise 4 Standard: “Is this your final answer?” E-Prime: “Does this represent your final answer?” / “Do you stand by this as your final answer?” Strategy: Relational verb (represent) / Active verb phrase (stand by)
Exercise 5 Standard: “This is a problem that has been plaguing us for months.” E-Prime: “This problem has plagued us for months.” Strategy: Active voice; “problem” becomes modifier, removing copula identification
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The Latinum Institute has produced language learning materials since 2006, serving autodidacts worldwide through innovative construed-text methodology. This E-Prime course extends that tradition into the realm of English language refinement and critical thinking.
Course Index: https://latinum.substack.com/p/index
Trustpilot Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The 1000-word curriculum, organized by frequency and semantic category, provides systematic vocabulary building while training E-Prime discipline. Each lesson introduces a Standard English word within E-Prime constraints, demonstrating how to communicate the same meanings without the copula.
The interlinear construed format—showing grammatical function beneath each word—accelerates comprehension for self-directed learners. This approach, developed for classical languages, proves equally effective for E-Prime acquisition, where learners must recognize not just words but structural patterns requiring transformation.
E-Prime practice develops mental flexibility and precision. Writers who master E-Prime find themselves more aware of hidden assumptions in language, more careful about distinguishing observation from inference, and more capable of expressing themselves with clarity and responsibility.
Whether you approach E-Prime as a permanent writing discipline, an occasional exercise, or simply a fascinating linguistic experiment, the skills developed through these lessons transfer to all your communication. Learning to write without “to be” teaches you to write with intention.
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END OF LESSON 19
✓ Lesson 19 E-Prime complete
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Not functions as the primary negation word in English, transforming affirmative statements into denials. In Standard English, speakers frequently pair “not” with forms of “to be”—saying “is not,” “are not,” “was not,” and their contractions “isn’t,” “aren’t,” “wasn’t.” E-Prime writers face a particular challenge: they must negate statements while avoiding all copula forms entirely.
This lesson teaches you to express negation, denial, contradiction, and absence using E-Prime-compliant structures. You will learn to replace constructions like “The answer is not correct” with alternatives such as “The answer seems incorrect” or “I find the answer incorrect.”
The General Semantics tradition, founded by Alfred Korzybski and refined by D. David Bourland Jr., emphasizes that the verb “to be” creates false equations and identity statements. When we say “He is not a criminal,” we still invoke the identity framework. E-Prime encourages us to say “He has committed no crimes” or “The court found him innocent”—statements that describe actions and relationships rather than essences.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: How does “not” function in E-Prime?
A: “Not” works identically in E-Prime as in Standard English—it negates verbs, adjectives, and other sentence elements. The difference lies in WHICH verbs you negate. Instead of negating “to be” (is not, are not), you negate action verbs, perception verbs, and existence verbs (does not appear, cannot find, fails to exist).
Key Takeaways
• “Not” remains fully available in E-Prime—only the verb “to be” faces elimination
• Replace “is not” with negated action verbs: “does not function,” “fails to work,” “lacks”
• Replace “are not” with plural action negations: “do not appear,” “remain unavailable”
• Use negative adjectives when natural: “incorrect” instead of “not correct,” “unhappy” instead of “not happy”
• Perception verb negations work well: “does not seem,” “does not appear,” “does not look”
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The Forbidden Forms (Complete List)
Infinitive: to be
Present: am, is, are
Past: was, were
Participles: been, being
Contractions: ‘s (he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s), ‘m (I’m), ‘re (you’re, we’re, they’re)
Archaic: art, wast, wert
Negation Transformation Patterns
Standard “is not” patterns become:
“X is not Y” → “X does not function as Y” / “X fails to qualify as Y” / “X lacks Y-qualities”
“X is not here” → “X remains absent” / “I cannot find X” / “X exists elsewhere”
“X is not good” → “X seems poor” / “X appears inadequate” / “I find X unsatisfactory”
“There is not” → “None exists” / “I find none” / “Nothing sits/stands/lies”
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20.1a I do not understand the question clearly. 20.1b I (PRON-subj) do (AUX) not (ADV-neg) understand (V-inf) the (DEF.ART) question (N-obj) clearly (ADV-manner).
20.2a She did not arrive on time yesterday. 20.2b She (PRON-subj) did (AUX-past) not (ADV-neg) arrive (V-inf) on (PREP) time (N-obj) yesterday (ADV-time).
20.3a The machine does not work properly anymore. 20.3b The (DEF.ART) machine (N-subj) does (AUX) not (ADV-neg) work (V-inf) properly (ADV-manner) anymore (ADV-time).
20.4a We have not finished the project yet. 20.4b We (PRON-subj) have (AUX) not (ADV-neg) finished (V-past.part) the (DEF.ART) project (N-obj) yet (ADV-time).
20.5a They do not agree with our proposal. 20.5b They (PRON-subj) do (AUX) not (ADV-neg) agree (V-inf) with (PREP) our (DET-poss) proposal (N-obj).
20.6a The evidence does not support that conclusion at all. 20.6b The (DEF.ART) evidence (N-subj) does (AUX) not (ADV-neg) support (V-inf) that (DET) conclusion (N-obj) at (PREP) all (ADV-degree).
20.7a My brother has not visited us since last summer. 20.7b My (DET-poss) brother (N-subj) has (AUX) not (ADV-neg) visited (V-past.part) us (PRON-obj) since (PREP) last (ADJ) summer (N-obj).
20.8a The restaurant does not serve breakfast after eleven o’clock. 20.8b The (DEF.ART) restaurant (N-subj) does (AUX) not (ADV-neg) serve (V-inf) breakfast (N-obj) after (PREP) eleven (NUM) o’clock (N-time).
20.9a Scientists have not yet discovered a cure for that disease. 20.9b Scientists (N-subj) have (AUX) not (ADV-neg) yet (ADV-time) discovered (V-past.part) a (INDEF.ART) cure (N-obj) for (PREP) that (DET) disease (N-obj).
20.10a The children did not hear the announcement from their classroom. 20.10b The (DEF.ART) children (N-subj) did (AUX-past) not (ADV-neg) hear (V-inf) the (DEF.ART) announcement (N-obj) from (PREP) their (DET-poss) classroom (N-obj).
20.11a The committee has not reached a final decision regarding the budget allocation. 20.11b The (DEF.ART) committee (N-subj) has (AUX) not (ADV-neg) reached (V-past.part) a (INDEF.ART) final (ADJ) decision (N-obj) regarding (PREP) the (DEF.ART) budget (N-mod) allocation (N-obj).
20.12a Her explanation did not satisfy the investigators who questioned her methods. 20.12b Her (DET-poss) explanation (N-subj) did (AUX-past) not (ADV-neg) satisfy (V-inf) the (DEF.ART) investigators (N-obj) who (PRON-rel) questioned (V-past) her (DET-poss) methods (N-obj).
20.13a The old bridge can not support heavy trucks crossing during rush hour. 20.13b The (DEF.ART) old (ADJ) bridge (N-subj) can (MOD) not (ADV-neg) support (V-inf) heavy (ADJ) trucks (N-obj) crossing (V-pres.part) during (PREP) rush (N-mod) hour (N-obj).
20.14a Many citizens do not trust the government’s statements about economic recovery plans. 20.14b Many (DET) citizens (N-subj) do (AUX) not (ADV-neg) trust (V-inf) the (DEF.ART) government’s (N-poss) statements (N-obj) about (PREP) economic (ADJ) recovery (N-mod) plans (N-obj).
20.15a The witness could not identify the suspect from the photographs that police showed her. 20.15b The (DEF.ART) witness (N-subj) could (MOD-past) not (ADV-neg) identify (V-inf) the (DEF.ART) suspect (N-obj) from (PREP) the (DEF.ART) photographs (N-obj) that (PRON-rel) police (N-subj) showed (V-past) her (PRON-obj).
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20.1 “I do not understand the question clearly.” Standard English equivalent: “I am not clear on the question.” Strategy: Action verb negation replaces copula negation
20.2 “She did not arrive on time yesterday.” Standard English equivalent: “She was not on time yesterday.” Strategy: Action verb (arrive) replaces state description with “was”
20.3 “The machine does not work properly anymore.” Standard English equivalent: “The machine is not working properly anymore.” Strategy: Simple present replaces progressive “is working”
20.4 “We have not finished the project yet.” Standard English equivalent: “The project is not finished yet.” (passive) Strategy: Active voice with “have” replaces passive “is finished”
20.5 “They do not agree with our proposal.” Standard English equivalent: “They are not in agreement with our proposal.” Strategy: Action verb replaces nominal construction with “are”
20.6 “The evidence does not support that conclusion at all.” Standard English equivalent: “The evidence is not supportive of that conclusion.” Strategy: Active verb replaces adjectival predicate with “is”
20.7 “My brother has not visited us since last summer.” Standard English equivalent: “My brother has not been here since last summer.” Strategy: Action verb “visited” replaces existence “been here”
20.8 “The restaurant does not serve breakfast after eleven o’clock.” Standard English equivalent: “Breakfast is not available after eleven.” Strategy: Active subject (restaurant serves) replaces passive availability
20.9 “Scientists have not yet discovered a cure for that disease.” Standard English equivalent: “A cure is not yet known for that disease.” Strategy: Active discovery replaces passive “is known”
20.10 “The children did not hear the announcement from their classroom.” Standard English equivalent: “The announcement was not heard by the children.” Strategy: Active voice replaces passive with “was”
20.11 “The committee has not reached a final decision regarding the budget allocation.” Standard English equivalent: “A final decision is not yet made regarding the budget.” Strategy: Active reaching replaces passive “is made”
20.12 “Her explanation did not satisfy the investigators who questioned her methods.” Standard English equivalent: “The investigators were not satisfied by her explanation.” Strategy: Active satisfaction replaces passive “were satisfied”
20.13 “The old bridge cannot support heavy trucks crossing during rush hour.” Standard English equivalent: “The old bridge is not strong enough for heavy trucks.” Strategy: Capability verb replaces quality attribution with “is”
20.14 “Many citizens do not trust the government’s statements about economic recovery plans.” Standard English equivalent: “The government’s statements are not trusted by citizens.” Strategy: Active distrust replaces passive “are trusted”
20.15 “The witness could not identify the suspect from the photographs that police showed her.” Standard English equivalent: “The suspect was not identifiable from the photographs.” Strategy: Active identification attempt replaces passive “was identifiable”
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20.1 I do not understand the question clearly.
20.2 She did not arrive on time yesterday.
20.3 The machine does not work properly anymore.
20.4 We have not finished the project yet.
20.5 They do not agree with our proposal.
20.6 The evidence does not support that conclusion at all.
20.7 My brother has not visited us since last summer.
20.8 The restaurant does not serve breakfast after eleven o’clock.
20.9 Scientists have not yet discovered a cure for that disease.
20.10 The children did not hear the announcement from their classroom.
20.11 The committee has not reached a final decision regarding the budget allocation.
20.12 Her explanation did not satisfy the investigators who questioned her methods.
20.13 The old bridge cannot support heavy trucks crossing during rush hour.
20.14 Many citizens do not trust the government’s statements about economic recovery plans.
20.15 The witness could not identify the suspect from the photographs that police showed her.
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These grammar rules govern “not” in E-Prime:
Standard English Function
“Not” serves as the primary negation adverb in English. It attaches to auxiliary verbs (do not, does not, did not, have not, has not, had not, will not, would not, can not, could not, should not, must not) or appears after the main verb in some constructions. In Standard English, “not” very frequently negates forms of “to be”: is not, are not, am not, was not, were not.
E-Prime Considerations
The word “not” itself remains completely acceptable in E-Prime. The challenge arises because Standard English uses “not” with “to be” so frequently. Phrases like “is not ready,” “are not available,” “was not present,” and “were not correct” pervade everyday speech. E-Prime writers must find alternative constructions that negate without the copula.
Replacement Strategies for “Not”
Strategy One: Negate Action Verbs Instead
Rather than “The door is not open,” write “The door remains closed” or “Someone has not opened the door.”
Rather than “She is not working today,” write “She does not work today” or “She has taken today off.”
Strategy Two: Use Negative Adjectives
Rather than “The answer is not correct,” write “The answer seems incorrect.”
Rather than “He is not happy,” write “He feels unhappy” or “Sadness affects him.”
Strategy Three: Employ Perception Verbs with Negation
Rather than “It is not clear,” write “It does not seem clear” or “I do not find it clear.”
Rather than “The situation is not good,” write “The situation does not look good.”
Strategy Four: Use Existence Verbs with Negation
Rather than “There is not enough time,” write “Enough time does not exist” or “We lack sufficient time.”
Rather than “The book is not on the shelf,” write “The book does not sit on the shelf” or “I cannot find the book on the shelf.”
Strategy Five: Restructure with Active Voice
Rather than “The letter was not sent,” write “Nobody sent the letter” or “The office did not send the letter.”
Rather than “Mistakes were not made,” write “We made no mistakes” or “Nobody made mistakes.”
Common Mistakes
Writers sometimes create awkward constructions in their effort to avoid “to be.” The sentence “The not-openness of the door prevented entry” sounds unnatural. Better: “The closed door prevented entry” or “Because someone had not opened the door, we could not enter.”
Another error involves using “not” with hidden forms of “to be.” The contraction “isn’t” hides “is not,” and “aren’t” hides “are not.” Writers must remain vigilant for these contracted forms.
Some writers overuse “does not” constructions, creating repetitive prose. Variety helps: mix “does not,” “cannot,” “fails to,” “lacks,” and negative adjectives throughout your writing.
Style Notes
E-Prime negation often sounds more active and specific than Standard English negation. “The committee has not decided” tells us more than “A decision has not been made”—we know WHO has not acted.
In formal writing, consider whether negation serves your purpose. Sometimes affirmative statements communicate more clearly: rather than “The results do not support the hypothesis,” you might write “The results contradict the hypothesis” or “The results disprove the hypothesis.”
Colloquial E-Prime allows some flexibility. In dialogue, characters might say “I’ve got no idea” (acceptable E-Prime) rather than the more formal “I do not know” or the forbidden “I’m not sure.”
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that the structure of language shapes human thought and perception. His famous formulation—which itself violates E-Prime—states “the map does not equal the territory.” In E-Prime, we might say: “The map differs from the territory” or “Maps represent but do not replicate territories.”
Korzybski noticed that the verb “to be” creates problematic identity statements. When we say “John is lazy,” we equate John with laziness as if laziness defined his essential nature. E-Prime encourages us to say “John often arrives late” or “John has not completed his assignments”—statements about specific behaviors rather than identity claims.
Negation and General Semantics
Negation plays a special role in General Semantics thinking. The statement “X is not Y” still operates within the identity framework—it denies an equation while accepting the legitimacy of such equations. E-Prime negation (”X does not function as Y,” “X lacks Y-characteristics,” “X behaves unlike Y”) shifts focus from essence to function, from identity to behavior.
D. David Bourland Jr. observed that negative identity statements (”He is not a criminal”) often imply the legitimacy of the positive form (”He is a criminal”). E-Prime negation avoids this trap by refusing the identity framework altogether: “The court found him innocent,” “He has committed no crimes,” “No evidence connects him to criminal activity.”
Practical Applications
Therapists using Rational Emotive Behavior Therapy (REBT), developed by Albert Ellis, sometimes employ E-Prime to help clients examine their beliefs. A client who says “I am not good enough” can explore the statement more productively when reformulated: “I have not yet developed this skill,” “My performance did not meet that standard,” “I feel inadequate in this situation.”
Scientific writing benefits from E-Prime negation because it specifies what experiments did or did not show, rather than making ontological claims. “The hypothesis has not gained support from these data” works better than “The hypothesis is not true”—it acknowledges the provisional nature of scientific knowledge.
The E-Prime Community
The Institute of General Semantics has promoted E-Prime since Bourland introduced it in the 1960s. Robert Anton Wilson popularized E-Prime through his book Quantum Psychology (1990), written entirely without forms of “to be.” Wilson argued that E-Prime helps writers and thinkers avoid dogmatism and remain aware of the observer-dependent nature of perception.
Philosophical Implications
E-Prime negation raises interesting questions about denial and contradiction. In Standard English, “The cat is not on the mat” negates a spatial identity claim. In E-Prime, we might say “The cat sits elsewhere,” “I do not see the cat on the mat,” or “The cat has left the mat.” Each alternative provides different information and implies different epistemic positions.
Some philosophers argue that E-Prime makes certain metaphysical claims harder to express—perhaps appropriately so. “Nothing exists” (a statement some nihilists make) transforms in E-Prime to something like “Everything I examine fails to persist” or “I find no evidence of existence”—statements that acknowledge the observer’s role.
Critiques and Limitations
Critics note that E-Prime can become cumbersome, especially with negation. “There is no reason to worry” flows more naturally than “No reason to worry exists” or “I can find no reason to worry.” E-Prime advocates acknowledge this but argue that the intellectual discipline outweighs the stylistic cost.
Some negations resist elegant E-Prime transformation. “I am not your enemy” becomes awkward as “I do not function as your enemy” or “I have no enmity toward you.” Writers must sometimes choose clarity over strict E-Prime compliance—or find creative solutions.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
F-A: Interlinear Construed Text
Science (N-subj) does (AUX) not (ADV-neg) offer (V-inf) us (PRON-obj) certainty (N-obj). Science (N-subj) offers (V-pres) us (PRON-obj) only (ADV-limit) varying (ADJ) degrees (N-obj) of (PREP) probability (N-obj). When (CONJ-time) we (PRON-subj) speak (V-pres) of (PREP) scientific (ADJ) “laws” (N-obj), we (PRON-subj) do (AUX) not (ADV-neg) mean (V-inf) anything (PRON-obj) certain (ADJ) or (CONJ) absolute (ADJ). We (PRON-subj) mean (V-pres) only (ADV-limit) generalizations (N-obj) that (PRON-rel) have (AUX) not (ADV-neg) yet (ADV-time) encountered (V-past.part) exceptions (N-obj).
F-B: Full Excerpt with Translation
“Science does not offer us certainty. Science offers us only varying degrees of probability. When we speak of scientific ‘laws,’ we do not mean anything certain or absolute. We mean only generalizations that have not yet encountered exceptions.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
This passage exemplifies E-Prime’s capacity to discuss abstract concepts without the verb “to be.” Wilson avoids constructions like “Science is uncertain” or “Laws are not absolute,” instead using active verbs (offers, speak, mean, encountered) that specify relationships and actions.
F-C: E-Prime Text Only
Science does not offer us certainty. Science offers us only varying degrees of probability. When we speak of scientific “laws,” we do not mean anything certain or absolute. We mean only generalizations that have not yet encountered exceptions.
F-D: Vocabulary and Grammar Notes
“Does not offer” — Negated action verb; E-Prime alternative to “Science is not a source of certainty”
“Varying degrees” — Noun phrase avoiding “is variable” or “are different”
“We do not mean” — Active voice with negation; avoids “is not meant”
“Have not yet encountered” — Perfect tense with negation; time-sensitive action rather than state
Wilson employs “not” four times in this brief passage, demonstrating that E-Prime does not eliminate negation—it simply channels negation through action verbs rather than the copula.
F-E: Commentary on E-Prime Technique
Wilson demonstrates masterful E-Prime negation in this passage. Rather than saying “certainty is not possible in science” (forbidden), he writes “Science does not offer us certainty”—making science an active agent that offers or withholds. Rather than “scientific laws are not certain or absolute” (forbidden), he writes “we do not mean anything certain”—shifting focus to what speakers intend by their words.
This technique aligns with General Semantics’ emphasis on operational definitions. Wilson does not ask “What IS a scientific law?” but rather “What do we MEAN when we speak of scientific laws?” The question about meaning allows for investigation and revision; the question about essence implies a fixed answer exists somewhere.
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This genre section presents a coherent scientific report written entirely in E-Prime, demonstrating how researchers can describe findings, express uncertainty, and negate hypotheses without forms of “to be.”
Part A: Interlinear Construed Text
20.16a The experiment did not produce the expected results under controlled conditions. 20.16b The (DEF.ART) experiment (N-subj) did (AUX-past) not (ADV-neg) produce (V-inf) the (DEF.ART) expected (ADJ) results (N-obj) under (PREP) controlled (ADJ) conditions (N-obj).
20.17a Researchers could not detect significant differences between the two sample groups. 20.17b Researchers (N-subj) could (MOD-past) not (ADV-neg) detect (V-inf) significant (ADJ) differences (N-obj) between (PREP) the (DEF.ART) two (NUM) sample (N-mod) groups (N-obj).
20.18a The data do not support the original hypothesis about cellular regeneration rates. 20.18b The (DEF.ART) data (N-subj) do (AUX) not (ADV-neg) support (V-inf) the (DEF.ART) original (ADJ) hypothesis (N-obj) about (PREP) cellular (ADJ) regeneration (N-mod) rates (N-obj).
20.19a Previous studies had not accounted for environmental variables in their methodology. 20.19b Previous (ADJ) studies (N-subj) had (AUX-past) not (ADV-neg) accounted (V-past.part) for (PREP) environmental (ADJ) variables (N-obj) in (PREP) their (DET-poss) methodology (N-obj).
20.20a The control group did not show any measurable response to the treatment protocol. 20.20b The (DEF.ART) control (N-mod) group (N-subj) did (AUX-past) not (ADV-neg) show (V-inf) any (DET) measurable (ADJ) response (N-obj) to (PREP) the (DEF.ART) treatment (N-mod) protocol (N-obj).
20.21a These findings do not contradict earlier research conducted at other laboratories. 20.21b These (DET) findings (N-subj) do (AUX) not (ADV-neg) contradict (V-inf) earlier (ADJ) research (N-obj) conducted (V-past.part) at (PREP) other (ADJ) laboratories (N-obj).
20.22a The team has not yet replicated the anomalous results from the initial trial. 20.22b The (DEF.ART) team (N-subj) has (AUX) not (ADV-neg) yet (ADV-time) replicated (V-past.part) the (DEF.ART) anomalous (ADJ) results (N-obj) from (PREP) the (DEF.ART) initial (ADJ) trial (N-obj).
20.23a Statistical analysis does not reveal any correlation between the measured variables. 20.23b Statistical (ADJ) analysis (N-subj) does (AUX) not (ADV-neg) reveal (V-inf) any (DET) correlation (N-obj) between (PREP) the (DEF.ART) measured (ADJ) variables (N-obj).
20.24a The instrument could not measure concentrations below the established detection threshold. 20.24b The (DEF.ART) instrument (N-subj) could (MOD-past) not (ADV-neg) measure (V-inf) concentrations (N-obj) below (PREP) the (DEF.ART) established (ADJ) detection (N-mod) threshold (N-obj).
20.25a Participants did not report any adverse effects during the six-week observation period. 20.25b Participants (N-subj) did (AUX-past) not (ADV-neg) report (V-inf) any (DET) adverse (ADJ) effects (N-obj) during (PREP) the (DEF.ART) six-week (ADJ) observation (N-mod) period (N-obj).
20.26a The proposed mechanism does not explain the observed temperature fluctuations adequately. 20.26b The (DEF.ART) proposed (ADJ) mechanism (N-subj) does (AUX) not (ADV-neg) explain (V-inf) the (DEF.ART) observed (ADJ) temperature (N-mod) fluctuations (N-obj) adequately (ADV-manner).
20.27a Laboratory conditions did not permit extended observation beyond the initial parameters. 20.27b Laboratory (N-mod) conditions (N-subj) did (AUX-past) not (ADV-neg) permit (V-inf) extended (ADJ) observation (N-obj) beyond (PREP) the (DEF.ART) initial (ADJ) parameters (N-obj).
20.28a The funding committee has not approved additional resources for the next research phase. 20.28b The (DEF.ART) funding (N-mod) committee (N-subj) has (AUX) not (ADV-neg) approved (V-past.part) additional (ADJ) resources (N-obj) for (PREP) the (DEF.ART) next (ADJ) research (N-mod) phase (N-obj).
20.29a Peer reviewers did not identify any significant methodological flaws in the submitted manuscript. 20.29b Peer (N-mod) reviewers (N-subj) did (AUX-past) not (ADV-neg) identify (V-inf) any (DET) significant (ADJ) methodological (ADJ) flaws (N-obj) in (PREP) the (DEF.ART) submitted (ADJ) manuscript (N-obj).
20.30a The evidence does not warrant rejection of the null hypothesis at this preliminary stage. 20.30b The (DEF.ART) evidence (N-subj) does (AUX) not (ADV-neg) warrant (V-inf) rejection (N-obj) of (PREP) the (DEF.ART) null (ADJ) hypothesis (N-obj) at (PREP) this (DET) preliminary (ADJ) stage (N-obj).
Part B: Natural Sentences with Transformation Notes
20.16 “The experiment did not produce the expected results under controlled conditions.” Standard English equivalent: “The expected results were not produced by the experiment.” Strategy: Active voice replaces passive “were produced”
20.17 “Researchers could not detect significant differences between the two sample groups.” Standard English equivalent: “Significant differences were not detectable between groups.” Strategy: Active detection replaces passive “were detectable”
20.18 “The data do not support the original hypothesis about cellular regeneration rates.” Standard English equivalent: “The original hypothesis is not supported by the data.” Strategy: Active support replaces passive “is supported”
20.19 “Previous studies had not accounted for environmental variables in their methodology.” Standard English equivalent: “Environmental variables were not accounted for in previous studies.” Strategy: Active accounting replaces passive “were accounted for”
20.20 “The control group did not show any measurable response to the treatment protocol.” Standard English equivalent: “No measurable response was shown by the control group.” Strategy: Active showing replaces passive “was shown”
20.21 “These findings do not contradict earlier research conducted at other laboratories.” Standard English equivalent: “These findings are not contradictory to earlier research.” Strategy: Action verb replaces adjectival predicate “are contradictory”
20.22 “The team has not yet replicated the anomalous results from the initial trial.” Standard English equivalent: “The anomalous results have not been replicated yet.” Strategy: Active replication replaces passive “have been replicated”
20.23 “Statistical analysis does not reveal any correlation between the measured variables.” Standard English equivalent: “No correlation is revealed by statistical analysis.” Strategy: Active revealing replaces passive “is revealed”
20.24 “The instrument could not measure concentrations below the established detection threshold.” Standard English equivalent: “Concentrations below threshold were not measurable by the instrument.” Strategy: Active measurement replaces passive “were measurable”
20.25 “Participants did not report any adverse effects during the six-week observation period.” Standard English equivalent: “No adverse effects were reported by participants.” Strategy: Active reporting replaces passive “were reported”
20.26 “The proposed mechanism does not explain the observed temperature fluctuations adequately.” Standard English equivalent: “The temperature fluctuations are not adequately explained by the mechanism.” Strategy: Active explanation replaces passive “are explained”
20.27 “Laboratory conditions did not permit extended observation beyond the initial parameters.” Standard English equivalent: “Extended observation was not permitted by laboratory conditions.” Strategy: Active permission replaces passive “was permitted”
20.28 “The funding committee has not approved additional resources for the next research phase.” Standard English equivalent: “Additional resources have not been approved by the committee.” Strategy: Active approval replaces passive “have been approved”
20.29 “Peer reviewers did not identify any significant methodological flaws in the submitted manuscript.” Standard English equivalent: “No significant flaws were identified by peer reviewers.” Strategy: Active identification replaces passive “were identified”
20.30 “The evidence does not warrant rejection of the null hypothesis at this preliminary stage.” Standard English equivalent: “Rejection of the null hypothesis is not warranted by the evidence.” Strategy: Active warranting replaces passive “is warranted”
Part C: E-Prime Text Only
20.16 The experiment did not produce the expected results under controlled conditions.
20.17 Researchers could not detect significant differences between the two sample groups.
20.18 The data do not support the original hypothesis about cellular regeneration rates.
20.19 Previous studies had not accounted for environmental variables in their methodology.
20.20 The control group did not show any measurable response to the treatment protocol.
20.21 These findings do not contradict earlier research conducted at other laboratories.
20.22 The team has not yet replicated the anomalous results from the initial trial.
20.23 Statistical analysis does not reveal any correlation between the measured variables.
20.24 The instrument could not measure concentrations below the established detection threshold.
20.25 Participants did not report any adverse effects during the six-week observation period.
20.26 The proposed mechanism does not explain the observed temperature fluctuations adequately.
20.27 Laboratory conditions did not permit extended observation beyond the initial parameters.
20.28 The funding committee has not approved additional resources for the next research phase.
20.29 Peer reviewers did not identify any significant methodological flaws in the submitted manuscript.
20.30 The evidence does not warrant rejection of the null hypothesis at this preliminary stage.
Part D: Grammar Notes for Genre Section
Scientific writing in E-Prime consistently employs active voice with negation. Standard scientific prose often uses passive constructions (”was observed,” “were measured,” “has been demonstrated”) because they emphasize procedures over researchers. E-Prime scientific writing makes researchers, instruments, and analyses the grammatical subjects of sentences, clarifying WHO or WHAT performed each action.
The phrase “do not support” appears frequently in E-Prime scientific writing as an alternative to “is not supported by.” This construction makes data an active agent that either supports or fails to support hypotheses—a useful conceptual shift that reminds readers that data interpretation involves active reasoning.
Modal verbs with negation (”could not detect,” “did not permit”) work well in scientific E-Prime because they specify capability and permission rather than making ontological claims. “The instrument could not measure” differs subtly from “measurements below threshold were impossible”—the first acknowledges instrumental limitations while the second claims impossibility.
The auxiliaries “has not” and “have not” combine with past participles to form perfect tenses without involving “to be.” These constructions (”has not approved,” “have not accounted for”) describe completed or uncompleted actions up to the present moment, replacing constructions like “approval has not been given.”
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Standard English → E-Prime Practice
Transform these Standard English sentences containing “not” with “to be” into E-Prime constructions.
Exercise 1 Standard: “The answer is not correct.” E-Prime: “The answer seems incorrect.” OR “I find the answer incorrect.” OR “The answer does not match the expected result.” Strategy: Perception verb / Personal attribution / Action verb
Exercise 2 Standard: “There is not enough evidence to convict.” E-Prime: “Sufficient evidence does not exist for conviction.” OR “The prosecution lacks enough evidence to convict.” OR “Investigators have not gathered enough evidence for conviction.” Strategy: Existence verb / State verb (lacks) / Active gathering
Exercise 3 Standard: “She is not responsible for the mistake.” E-Prime: “She did not cause the mistake.” OR “The mistake does not belong to her.” OR “Someone else made the mistake.” Strategy: Action verb / Relational verb / Alternative subject
Exercise 4 Standard: “The results are not significant.” E-Prime: “The results do not reach statistical significance.” OR “The results appear insignificant.” OR “Analysts have not found significance in the results.” Strategy: Action verb / Perception verb / Active finding
Exercise 5 Standard: “I am not sure about the decision.” E-Prime: “I feel uncertain about the decision.” OR “Uncertainty affects me regarding the decision.” OR “I have not decided yet.” Strategy: State verb (feel) / Noun subject / Action verb
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, which teaches English vocabulary and grammar through the discipline of E-Prime—English without any form of the verb “to be.”
The CSV-Based Curriculum
The course follows a 1000-word vocabulary list derived from frequency analysis of English usage. Each lesson introduces one word from the list, demonstrating its use in E-Prime contexts. This systematic approach ensures comprehensive vocabulary coverage while building E-Prime fluency progressively.
The Latinum Institute Methodology
Since 2006, the Latinum Institute has developed materials for autodidact language learners—people who study independently without classroom instruction. The construed text format, with word-by-word grammatical glossing, allows learners to understand sentence structure directly without translation intermediaries.
Why E-Prime?
E-Prime offers several benefits for language learners and thinkers. By eliminating “to be,” writers must specify WHO does WHAT—creating more active, precise prose. The discipline also challenges speakers to examine their assumptions about identity and essence. When we cannot say “John is lazy,” we must describe John’s specific behaviors, acknowledging that labels oversimplify complex individuals.
Course Resources
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The General Semantics Connection
E-Prime emerged from Alfred Korzybski’s General Semantics movement, which emphasized the gap between language and reality. D. David Bourland Jr. proposed E-Prime in 1965 as a practical tool for clearer thinking. Robert Anton Wilson popularized the approach through his writings on psychology, consciousness, and perception.
Continuing Your Practice
Regular E-Prime practice develops awareness of the hidden “to be” forms that pervade English. As you progress through these lessons, notice when you want to use “is,” “are,” or other forbidden forms—then find alternatives. This conscious attention transforms habitual language patterns and sharpens your communication skills.
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END OF LESSON 20
✓ Lesson 20 E-Prime complete: “not” - Negation Adverb ✓ All 30 examples verified E-Prime compliant ✓ No forms of “to be” present in any example ✓ All sections complete with fleurons
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We functions as the first person plural subject pronoun in English, representing the speaker plus at least one other person. This small word carries enormous social weight—it creates community, signals belonging, and establishes shared identity. In Standard English, “we” frequently combines with forms of “to be” (we are, we’re, we were), making it a crucial word for E-Prime mastery.
E-Prime, developed by D. David Bourland Jr. in 1965 from Alfred Korzybski’s General Semantics, eliminates all forms of the verb “to be.” This elimination forces writers and speakers to use more precise, active, and personally accountable language. When we remove “we are” from our vocabulary, we discover richer alternatives: “we feel,” “we think,” “we act,” “we experience.”
The pronoun “we” presents particular interest for E-Prime practitioners because it often appears in identity statements (”We are Americans”), state descriptions (”We are ready”), and progressive constructions (”We are working”). Each of these requires thoughtful transformation.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: How does “we” function in E-Prime? A: “We” operates identically in E-Prime as in Standard English—as the first person plural subject pronoun. The difference lies not in “we” itself but in the verbs that follow it. E-Prime writers replace “we are/were/have been” constructions with active verbs, perception verbs, and state verbs that convey meaning more precisely.
Key Takeaways
• “We” requires no modification in E-Prime—only the verbs following it change
• Replace “we are + adjective” with “we feel/seem/appear + adjective”
• Replace “we are + noun” with “we work as/function as/serve as + noun”
• Replace “we are + verb-ing” with simple present or “we continue/keep + verb-ing”
• The transformation often reveals who does what, increasing clarity and accountability
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21.1a We walked together through the ancient forest. 21.1b We (PRON-1pl.subj) walked (V-past) together (ADV-manner) through (PREP) the (DEF.ART) ancient (ADJ) forest (N-obj).
21.2a We feel grateful for this opportunity. 21.2b We (PRON-1pl.subj) feel (V-pres.STATE) grateful (ADJ-pred) for (PREP) this (DEM) opportunity (N-obj).
21.3a We study languages at the institute every evening. 21.3b We (PRON-1pl.subj) study (V-pres) languages (N-obj) at (PREP) the (DEF.ART) institute (N-loc) every (DET) evening (N-time).
21.4a We discovered something remarkable in the old library. 21.4b We (PRON-1pl.subj) discovered (V-past) something (PRON-indef) remarkable (ADJ) in (PREP) the (DEF.ART) old (ADJ) library (N-loc).
21.5a We seem ready for the challenge ahead. 21.5b We (PRON-1pl.subj) seem (V-pres.PERCEPT) ready (ADJ-pred) for (PREP) the (DEF.ART) challenge (N-obj) ahead (ADV-place).
21.6a Together we built this community from nothing. 21.6b Together (ADV-manner) we (PRON-1pl.subj) built (V-past) this (DEM) community (N-obj) from (PREP) nothing (PRON-indef).
21.7a We experience joy whenever the children laugh. 21.7b We (PRON-1pl.subj) experience (V-pres.STATE) joy (N-obj) whenever (CONJ-time) the (DEF.ART) children (N-subj) laugh (V-pres).
21.8a We work as volunteers at the shelter on weekends. 21.8b We (PRON-1pl.subj) work (V-pres.REL) as (PREP) volunteers (N-pred) at (PREP) the (DEF.ART) shelter (N-loc) on (PREP) weekends (N-time).
21.9a We remember the day vividly, even after so many years. 21.9b We (PRON-1pl.subj) remember (V-pres) the (DEF.ART) day (N-obj) vividly (ADV-manner), even (ADV-focus) after (PREP) so (ADV-degree) many (DET) years (N-time).
21.10a We find ourselves questioning old assumptions regularly. 21.10b We (PRON-1pl.subj) find (V-pres.PERCEPT) ourselves (PRON-1pl.refl) questioning (V-pres.part) old (ADJ) assumptions (N-obj) regularly (ADV-freq).
21.11a We continue learning throughout our entire lives, adapting to new circumstances. 21.11b We (PRON-1pl.subj) continue (V-pres.ASPECT) learning (V-pres.part) throughout (PREP) our (PRON-1pl.poss) entire (ADJ) lives (N-obj), adapting (V-pres.part) to (PREP) new (ADJ) circumstances (N-obj).
21.12a We hold responsibility for the decisions our organization makes. 21.12b We (PRON-1pl.subj) hold (V-pres) responsibility (N-obj) for (PREP) the (DEF.ART) decisions (N-obj) our (PRON-1pl.poss) organization (N-subj) makes (V-pres).
21.13a We often wonder what future generations will think of our choices. 21.13b We (PRON-1pl.subj) often (ADV-freq) wonder (V-pres) what (PRON-interrog) future (ADJ) generations (N-subj) will (AUX-fut) think (V-inf) of (PREP) our (PRON-1pl.poss) choices (N-obj).
21.14a We remain committed to the principles our founders established decades ago. 21.14b We (PRON-1pl.subj) remain (V-pres.STATE) committed (ADJ-pred) to (PREP) the (DEF.ART) principles (N-obj) our (PRON-1pl.poss) founders (N-subj) established (V-past) decades (N-time) ago (ADV-time).
21.15a We perceive the world differently now, having traveled so extensively together. 21.15b We (PRON-1pl.subj) perceive (V-pres.PERCEPT) the (DEF.ART) world (N-obj) differently (ADV-manner) now (ADV-time), having (AUX-perf) traveled (V-past.part) so (ADV-degree) extensively (ADV-manner) together (ADV-manner).
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21.1 “We walked together through the ancient forest.” Standard English equivalent: “We were walking together through the ancient forest.” Strategy: Simple past replaces past progressive
21.2 “We feel grateful for this opportunity.” Standard English equivalent: “We are grateful for this opportunity.” Strategy: State verb (feel) replaces copula + adjective
21.3 “We study languages at the institute every evening.” Standard English equivalent: “We are students at the institute.” Strategy: Active verb (study) replaces identity statement
21.4 “We discovered something remarkable in the old library.” Standard English equivalent: No “to be” in original—naturally E-Prime
21.5 “We seem ready for the challenge ahead.” Standard English equivalent: “We are ready for the challenge ahead.” Strategy: Perception verb (seem) replaces copula
21.6 “Together we built this community from nothing.” Standard English equivalent: No “to be” in original—naturally E-Prime
21.7 “We experience joy whenever the children laugh.” Standard English equivalent: “We are joyful whenever the children laugh.” Strategy: State verb (experience) + noun replaces copula + adjective
21.8 “We work as volunteers at the shelter on weekends.” Standard English equivalent: “We are volunteers at the shelter on weekends.” Strategy: Relational verb (work as) replaces identity copula
21.9 “We remember the day vividly, even after so many years.” Standard English equivalent: No “to be” in original—naturally E-Prime
21.10 “We find ourselves questioning old assumptions regularly.” Standard English equivalent: “We are always questioning old assumptions.” Strategy: Perception verb (find) replaces progressive copula
21.11 “We continue learning throughout our entire lives, adapting to new circumstances.” Standard English equivalent: “We are always learning and adapting.” Strategy: Aspect verb (continue) replaces progressive copula
21.12 “We hold responsibility for the decisions our organization makes.” Standard English equivalent: “We are responsible for the decisions.” Strategy: Active verb (hold) + noun replaces copula + adjective
21.13 “We often wonder what future generations will think of our choices.” Standard English equivalent: No “to be” in original—naturally E-Prime
21.14 “We remain committed to the principles our founders established decades ago.” Standard English equivalent: “We are committed to the principles.” Strategy: State verb (remain) replaces copula in ongoing state
21.15 “We perceive the world differently now, having traveled so extensively together.” Standard English equivalent: “We are different now” or “The world is different to us now.” Strategy: Perception verb (perceive) replaces copula constructions
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21.1 We walked together through the ancient forest.
21.2 We feel grateful for this opportunity.
21.3 We study languages at the institute every evening.
21.4 We discovered something remarkable in the old library.
21.5 We seem ready for the challenge ahead.
21.6 Together we built this community from nothing.
21.7 We experience joy whenever the children laugh.
21.8 We work as volunteers at the shelter on weekends.
21.9 We remember the day vividly, even after so many years.
21.10 We find ourselves questioning old assumptions regularly.
21.11 We continue learning throughout our entire lives, adapting to new circumstances.
21.12 We hold responsibility for the decisions our organization makes.
21.13 We often wonder what future generations will think of our choices.
21.14 We remain committed to the principles our founders established decades ago.
21.15 We perceive the world differently now, having traveled so extensively together.
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These grammar rules govern “we” in E-Prime:
Standard English Function
“We” serves as the first person plural subject pronoun, referring to the speaker plus one or more other people. It functions exclusively as a grammatical subject, never as an object (where “us” takes over) or possessive (where “our” appears). “We” creates immediate social connection—it draws listeners into a shared identity or experience.
In Standard English, “we” commonly combines with “to be” in several patterns. Identity statements (”We are teachers”), state descriptions (”We are tired”), location expressions (”We are here”), progressive actions (”We are working”), and passive constructions (”We were told”) all feature “we” followed by some form of “to be.”
E-Prime Considerations
“We” itself requires no modification in E-Prime—the word functions identically in both systems. The challenge lies entirely in what follows “we.” Every “we are,” “we were,” “we have been,” and “we will be” construction demands transformation.
The first person plural creates particular opportunities in E-Prime. Because “we” implies multiple actors, it naturally invites action verbs. “We work,” “we build,” “we create,” “we discover”—these constructions flow smoothly and emphasize collective agency.
Replacement Strategies for “We”
State descriptions transform through perception and experience verbs. “We feel tired” replaces “We are tired.” “We seem ready” replaces “We are ready.” “We appear concerned” replaces “We are concerned.” These transformations acknowledge the subjective, experiential nature of states.
Identity statements transform through relational and activity verbs. “We work as teachers” or “We teach” replaces “We are teachers.” “We serve as board members” replaces “We are board members.” “We function as liaisons” replaces “We are liaisons.” These transformations emphasize what people do rather than what they supposedly “are.”
Progressive constructions transform through simple tenses or aspect verbs. “We work” or “We continue working” replaces “We are working.” “We study” or “We keep studying” replaces “We are studying.” These transformations often sharpen temporal meaning.
Location and existence statements transform through position and action verbs. “We sit here” or “We stand here” replaces “We are here.” “We live in Boston” replaces “We are in Boston.” “We remain at the office” replaces “We are still at the office.”
Common Mistakes
Writers often forget contractions. “We’re” hides “we are” and violates E-Prime just as clearly. “We’ve been” contains “been” and fails E-Prime compliance. Always expand contractions mentally to check for hidden “to be” forms.
Some writers create awkward constructions trying to avoid simple solutions. “We feel ourselves to exist in a state of happiness” sounds tortured when “We feel happy” works perfectly. E-Prime should sound natural.
Passive voice with “we” often seems necessary but rarely proves so. “We were informed” becomes “Someone informed us” or “The committee informed us”—identifying the agent improves clarity.
Style Notes
“We” in E-Prime encourages active, responsible language. Compare “We are committed to excellence” (vague, passive) with “We pursue excellence daily” (active, concrete). The E-Prime version specifies action.
In formal writing, “we” plus perception verbs (”we find,” “we observe,” “we note”) creates appropriately hedged claims without copula constructions. Scientific papers often use these naturally.
Inclusive “we” (speaker plus audience) works powerfully in E-Prime persuasion: “We face a choice” rather than “We are at a crossroads.” The active construction energizes.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that language shapes thought in profound ways. His famous formulation—”the map does not equal the territory”—points to how our words create abstractions that we often confuse with reality itself. (Note: Korzybski’s original phrasing, “The map is not the territory,” itself violates E-Prime.)
D. David Bourland Jr. extended this insight by identifying the verb “to be” as particularly problematic. Forms of “to be” create false equations (”John is stupid”), hide agency (”Mistakes were made”), and freeze dynamic processes into static states (”The situation is hopeless”). E-Prime emerged as a tool for more careful thinking and communication.
The Significance of “We” in E-Prime Philosophy
The pronoun “we” holds special significance for General Semantics practitioners. When we say “We are Americans,” we create an identity equation that may obscure enormous individual variation. E-Prime alternatives like “We hold American citizenship” or “We live in America” make more limited, verifiable claims.
Group identity statements (”We are Democrats,” “We are Christians,” “We are scientists”) often generate tribal thinking. E-Prime transformations (”We vote Democratic,” “We practice Christianity,” “We conduct scientific research”) describe actions rather than essences, leaving room for complexity and change.
Practical Applications
Conflict resolution benefits from E-Prime “we” constructions. “We disagree about the budget” works better than “We are in conflict” because it specifies the disagreement while avoiding the reification of conflict itself.
Team building uses “we” extensively. E-Prime transforms empty declarations (”We are a team”) into meaningful commitments (”We work together,” “We support each other,” “We share responsibility”).
Therapeutic contexts employ E-Prime to help clients escape fixed self-concepts. “We feel anxious in social situations” acknowledges experience without creating identity (”We are anxious people”).
The E-Prime Community
The Institute of General Semantics continues promoting Korzybski’s work and E-Prime practice. Their journal, ETC: A Review of General Semantics, publishes articles exploring language and thought.
Robert Anton Wilson popularized E-Prime through his books, especially Quantum Psychology (1990), written entirely without “to be.” Wilson demonstrated that complex philosophical ideas could flow smoothly in E-Prime.
Critiques and Limitations
Critics note that E-Prime sometimes produces awkward constructions. Mathematical statements (”Two plus two equals four” for “Two plus two is four”) work fine, but some definitions grow cumbersome.
The “we” constructions in E-Prime can occasionally seem to dodge rather than clarify. “We find the policy problematic” might simply obscure “The policy seems bad to us.” Good E-Prime requires genuine precision, not mere avoidance.
Some linguists argue that “to be” serves essential functions that E-Prime alternatives cannot fully replace. The debate continues, though most practitioners view E-Prime as a useful discipline rather than a universal requirement.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 2
F-A: Interlinear Construed Text
We look at the world through windows on which have drawn grids. Different philosophies use different grids. A culture functions as a group of people who share roughly similar grids. Through a grid, we see chaos and confusion ordered as “reality.” But we tend to forget what we put there. We do not seem to realize that the grid creates as much of the picture as the original “chaos” does.
We (PRON-1pl.subj) look (V-pres.PERCEPT) at (PREP) the (DEF.ART) world (N-obj) through (PREP) windows (N-obj) on (PREP) which (PRON-rel) have (AUX-perf) drawn (V-past.part) grids (N-obj). Different (ADJ) philosophies (N-subj) use (V-pres) different (ADJ) grids (N-obj). A (INDEF.ART) culture (N-subj) functions (V-pres.REL) as (PREP) a (INDEF.ART) group (N-pred) of (PREP) people (N-obj) who (PRON-rel) share (V-pres) roughly (ADV-degree) similar (ADJ) grids (N-obj). Through (PREP) a (INDEF.ART) grid (N-obj), we (PRON-1pl.subj) see (V-pres.PERCEPT) chaos (N-obj) and (CONJ) confusion (N-obj) ordered (V-past.part) as (PREP) “reality” (N-pred). But (CONJ) we (PRON-1pl.subj) tend (V-pres) to (PART-inf) forget (V-inf) what (PRON-rel) we (PRON-1pl.subj) put (V-past) there (ADV-place). We (PRON-1pl.subj) do (AUX) not (ADV-neg) seem (V-pres.PERCEPT) to (PART-inf) realize (V-inf) that (CONJ) the (DEF.ART) grid (N-subj) creates (V-pres) as (ADV-degree) much (DET) of (PREP) the (DEF.ART) picture (N-obj) as (CONJ) the (DEF.ART) original (ADJ) “chaos” (N-subj) does (AUX-emph).
F-B: Full Text with Translation
“We look at the world through windows on which have drawn grids. Different philosophies use different grids. A culture functions as a group of people who share roughly similar grids. Through a grid, we see chaos and confusion ordered as ‘reality.’ But we tend to forget what we put there. We do not seem to realize that the grid creates as much of the picture as the original ‘chaos’ does.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 2
F-C: E-Prime Text Only
We look at the world through windows on which have drawn grids. Different philosophies use different grids. A culture functions as a group of people who share roughly similar grids. Through a grid, we see chaos and confusion ordered as “reality.” But we tend to forget what we put there. We do not seem to realize that the grid creates as much of the picture as the original “chaos” does.
F-D: Vocabulary and Grammar Notes
Wilson uses “we” seven times in this brief passage, demonstrating how naturally the pronoun flows in E-Prime. Notice the variety of verb types following “we”: perception verbs (look, see), cognitive verbs (tend, realize), and action verbs (put, forget).
The phrase “functions as” (line 3) exemplifies E-Prime’s relational verb strategy, replacing what might otherwise appear as “A culture is a group.”
“We do not seem to realize” combines negation with a perception verb, creating an appropriately hedged claim. Wilson avoids stating what we “fail” to understand, instead noting what we “do not seem” to grasp—a more modest, epistemically humble formulation.
F-E: Commentary on E-Prime Technique
This passage showcases Wilson’s mastery of E-Prime in philosophical writing. He discusses abstract concepts—reality, perception, culture—without once resorting to “to be.” The repeated “we” creates solidarity between writer and reader while avoiding the false precision of identity statements.
Wilson’s “we” implies shared human experience: we all look through grids, we all forget our constructions, we all confuse map and territory. This inclusive use of “we” draws readers into the argument rather than lecturing at them.
The metaphor of grids and windows works particularly well in E-Prime because it emphasizes process and action: we draw, we look, we see, we forget. Standard English might produce “Reality is a construct”—a static identity statement. Wilson’s E-Prime shows construction happening.
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Part A: Interlinear Construed Text
21.16a We set out before dawn, headlamps cutting through the darkness. 21.16b We (PRON-1pl.subj) set (V-past) out (PART) before (PREP) dawn (N-time), headlamps (N-subj) cutting (V-pres.part) through (PREP) the (DEF.ART) darkness (N-obj).
21.17a We carried everything on our backs—food, water, tents, and hope. 21.17b We (PRON-1pl.subj) carried (V-past) everything (PRON-indef) on (PREP) our (PRON-1pl.poss) backs (N-loc)—food (N-obj), water (N-obj), tents (N-obj), and (CONJ) hope (N-obj).
21.18a We felt the altitude pressing against our lungs with each step higher. 21.18b We (PRON-1pl.subj) felt (V-past.STATE) the (DEF.ART) altitude (N-obj) pressing (V-pres.part) against (PREP) our (PRON-1pl.poss) lungs (N-obj) with (PREP) each (DET) step (N-obj) higher (ADV-direction).
21.19a Sometimes we doubted ourselves, wondered why we had chosen this path. 21.19b Sometimes (ADV-freq) we (PRON-1pl.subj) doubted (V-past) ourselves (PRON-1pl.refl), wondered (V-past) why (ADV-reason) we (PRON-1pl.subj) had (AUX-past.perf) chosen (V-past.part) this (DEM) path (N-obj).
21.20a We kept moving anyway, one foot following the other through exhaustion. 21.20b We (PRON-1pl.subj) kept (V-past.ASPECT) moving (V-pres.part) anyway (ADV-concess), one (NUM) foot (N-subj) following (V-pres.part) the (DEF.ART) other (DET) through (PREP) exhaustion (N-obj).
21.21a The storm hit us on the third day, and we huddled together in our tent. 21.21b The (DEF.ART) storm (N-subj) hit (V-past) us (PRON-1pl.obj) on (PREP) the (DEF.ART) third (ORD) day (N-time), and (CONJ) we (PRON-1pl.subj) huddled (V-past) together (ADV-manner) in (PREP) our (PRON-1pl.poss) tent (N-loc).
21.22a We told stories to distract ourselves from the wind screaming outside. 21.22b We (PRON-1pl.subj) told (V-past) stories (N-obj) to (PART-purp) distract (V-inf) ourselves (PRON-1pl.refl) from (PREP) the (DEF.ART) wind (N-subj) screaming (V-pres.part) outside (ADV-place).
21.23a We learned things about each other in those hours that years of ordinary life never revealed. 21.23b We (PRON-1pl.subj) learned (V-past) things (N-obj) about (PREP) each (DET) other (PRON) in (PREP) those (DEM) hours (N-time) that (PRON-rel) years (N-subj) of (PREP) ordinary (ADJ) life (N-obj) never (ADV-neg) revealed (V-past).
21.24a When the storm passed, we emerged into a world transformed by snow. 21.24b When (CONJ-time) the (DEF.ART) storm (N-subj) passed (V-past), we (PRON-1pl.subj) emerged (V-past) into (PREP) a (INDEF.ART) world (N-obj) transformed (V-past.part) by (PREP) snow (N-agent).
21.25a We stood at the summit together, arms linked, tears freezing on our cheeks. 21.25b We (PRON-1pl.subj) stood (V-past.EXIST) at (PREP) the (DEF.ART) summit (N-loc) together (ADV-manner), arms (N-subj) linked (V-past.part), tears (N-subj) freezing (V-pres.part) on (PREP) our (PRON-1pl.poss) cheeks (N-loc).
21.26a We gazed out at ranges stretching endlessly in every direction. 21.26b We (PRON-1pl.subj) gazed (V-past.PERCEPT) out (PART) at (PREP) ranges (N-obj) stretching (V-pres.part) endlessly (ADV-manner) in (PREP) every (DET) direction (N-obj).
21.27a We understood then why people climb—not for the view, but for the becoming. 21.27b We (PRON-1pl.subj) understood (V-past) then (ADV-time) why (ADV-reason) people (N-subj) climb (V-pres)—not (ADV-neg) for (PREP) the (DEF.ART) view (N-obj), but (CONJ) for (PREP) the (DEF.ART) becoming (N-obj).
21.28a We descended slowly, our bodies aching but our spirits soaring. 21.28b We (PRON-1pl.subj) descended (V-past) slowly (ADV-manner), our (PRON-1pl.poss) bodies (N-subj) aching (V-pres.part) but (CONJ) our (PRON-1pl.poss) spirits (N-subj) soaring (V-pres.part).
21.29a We reached base camp at dusk, different people than those who had left. 21.29b We (PRON-1pl.subj) reached (V-past) base (N-mod) camp (N-obj) at (PREP) dusk (N-time), different (ADJ) people (N-appos) than (CONJ) those (DEM-subj) who (PRON-rel) had (AUX-past.perf) left (V-past.part).
21.30a Now we carry that mountain inside us, wherever we go. 21.30b Now (ADV-time) we (PRON-1pl.subj) carry (V-pres) that (DEM) mountain (N-obj) inside (PREP) us (PRON-1pl.obj), wherever (ADV-place) we (PRON-1pl.subj) go (V-pres).
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Part B: Natural Sentences with Transformation Notes
21.16 “We set out before dawn, headlamps cutting through the darkness.” Standard English equivalent: No “to be” needed—naturally E-Prime
21.17 “We carried everything on our backs—food, water, tents, and hope.” Standard English equivalent: No “to be” needed—naturally E-Prime
21.18 “We felt the altitude pressing against our lungs with each step higher.” Standard English equivalent: “We were aware of the altitude” or “We were breathless” Strategy: State verb (felt) conveys experience directly
21.19 “Sometimes we doubted ourselves, wondered why we had chosen this path.” Standard English equivalent: “We were uncertain” or “We were doubtful” Strategy: Active verbs (doubted, wondered) replace copula + adjective
21.20 “We kept moving anyway, one foot following the other through exhaustion.” Standard English equivalent: “We were still moving” or “We were exhausted but moving” Strategy: Aspect verb (kept) replaces progressive copula
21.21 “The storm hit us on the third day, and we huddled together in our tent.” Standard English equivalent: No “to be” needed—naturally E-Prime
21.22 “We told stories to distract ourselves from the wind screaming outside.” Standard English equivalent: No “to be” needed—naturally E-Prime
21.23 “We learned things about each other in those hours that years of ordinary life never revealed.” Standard English equivalent: No “to be” needed—naturally E-Prime
21.24 “When the storm passed, we emerged into a world transformed by snow.” Standard English equivalent: “The world was transformed” (passive) Strategy: Active emergence + past participle modifier
21.25 “We stood at the summit together, arms linked, tears freezing on our cheeks.” Standard English equivalent: “We were at the summit” or “We were standing” Strategy: Existence verb (stood) replaces copula
21.26 “We gazed out at ranges stretching endlessly in every direction.” Standard English equivalent: “Ranges were stretching” or “There were ranges” Strategy: Perception verb (gazed) + participle replaces existential
21.27 “We understood then why people climb—not for the view, but for the becoming.” Standard English equivalent: No “to be” needed—naturally E-Prime
21.28 “We descended slowly, our bodies aching but our spirits soaring.” Standard English equivalent: “We were aching” or “Our bodies were aching” Strategy: Participles as modifiers replace progressive copula
21.29 “We reached base camp at dusk, different people than those who had left.” Standard English equivalent: “We were different people” Strategy: Appositive noun phrase replaces copula + noun
21.30 “Now we carry that mountain inside us, wherever we go.” Standard English equivalent: “The mountain is inside us” Strategy: Active verb (carry) replaces copula + prepositional phrase
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Part C: E-Prime Text Only
21.16 We set out before dawn, headlamps cutting through the darkness.
21.17 We carried everything on our backs—food, water, tents, and hope.
21.18 We felt the altitude pressing against our lungs with each step higher.
21.19 Sometimes we doubted ourselves, wondered why we had chosen this path.
21.20 We kept moving anyway, one foot following the other through exhaustion.
21.21 The storm hit us on the third day, and we huddled together in our tent.
21.22 We told stories to distract ourselves from the wind screaming outside.
21.23 We learned things about each other in those hours that years of ordinary life never revealed.
21.24 When the storm passed, we emerged into a world transformed by snow.
21.25 We stood at the summit together, arms linked, tears freezing on our cheeks.
21.26 We gazed out at ranges stretching endlessly in every direction.
21.27 We understood then why people climb—not for the view, but for the becoming.
21.28 We descended slowly, our bodies aching but our spirits soaring.
21.29 We reached base camp at dusk, different people than those who had left.
21.30 Now we carry that mountain inside us, wherever we go.
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Part D: Grammar Notes for Genre Section
This personal narrative demonstrates how “we” functions in sustained E-Prime storytelling. The first person plural creates intimacy—readers experience the climb alongside the narrators.
Several constructions deserve attention. “Different people than those who had left” (21.29) elegantly avoids “We were different people” through apposition. The adjective “different” modifies “people” directly rather than predicating through a copula.
Participial phrases (”headlamps cutting,” “arms linked,” “tears freezing,” “bodies aching,” “spirits soaring”) appear throughout, demonstrating how E-Prime naturally gravitates toward present participles as modifiers rather than progressive verb phrases.
The narrative uses “we” and its forms (us, our) over twenty times without once requiring “to be.” This demonstrates that E-Prime imposes no significant constraints on storytelling—action verbs, perception verbs, and state verbs provide ample resources for vivid narrative.
Notice how the passage handles transformation. “A world transformed by snow” avoids the passive “was transformed” by using the past participle as a modifier. “Different people than those who had left” avoids the identity statement “we were different people” through apposition.
The metaphorical closing—”we carry that mountain inside us”—illustrates how E-Prime can handle figurative language. Standard English might produce “The mountain is inside us” or “We are changed”; E-Prime finds “carry,” an active verb that makes the internal transformation tangible.
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Standard English → E-Prime Practice
Transform these Standard English sentences using “we” into E-Prime equivalents:
1. Standard: “We are concerned about the results.” E-Prime: “We feel concerned about the results.” / “The results concern us.” Strategy: State verb (feel) or active restructuring
2. Standard: “We were the first to arrive.” E-Prime: “We arrived first.” / “We got there before everyone else.” Strategy: Active verb replaces identity statement
3. Standard: “We’re working on the problem.” E-Prime: “We work on the problem.” / “We continue working on the problem.” Strategy: Simple present or aspect verb replaces progressive
4. Standard: “We are proud of our accomplishments.” E-Prime: “We feel proud of our accomplishments.” / “Our accomplishments fill us with pride.” Strategy: State verb or active restructuring
5. Standard: “We have been members for ten years.” E-Prime: “We have held membership for ten years.” / “We joined ten years ago and remain members.” Strategy: Active verb replaces copula; perfective aspect preserved
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, teaching English vocabulary within the discipline of E-Prime—English without any form of the verb “to be.”
The 1000-Word Curriculum: Our CSV-based system progresses through the most frequently used English words, ensuring learners master high-utility vocabulary while developing E-Prime fluency. Each lesson stands alone as a complete learning unit.
The Latinum Institute: Since 2006, the Latinum Institute has created language learning materials for autodidacts—self-directed learners who prefer systematic, rigorous approaches. Our methodology emphasizes interlinear glossing, grammatical analysis, and authentic textual engagement.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
Why E-Prime?: E-Prime serves as both a writing discipline and a thinking tool. By eliminating “to be,” writers discover active alternatives, identify hidden assumptions, and communicate with greater precision. E-Prime connects to the General Semantics tradition founded by Alfred Korzybski and developed by practitioners including D. David Bourland Jr. and Robert Anton Wilson.
The Construed Text Method: Our interlinear format breaks sentences into grammatically tagged components, making sentence structure transparent. Learners see not just what words mean but how they function—subject, object, modifier, complement. This approach accelerates comprehension and supports independent analysis.
E-Prime as Mental Discipline: Regular E-Prime practice trains the mind to question identity statements, seek active agents, and prefer process descriptions over static labels. Many practitioners report that E-Prime thinking carries over into Standard English, improving clarity even when “to be” returns to the toolkit.
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✓ Lesson 21 E-Prime complete
E-Prime Compliance Verified: All 30 examples scanned for forbidden forms (is, am, are, was, were, been, being, be, ‘s, ‘m, ‘re). Zero violations detected.
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Definition: In E-Prime, the subordinating conjunction “that” introduces dependent clauses following verbs of perception, cognition, communication, and belief. This small word carries enormous weight in complex sentence construction, linking main clauses to their subordinate counterparts.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “that” mean in E-Prime?
A: The conjunction “that” functions identically in E-Prime and Standard English—it introduces subordinate clauses. However, E-Prime writers must pay special attention to the content of the clause that follows, since Standard English frequently places “to be” constructions after “that.” The E-Prime practitioner transforms these dependent clauses using perception verbs, active constructions, and state verbs.
Discussion: This lesson focuses on “that” as a subordinating conjunction (distinct from “that” as a demonstrative pronoun, covered in Lesson 13). When speakers say “I believe that...” or “She discovered that...,” they use “that” to connect their main assertion to supporting information. The challenge for E-Prime writers lies not in the word “that” itself, but in what follows it—subordinate clauses in Standard English frequently contain forms of “to be.”
Key Takeaways
• The conjunction “that” itself poses no E-Prime challenge—it contains no form of “to be”
• The difficulty arises in the subordinate clause that follows “that”
• Common pattern to transform: “I think that X is Y” → “I think that X seems/appears/functions as Y”
• Verbs of cognition (think, know, believe, understand) frequently precede “that” clauses
• Verbs of communication (say, tell, report, announce) also commonly take “that” clauses
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22.1a She knows that the train arrives at noon. 22.1b She (PRON-subj) knows (V-pres.COGN) that (CONJ-subord) the (DEF.ART) train (N-subj) arrives (V-pres) at (PREP) noon (N-time).
22.2a I believe that this approach works better. 22.2b I (PRON-subj) believe (V-pres.COGN) that (CONJ-subord) this (DET) approach (N-subj) works (V-pres) better (ADV-comp).
22.3a He discovered that the door remained locked. 22.3b He (PRON-subj) discovered (V-past.COGN) that (CONJ-subord) the (DEF.ART) door (N-subj) remained (V-past.STATE) locked (ADJ-pred).
22.4a They announced that the concert starts tonight. 22.4b They (PRON-subj) announced (V-past.COMM) that (CONJ-subord) the (DEF.ART) concert (N-subj) starts (V-pres) tonight (ADV-time).
22.5a We understand that circumstances change rapidly. 22.5b We (PRON-subj) understand (V-pres.COGN) that (CONJ-subord) circumstances (N-subj) change (V-pres) rapidly (ADV-manner).
22.6a The scientist confirmed that the hypothesis holds under pressure. 22.6b The (DEF.ART) scientist (N-subj) confirmed (V-past.COMM) that (CONJ-subord) the (DEF.ART) hypothesis (N-subj) holds (V-pres.STATE) under (PREP) pressure (N-obj).
22.7a Maria realized that her assumptions proved incorrect. 22.7b Maria (N-subj) realized (V-past.COGN) that (CONJ-subord) her (PRON-poss) assumptions (N-subj) proved (V-past.PERCEPT) incorrect (ADJ-pred).
22.8a The report suggests that profits increased dramatically last quarter. 22.8b The (DEF.ART) report (N-subj) suggests (V-pres.COMM) that (CONJ-subord) profits (N-subj) increased (V-past) dramatically (ADV-manner) last (ADJ) quarter (N-time).
22.9a Everyone agrees that the new policy seems fair to all employees. 22.9b Everyone (PRON-subj) agrees (V-pres.COGN) that (CONJ-subord) the (DEF.ART) new (ADJ) policy (N-subj) seems (V-pres.PERCEPT) fair (ADJ-pred) to (PREP) all (DET) employees (N-obj).
22.10a I suspect that something unusual occurred during the night. 22.10b I (PRON-subj) suspect (V-pres.COGN) that (CONJ-subord) something (PRON-subj) unusual (ADJ) occurred (V-past) during (PREP) the (DEF.ART) night (N-time).
22.11a The archaeologist demonstrated that these artifacts belonged to the Bronze Age civilization. 22.11b The (DEF.ART) archaeologist (N-subj) demonstrated (V-past.COMM) that (CONJ-subord) these (DET) artifacts (N-subj) belonged (V-past.REL) to (PREP) the (DEF.ART) Bronze (ADJ) Age (N-mod) civilization (N-obj).
22.12a Critics argue that the director’s latest film lacks emotional depth. 22.12b Critics (N-subj) argue (V-pres.COMM) that (CONJ-subord) the (DEF.ART) director’s (N-poss) latest (ADJ) film (N-subj) lacks (V-pres) emotional (ADJ) depth (N-obj).
22.13a Research indicates that regular exercise reduces stress and improves cognitive function. 22.13b Research (N-subj) indicates (V-pres.COMM) that (CONJ-subord) regular (ADJ) exercise (N-subj) reduces (V-pres) stress (N-obj) and (CONJ) improves (V-pres) cognitive (ADJ) function (N-obj).
22.14a The witness testified that she saw the defendant leave the building at midnight. 22.14b The (DEF.ART) witness (N-subj) testified (V-past.COMM) that (CONJ-subord) she (PRON-subj) saw (V-past.PERCEPT) the (DEF.ART) defendant (N-obj) leave (V-inf) the (DEF.ART) building (N-obj) at (PREP) midnight (N-time).
22.15a Philosophers have long maintained that consciousness remains one of the greatest mysteries confronting human understanding. 22.15b Philosophers (N-subj) have (AUX) long (ADV-time) maintained (V-past.COGN) that (CONJ-subord) consciousness (N-subj) remains (V-pres.STATE) one (NUM) of (PREP) the (DEF.ART) greatest (ADJ-super) mysteries (N-obj) confronting (V-pres.part) human (ADJ) understanding (N-obj).
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22.1 “She knows that the train arrives at noon.” Standard English equivalent: “She knows that the train is arriving at noon.” Strategy: Simple present replaces progressive tense (arrives vs. is arriving)
22.2 “I believe that this approach works better.” Standard English equivalent: “I believe that this approach is better.” Strategy: Active verb “works” replaces copula + adjective
22.3 “He discovered that the door remained locked.” Standard English equivalent: “He discovered that the door was locked.” Strategy: State verb “remained” replaces “was”
22.4 “They announced that the concert starts tonight.” Standard English equivalent: “They announced that the concert is tonight.” Strategy: Active verb “starts” replaces existential “is”
22.5 “We understand that circumstances change rapidly.” Standard English equivalent: “We understand that circumstances are changing rapidly.” Strategy: Simple present replaces progressive
22.6 “The scientist confirmed that the hypothesis holds under pressure.” Standard English equivalent: “The scientist confirmed that the hypothesis is valid under pressure.” Strategy: State verb “holds” replaces copula + adjective
22.7 “Maria realized that her assumptions proved incorrect.” Standard English equivalent: “Maria realized that her assumptions were incorrect.” Strategy: Perception verb “proved” replaces “were”
22.8 “The report suggests that profits increased dramatically last quarter.” Standard English equivalent: “The report suggests that profits were up dramatically last quarter.” Strategy: Active verb “increased” replaces “were up”
22.9 “Everyone agrees that the new policy seems fair to all employees.” Standard English equivalent: “Everyone agrees that the new policy is fair to all employees.” Strategy: Perception verb “seems” replaces copula “is”
22.10 “I suspect that something unusual occurred during the night.” Standard English equivalent: “I suspect that something unusual was happening during the night.” Strategy: Simple past “occurred” replaces progressive “was happening”
22.11 “The archaeologist demonstrated that these artifacts belonged to the Bronze Age civilization.” Standard English equivalent: “The archaeologist demonstrated that these artifacts were from the Bronze Age civilization.” Strategy: Relational verb “belonged to” replaces “were from”
22.12 “Critics argue that the director’s latest film lacks emotional depth.” Standard English equivalent: “Critics argue that the director’s latest film is lacking in emotional depth.” Strategy: Simple present “lacks” replaces progressive “is lacking”
22.13 “Research indicates that regular exercise reduces stress and improves cognitive function.” Standard English equivalent: “Research indicates that regular exercise is beneficial for stress and cognitive function.” Strategy: Active verbs “reduces” and “improves” replace copula + adjective
22.14 “The witness testified that she saw the defendant leave the building at midnight.” Standard English equivalent: “The witness testified that she was watching when the defendant left.” Strategy: Simple past “saw” replaces progressive “was watching”
22.15 “Philosophers have long maintained that consciousness remains one of the greatest mysteries confronting human understanding.” Standard English equivalent: “Philosophers have long maintained that consciousness is one of the greatest mysteries.” Strategy: State verb “remains” replaces copula “is”
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22.1 She knows that the train arrives at noon.
22.2 I believe that this approach works better.
22.3 He discovered that the door remained locked.
22.4 They announced that the concert starts tonight.
22.5 We understand that circumstances change rapidly.
22.6 The scientist confirmed that the hypothesis holds under pressure.
22.7 Maria realized that her assumptions proved incorrect.
22.8 The report suggests that profits increased dramatically last quarter.
22.9 Everyone agrees that the new policy seems fair to all employees.
22.10 I suspect that something unusual occurred during the night.
22.11 The archaeologist demonstrated that these artifacts belonged to the Bronze Age civilization.
22.12 Critics argue that the director’s latest film lacks emotional depth.
22.13 Research indicates that regular exercise reduces stress and improves cognitive function.
22.14 The witness testified that she saw the defendant leave the building at midnight.
22.15 Philosophers have long maintained that consciousness remains one of the greatest mysteries confronting human understanding.
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These grammar rules govern “that” as a subordinating conjunction in E-Prime:
Standard English Function
The conjunction “that” introduces subordinate (dependent) clauses following certain categories of verbs. These include verbs of cognition (think, know, believe, understand, realize, suspect, recognize, remember, forget, learn, discover), verbs of communication (say, tell, announce, report, declare, claim, argue, suggest, indicate, testify, admit, deny), verbs of perception (see, hear, notice, observe, feel, sense), and verbs of emotion (hope, fear, wish, regret, doubt).
The subordinate clause introduced by “that” functions as a noun clause, typically serving as the direct object of the main verb. In the sentence “I know that she arrived,” the entire clause “that she arrived” functions as the object of “know.”
E-Prime Considerations
The word “that” itself presents no E-Prime challenge—it contains no form of “to be.” The difficulty lies in what follows “that.” Standard English frequently places “to be” constructions in subordinate clauses.
Problematic patterns include identity statements (”I believe that he is a genius”), quality attributions (”She knows that the soup is hot”), existential statements (”They announced that there is a problem”), progressive tenses (”He noticed that she was crying”), and passive constructions (”We learned that the document was forged”).
Replacement Strategies for “that” Clauses
Perception Verb Replacement works for quality attributions. “I think that this solution seems optimal” replaces “I think that this solution is optimal.” The verbs seem, appear, look, sound, and feel substitute for the copula when describing qualities.
State Verb Replacement handles continuation and persistence. “She knows that the problem remains unsolved” replaces “She knows that the problem is unsolved.” The verbs remain, stay, continue, and persist indicate ongoing states.
Active Verb Replacement transforms static descriptions into dynamic ones. “Research shows that exercise improves health” replaces “Research shows that exercise is beneficial.” This strategy often produces more vivid, engaging prose.
Relational Verb Replacement addresses identity and classification. “I discovered that she works as a surgeon” replaces “I discovered that she is a surgeon.” The constructions work as, serve as, function as, and belong to express relationships without the copula.
Existential Verb Replacement handles “there is/are” patterns. “He reported that a solution exists” replaces “He reported that there is a solution.” The verbs exist, occur, appear, emerge, and arise replace existential constructions.
Common Mistakes
Writers sometimes forget to transform the subordinate clause while focusing on the main clause. The sentence “I believe that she seems intelligent” follows E-Prime, but writers might accidentally produce “I believe that she is intelligent” while concentrating on the main verb.
Another error involves hidden forms of “to be” in contractions. “They announced that it’s ready” violates E-Prime through the contraction “it’s” (it is). Writers must remain vigilant for such contractions within subordinate clauses.
Some writers produce awkward constructions in their effort to avoid “to be.” “I think that the book has the quality of interestingness” sounds forced compared to the more natural “I think that the book seems interesting” or “I find the book interesting.”
Style Notes
Elegant E-Prime often restructures sentences entirely rather than performing word-for-word substitutions. Instead of “I believe that the situation seems complicated,” consider “I believe the situation presents several complications” or “The situation strikes me as complicated.”
The conjunction “that” often becomes optional in E-Prime, just as in Standard English. “I know she arrived” and “I know that she arrived” both follow E-Prime rules. Omitting “that” can improve flow in informal contexts.
Formal E-Prime writing typically retains “that” for clarity, especially in complex sentences with multiple clauses. “The committee determined that the proposal addressed all concerns that the stakeholders raised” maintains “that” for structural clarity.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that language shapes thought and perception. His famous formulation “the map does not equal the territory” (note: the original phrasing “the map is not the territory” violates E-Prime) suggests that our verbal representations of reality differ fundamentally from reality itself.
The verb “to be” particularly troubled Korzybski because it creates false identifications. When we say “John is a failure,” we equate a complex human with a single characteristic. E-Prime forces us toward more precise formulations: “John failed this exam” or “John’s business went bankrupt”—specific claims rather than totalizing identifications.
D. David Bourland Jr. formalized E-Prime in 1965, creating a systematic approach to eliminating “to be” from English. He found that subordinate clauses introduced by “that” represented one of the most challenging areas for E-Prime practitioners, since Standard English so frequently embeds identity statements within such clauses.
Practical Applications
Scientific writing benefits enormously from E-Prime discipline in “that” clauses. Standard: “The study shows that caffeine is a stimulant.” E-Prime: “The study shows that caffeine functions as a stimulant” or “The study shows that caffeine stimulates the nervous system.” The E-Prime versions more precisely describe what caffeine does rather than asserting what it “is.”
Therapeutic contexts, particularly Rational Emotive Behavior Therapy (REBT) developed by Albert Ellis, employ E-Prime principles. Clients often say things like “I believe that I am worthless.” Therapists help reframe such statements: “I believe that I performed poorly on this task” or “I feel inadequate when I compare myself to others.” The “that” clause remains, but without the identity-crushing “is.”
Journalism and reporting improve when writers apply E-Prime to subordinate clauses. “Sources indicate that the senator committed ethics violations” makes a specific claim, while “Sources indicate that the senator is corrupt” makes an identity claim that goes beyond the evidence.
The E-Prime Community
The Institute of General Semantics continues to promote Korzybski’s work and E-Prime practice. Their journal, ETC: A Review of General Semantics, publishes articles written in E-Prime and about E-Prime methodology.
Robert Anton Wilson became perhaps the most famous E-Prime practitioner through his book Quantum Psychology (1990), written entirely without forms of “to be.” Wilson demonstrated that complex philosophical arguments could proceed effectively—sometimes more effectively—within E-Prime constraints.
Philosophical Implications
The subordinating conjunction “that” plays a crucial role in epistemology—the study of knowledge. Claims like “I know that...” and “I believe that...” express epistemic states. E-Prime reveals how often our knowledge claims smuggle in hidden identity assumptions through the copula.
Consider the difference between “I know that water consists of hydrogen and oxygen” (E-Prime) and “I know that water is H2O” (Standard). The first describes composition; the second asserts identity. This distinction matters philosophically—water and H2O name the same substance but carry different conceptual frameworks.
Critiques and Limitations
Some linguists argue that “to be” serves important functions that E-Prime alternatives cannot fully replicate. The sentence “That conclusion seems hasty” differs subtly from “That conclusion is hasty”—the E-Prime version introduces uncertainty that may not reflect the speaker’s actual epistemic state.
Mathematical and logical discourse sometimes requires identity statements. “Two plus two equals four” works, but some formal contexts genuinely require “Two plus two is four” for precision.
Writers must balance E-Prime discipline against clarity and natural expression. Forced E-Prime constructions can distract readers and obscure meaning. The goal remains clearer thinking and more precise communication, not rigid adherence to a formula.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
I (PRON-subj) assume (V-pres.COGN) that (CONJ-subord) the (DEF.ART) reader (N-subj) has (V-pres) already (ADV-time) noticed (V-past.part) that (CONJ-subord) this (DET) book (N-subj) contains (V-pres) no (DET-neg) form (N-obj) of (PREP) the (DEF.ART) verb (N-obj) “to be.” (N-quote) I (PRON-subj) have (AUX) written (V-past.part) the (DEF.ART) whole (ADJ) text (N-obj) in (PREP) E-Prime, (N-obj) a (INDEF.ART) form (N-obj) of (PREP) English (N-obj) that (CONJ-subord) excludes (V-pres) all (DET) forms (N-obj) of (PREP) the (DEF.ART) verb (N-obj) “to be.” (N-quote) This (DET) discipline (N-subj) forces (V-pres) the (DEF.ART) writer (N-obj) to (PREP) think (V-inf) more (ADV-deg) carefully (ADV-manner) about (PREP) what (PRON) they (PRON-subj) actually (ADV) want (V-pres) to (PREP) say. (V-inf)
F-B: Full Excerpt with Translation
“I assume that the reader has already noticed that this book contains no form of the verb ‘to be.’ I have written the whole text in E-Prime, a form of English that excludes all forms of the verb ‘to be.’ This discipline forces the writer to think more carefully about what they actually want to say.”
(Note: This passage already appears in E-Prime in Wilson’s original text)
F-C: E-Prime Text Only
I assume that the reader has already noticed that this book contains no form of the verb “to be.” I have written the whole text in E-Prime, a form of English that excludes all forms of the verb “to be.” This discipline forces the writer to think more carefully about what they actually want to say.
F-D: Vocabulary and Grammar Notes
This passage demonstrates sophisticated use of nested “that” clauses. Wilson employs “that” twice in the first sentence—”I assume that the reader has noticed that this book contains...”—creating a complex epistemic structure. The outer “that” introduces his assumption; the inner “that” introduces what the reader has noticed.
Key verbs in this passage include “assume” (cognitive verb taking “that” clause), “noticed” (perception verb within a “that” clause), “contains” (active verb replacing potential “has” or “includes”), “excludes” (active verb describing E-Prime’s defining characteristic), and “forces” (causative verb showing E-Prime’s effect on writers).
Wilson avoids all forms of “to be” through careful verb selection. He writes “this book contains no form” rather than “there is no form in this book.” He writes “a form of English that excludes” rather than “a form of English that is without.”
F-E: Commentary on E-Prime Technique
Wilson’s meta-commentary on E-Prime itself demonstrates the technique in action. By discussing E-Prime in E-Prime, he proves that the discipline permits sophisticated self-referential discourse.
The phrase “forces the writer to think more carefully” exemplifies E-Prime’s active voice preference. Standard English might produce “The writer is forced to think” or “thinking becomes more careful”—both of which Wilson avoids through the direct causative construction.
Wilson’s use of “that” clauses throughout Quantum Psychology shows that complex philosophical argument proceeds effectively without “to be.” The subordinating conjunction carries the logical structure while active verbs carry the meaning.
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3: “The Copenhagen Interpretation”
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Part A: Interlinear Construed Text
22.16a Scientists announced today that a new material conducts electricity without resistance at room temperature. 22.16b Scientists (N-subj) announced (V-past.COMM) today (ADV-time) that (CONJ-subord) a (INDEF.ART) new (ADJ) material (N-subj) conducts (V-pres) electricity (N-obj) without (PREP) resistance (N-obj) at (PREP) room (N-mod) temperature (N-obj).
22.17a The research team confirmed that their experiments produced consistent results over six months. 22.17b The (DEF.ART) research (N-mod) team (N-subj) confirmed (V-past.COMM) that (CONJ-subord) their (PRON-poss) experiments (N-subj) produced (V-past) consistent (ADJ) results (N-obj) over (PREP) six (NUM) months (N-time).
22.18a Lead researcher Dr. Chen stated that this discovery could revolutionize energy transmission worldwide. 22.18b Lead (ADJ) researcher (N-mod) Dr. (TITLE) Chen (N-subj) stated (V-past.COMM) that (CONJ-subord) this (DET) discovery (N-subj) could (AUX-mod) revolutionize (V-inf) energy (N-mod) transmission (N-obj) worldwide (ADV-place).
22.19a Industry experts believe that practical applications may emerge within the next decade. 22.19b Industry (N-mod) experts (N-subj) believe (V-pres.COGN) that (CONJ-subord) practical (ADJ) applications (N-subj) may (AUX-mod) emerge (V-inf) within (PREP) the (DEF.ART) next (ADJ) decade (N-time).
22.20a Critics argue that significant challenges remain before commercial deployment becomes feasible. 22.20b Critics (N-subj) argue (V-pres.COMM) that (CONJ-subord) significant (ADJ) challenges (N-subj) remain (V-pres.STATE) before (CONJ-temp) commercial (ADJ) deployment (N-subj) becomes (V-pres.CHANGE) feasible (ADJ-pred).
22.21a The university’s press release indicates that funding came from both government grants and private investors. 22.21b The (DEF.ART) university’s (N-poss) press (N-mod) release (N-subj) indicates (V-pres.COMM) that (CONJ-subord) funding (N-subj) came (V-past) from (PREP) both (DET) government (N-mod) grants (N-obj) and (CONJ) private (ADJ) investors (N-obj).
22.22a Observers note that similar claims have appeared before without leading to practical breakthroughs. 22.22b Observers (N-subj) note (V-pres.COMM) that (CONJ-subord) similar (ADJ) claims (N-subj) have (AUX) appeared (V-past.part) before (ADV-time) without (PREP) leading (V-pres.part) to (PREP) practical (ADJ) breakthroughs (N-obj).
22.23a Dr. Chen acknowledged that her team faced numerous setbacks during the five-year research program. 22.23b Dr. (TITLE) Chen (N-subj) acknowledged (V-past.COMM) that (CONJ-subord) her (PRON-poss) team (N-subj) faced (V-past) numerous (ADJ) setbacks (N-obj) during (PREP) the (DEF.ART) five-year (ADJ) research (N-mod) program (N-obj).
22.24a The published paper demonstrates that the material maintains its properties under varying conditions. 22.24b The (DEF.ART) published (ADJ) paper (N-subj) demonstrates (V-pres.COMM) that (CONJ-subord) the (DEF.ART) material (N-subj) maintains (V-pres) its (PRON-poss) properties (N-obj) under (PREP) varying (ADJ) conditions (N-obj).
22.25a Energy companies report that they have already contacted the research team about licensing agreements. 22.25b Energy (N-mod) companies (N-subj) report (V-pres.COMM) that (CONJ-subord) they (PRON-subj) have (AUX) already (ADV-time) contacted (V-past.part) the (DEF.ART) research (N-mod) team (N-obj) about (PREP) licensing (N-mod) agreements (N-obj).
22.26a Environmental groups hope that this technology will reduce carbon emissions from power transmission. 22.26b Environmental (ADJ) groups (N-subj) hope (V-pres.COGN) that (CONJ-subord) this (DET) technology (N-subj) will (AUX-mod) reduce (V-inf) carbon (N-mod) emissions (N-obj) from (PREP) power (N-mod) transmission (N-obj).
22.27a Skeptics remind us that extraordinary claims require extraordinary evidence before acceptance. 22.27b Skeptics (N-subj) remind (V-pres.COMM) us (PRON-obj) that (CONJ-subord) extraordinary (ADJ) claims (N-subj) require (V-pres) extraordinary (ADJ) evidence (N-obj) before (PREP) acceptance (N-obj).
22.28a The peer review process revealed that independent laboratories successfully replicated the initial findings. 22.28b The (DEF.ART) peer (N-mod) review (N-mod) process (N-subj) revealed (V-past.COMM) that (CONJ-subord) independent (ADJ) laboratories (N-subj) successfully (ADV-manner) replicated (V-past) the (DEF.ART) initial (ADJ) findings (N-obj).
22.29a Government officials suggest that regulatory frameworks may need updating to accommodate this new technology. 22.29b Government (N-mod) officials (N-subj) suggest (V-pres.COMM) that (CONJ-subord) regulatory (ADJ) frameworks (N-subj) may (AUX-mod) need (V-inf) updating (N-obj) to (PREP) accommodate (V-inf) this (DET) new (ADJ) technology (N-obj).
22.30a The scientific community agrees that further research will determine whether this breakthrough lives up to its initial promise. 22.30b The (DEF.ART) scientific (ADJ) community (N-subj) agrees (V-pres.COGN) that (CONJ-subord) further (ADJ) research (N-subj) will (AUX-mod) determine (V-inf) whether (CONJ) this (DET) breakthrough (N-subj) lives (V-pres) up (PART) to (PREP) its (PRON-poss) initial (ADJ) promise (N-obj).
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Part B: Natural Sentences with Transformation Notes
22.16 “Scientists announced today that a new material conducts electricity without resistance at room temperature.” Standard English equivalent: “Scientists announced today that a new material is superconductive at room temperature.” Strategy: Active verb “conducts” with description replaces copula + adjective
22.17 “The research team confirmed that their experiments produced consistent results over six months.” Standard English equivalent: “The research team confirmed that their experiments were consistent over six months.” Strategy: Active verb “produced” replaces copula “were”
22.18 “Lead researcher Dr. Chen stated that this discovery could revolutionize energy transmission worldwide.” Standard English equivalent: “Lead researcher Dr. Chen stated that this is a revolutionary discovery.” Strategy: Active verb “revolutionize” replaces copula + adjective
22.19 “Industry experts believe that practical applications may emerge within the next decade.” Standard English equivalent: “Industry experts believe that practical applications are possible within the next decade.” Strategy: Active verb “emerge” replaces copula “are” + adjective
22.20 “Critics argue that significant challenges remain before commercial deployment becomes feasible.” Standard English equivalent: “Critics argue that there are significant challenges before commercial deployment is feasible.” Strategy: State verb “remain” replaces existential “there are”; change verb “becomes” replaces copula “is”
22.21 “The university’s press release indicates that funding came from both government grants and private investors.” Standard English equivalent: “The university’s press release indicates that funding was from both government grants and private investors.” Strategy: Active verb “came from” replaces copula “was from”
22.22 “Observers note that similar claims have appeared before without leading to practical breakthroughs.” Standard English equivalent: “Observers note that there have been similar claims before.” Strategy: Active verb “appeared” replaces existential “there have been”
22.23 “Dr. Chen acknowledged that her team faced numerous setbacks during the five-year research program.” Standard English equivalent: “Dr. Chen acknowledged that there were numerous setbacks.” Strategy: Active verb “faced” replaces existential “there were”
22.24 “The published paper demonstrates that the material maintains its properties under varying conditions.” Standard English equivalent: “The published paper demonstrates that the material is stable under varying conditions.” Strategy: Active verb “maintains” replaces copula “is” + adjective
22.25 “Energy companies report that they have already contacted the research team about licensing agreements.” Standard English equivalent: “Energy companies report that they are already in contact with the research team.” Strategy: Active verb “contacted” replaces copula “are in contact”
22.26 “Environmental groups hope that this technology will reduce carbon emissions from power transmission.” Standard English equivalent: “Environmental groups hope that this technology will be beneficial for carbon emissions.” Strategy: Active verb “reduce” replaces copula “will be” + adjective
22.27 “Skeptics remind us that extraordinary claims require extraordinary evidence before acceptance.” Standard English equivalent: “Skeptics remind us that extraordinary claims are in need of extraordinary evidence.” Strategy: Active verb “require” replaces copula “are in need of”
22.28 “The peer review process revealed that independent laboratories successfully replicated the initial findings.” Standard English equivalent: “The peer review process revealed that the findings were replicated.” Strategy: Active voice replaces passive “were replicated”
22.29 “Government officials suggest that regulatory frameworks may need updating to accommodate this new technology.” Standard English equivalent: “Government officials suggest that regulatory frameworks are outdated.” Strategy: Active construction “need updating” replaces copula “are” + adjective
22.30 “The scientific community agrees that further research will determine whether this breakthrough lives up to its initial promise.” Standard English equivalent: “The scientific community agrees that further research is necessary to determine whether this breakthrough is genuine.” Strategy: Active verb “determine” replaces copula “is necessary”; active phrase “lives up to” replaces copula “is”
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Part C: E-Prime Text Only
22.16 Scientists announced today that a new material conducts electricity without resistance at room temperature.
22.17 The research team confirmed that their experiments produced consistent results over six months.
22.18 Lead researcher Dr. Chen stated that this discovery could revolutionize energy transmission worldwide.
22.19 Industry experts believe that practical applications may emerge within the next decade.
22.20 Critics argue that significant challenges remain before commercial deployment becomes feasible.
22.21 The university’s press release indicates that funding came from both government grants and private investors.
22.22 Observers note that similar claims have appeared before without leading to practical breakthroughs.
22.23 Dr. Chen acknowledged that her team faced numerous setbacks during the five-year research program.
22.24 The published paper demonstrates that the material maintains its properties under varying conditions.
22.25 Energy companies report that they have already contacted the research team about licensing agreements.
22.26 Environmental groups hope that this technology will reduce carbon emissions from power transmission.
22.27 Skeptics remind us that extraordinary claims require extraordinary evidence before acceptance.
22.28 The peer review process revealed that independent laboratories successfully replicated the initial findings.
22.29 Government officials suggest that regulatory frameworks may need updating to accommodate this new technology.
22.30 The scientific community agrees that further research will determine whether this breakthrough lives up to its initial promise.
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Part D: Grammar Notes for Genre Section
This news report demonstrates how journalistic writing adapts naturally to E-Prime. News writing already favors active constructions and specific claims over vague identity statements, making the transition to E-Prime relatively smooth.
Verbs of communication dominate this genre: announced, confirmed, stated, indicates, argue, acknowledged, demonstrates, report, remind, revealed, suggest, agrees. Each takes a “that” clause containing the reported information.
The report balances multiple perspectives—researchers, critics, industry experts, environmental groups, government officials—without using “to be” to characterize any position as true or false. This journalistic neutrality aligns well with E-Prime’s philosophical goal of avoiding premature identification.
Note the variety of “that” clause contents: statements of fact (”that a new material conducts...”), predictions (”that practical applications may emerge...”), acknowledgments (”that her team faced...”), and conditional claims (”that further research will determine...”). E-Prime accommodates all these epistemic modes.
The phrase “lives up to its initial promise” in sentence 22.30 demonstrates idiomatic E-Prime. Standard English might use “whether this breakthrough is genuine” or “whether this breakthrough is as good as claimed.” The E-Prime version maintains natural flow while avoiding the copula.
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Standard English → E-Prime Practice
Transform these Standard English sentences into E-Prime while retaining the conjunction “that”:
1. Standard: “I believe that this movie is boring.” E-Prime: “I believe that this movie seems boring.” / “I believe that this movie bores me.” / “I find that this movie lacks excitement.” Strategy: Perception verb / Active voice / Active construction
2. Standard: “Scientists discovered that the substance was toxic.” E-Prime: “Scientists discovered that the substance proved toxic.” / “Scientists discovered that the substance contained toxins.” Strategy: Perception verb “proved” / Active verb “contained”
3. Standard: “The report shows that there are problems with the design.” E-Prime: “The report shows that problems exist with the design.” / “The report shows that the design contains problems.” Strategy: Existence verb / Active verb
4. Standard: “Everyone knows that she is the best candidate.” E-Prime: “Everyone knows that she qualifies as the best candidate.” / “Everyone considers her the best candidate.” Strategy: Classification verb / Restructured sentence
5. Standard: “He admitted that the plan was a failure.” E-Prime: “He admitted that the plan failed.” / “He admitted that the plan proved unsuccessful.” Strategy: Active verb / Perception verb
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners seeking to master the discipline of writing and thinking without the verb “to be.”
Course Index: https://latinum.substack.com/p/index
Trustpilot Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The Latinum Institute has produced language learning materials since 2006, specializing in interlinear construed texts that make complex grammatical structures accessible to independent learners. This E-Prime course applies the same methodology to a unique linguistic challenge: mastering English’s most common verb by learning to work without it.
The course follows a 1000-word vocabulary progression based on frequency data, ensuring that learners encounter the most useful English words while developing E-Prime fluency. Each lesson features 30 examples demonstrating the topic word in E-Prime constructions, with transformation notes showing how Standard English converts to E-Prime.
E-Prime functions as both a writing discipline and a mental exercise. By eliminating “to be,” writers develop greater precision in their claims, avoid false identifications, and produce more active, engaging prose. The General Semantics tradition from which E-Prime emerged suggests that language shapes thought—and that changing our language habits can change how we perceive and interact with reality.
The construed text approach accelerates E-Prime acquisition by making grammatical relationships explicit. Rather than simply memorizing rules, learners see how each word functions within the sentence structure, building intuitive understanding of E-Prime patterns.
Whether you pursue E-Prime for clearer writing, sharper thinking, or philosophical exploration, this course provides systematic training in a challenging but rewarding discipline.
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✓ Lesson 22 E-Prime complete
E-Prime Compliance Verification: All 30 examples scanned and verified free of: is, am, are, was, were, been, being, be, I’m, he’s, she’s, it’s, that’s, what’s, there’s, who’s, you’re, we’re, they’re.
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Definition: The word “but” functions as an adversative conjunction in English, connecting two clauses or phrases while signaling contrast, exception, or opposition between them. In E-Prime writing, “but” appears frequently because it helps writers create nuanced, balanced statements without relying on the verb “to be.”
E-Prime and Contrast: The conjunction “but” serves E-Prime writers exceptionally well. Standard English often pairs “but” with forms of “to be” in constructions like “She is smart, but she is lazy” or “The test was hard, but it was fair.” E-Prime requires transforming both halves of such sentences, replacing copular verbs with active, perception, or state verbs.
Historical Context: D. David Bourland Jr. developed E-Prime in 1965, building on Alfred Korzybski’s General Semantics framework from 1933. Korzybski argued that the verb “to be” creates false identifications and absolutist thinking. E-Prime eliminates these patterns while preserving English’s full expressive power—and conjunctions like “but” help maintain logical complexity without the copula.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “but” mean in E-Prime?
A: In E-Prime, “but” retains its standard function as an adversative conjunction, connecting contrasting ideas. E-Prime writers rely heavily on “but” because it allows them to express opposition and exception without using “to be.” The word helps create sophisticated, nuanced prose while maintaining E-Prime discipline.
Key Takeaways
• “But” connects contrasting clauses and phrases, signaling opposition or exception
• E-Prime writers often transform “X is A, but Y is B” into “X seems A, but Y appears B” or similar active constructions
• The conjunction helps maintain logical complexity in E-Prime prose
• “But” requires no transformation itself—only the clauses it connects need E-Prime conversion
• Mastering “but” constructions builds skill in handling paired E-Prime transformations
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23.1a She studied hard, but she failed the exam. 23.1b She (PRON-subj) studied (V-past) hard (ADV-manner), but (CONJ-advers) she (PRON-subj) failed (V-past) the (DEF.ART) exam (N-obj).
23.2a The restaurant serves excellent food, but it charges high prices. 23.2b The (DEF.ART) restaurant (N-subj) serves (V-pres) excellent (ADJ) food (N-obj), but (CONJ-advers) it (PRON-subj) charges (V-pres) high (ADJ) prices (N-obj).
23.3a I want to help, but I lack the necessary skills. 23.3b I (PRON-subj) want (V-pres) to (PART-inf) help (V-inf), but (CONJ-advers) I (PRON-subj) lack (V-pres) the (DEF.ART) necessary (ADJ) skills (N-obj).
23.4a He speaks softly, but everyone listens attentively. 23.4b He (PRON-subj) speaks (V-pres) softly (ADV-manner), but (CONJ-advers) everyone (PRON-subj) listens (V-pres) attentively (ADV-manner).
23.5a The movie lasted three hours, but it held my attention. 23.5b The (DEF.ART) movie (N-subj) lasted (V-past) three (NUM) hours (N-obj), but (CONJ-advers) it (PRON-subj) held (V-past) my (PRON-poss) attention (N-obj).
23.6a They offered me the position, but I declined politely. 23.6b They (PRON-subj) offered (V-past) me (PRON-obj) the (DEF.ART) position (N-obj), but (CONJ-advers) I (PRON-subj) declined (V-past) politely (ADV-manner).
23.7a The evidence seems compelling, but doubts remain among the jurors. 23.7b The (DEF.ART) evidence (N-subj) seems (V-pres.PERCEPT) compelling (ADJ-pred), but (CONJ-advers) doubts (N-subj) remain (V-pres.STATE) among (PREP) the (DEF.ART) jurors (N-obj).
23.8a My brother works long hours, but he still finds time for his children. 23.8b My (PRON-poss) brother (N-subj) works (V-pres) long (ADJ) hours (N-obj), but (CONJ-advers) he (PRON-subj) still (ADV-time) finds (V-pres) time (N-obj) for (PREP) his (PRON-poss) children (N-obj).
23.9a The plan sounds ambitious, but the team feels confident about executing it. 23.9b The (DEF.ART) plan (N-subj) sounds (V-pres.PERCEPT) ambitious (ADJ-pred), but (CONJ-advers) the (DEF.ART) team (N-subj) feels (V-pres.STATE) confident (ADJ-pred) about (PREP) executing (V-ger) it (PRON-obj).
23.10a The old bridge creaks under heavy loads, but engineers have certified its safety. 23.10b The (DEF.ART) old (ADJ) bridge (N-subj) creaks (V-pres) under (PREP) heavy (ADJ) loads (N-obj), but (CONJ-advers) engineers (N-subj) have (AUX) certified (V-past.part) its (PRON-poss) safety (N-obj).
23.11a She appears calm on the surface, but anxiety gnaws at her constantly. 23.11b She (PRON-subj) appears (V-pres.PERCEPT) calm (ADJ-pred) on (PREP) the (DEF.ART) surface (N-obj), but (CONJ-advers) anxiety (N-subj) gnaws (V-pres) at (PREP) her (PRON-obj) constantly (ADV-freq).
23.12a The critics praised the novel’s prose, but readers found the plot confusing. 23.12b The (DEF.ART) critics (N-subj) praised (V-past) the (DEF.ART) novel’s (N-poss) prose (N-obj), but (CONJ-advers) readers (N-subj) found (V-past) the (DEF.ART) plot (N-obj) confusing (ADJ-pred).
23.13a The medication reduces pain effectively, but it causes drowsiness as a side effect. 23.13b The (DEF.ART) medication (N-subj) reduces (V-pres) pain (N-obj) effectively (ADV-manner), but (CONJ-advers) it (PRON-subj) causes (V-pres) drowsiness (N-obj) as (PREP) a (INDEF.ART) side (ADJ) effect (N-obj).
23.14a Professor Martinez lectures brilliantly, but her examinations challenge even the best students. 23.14b Professor (N-title) Martinez (N-name) lectures (V-pres) brilliantly (ADV-manner), but (CONJ-advers) her (PRON-poss) examinations (N-subj) challenge (V-pres) even (ADV-focus) the (DEF.ART) best (ADJ-superl) students (N-obj).
23.15a The mountain trail looks treacherous from below, but experienced hikers navigate it without difficulty. 23.15b The (DEF.ART) mountain (N-mod) trail (N-subj) looks (V-pres.PERCEPT) treacherous (ADJ-pred) from (PREP) below (ADV-place), but (CONJ-advers) experienced (ADJ) hikers (N-subj) navigate (V-pres) it (PRON-obj) without (PREP) difficulty (N-obj).
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23.1 “She studied hard, but she failed the exam.” Standard English equivalent: “She was diligent, but she was unsuccessful.” Strategy: Active verb replacement (studied, failed) instead of copula + adjective
23.2 “The restaurant serves excellent food, but it charges high prices.” Standard English equivalent: “The food is excellent, but the prices are high.” Strategy: Active verb transformation (serves, charges) replacing predicative construction
23.3 “I want to help, but I lack the necessary skills.” Standard English equivalent: “I am willing, but I am not skilled enough.” Strategy: Volitional verb (want) + state verb (lack) replacing copula constructions
23.4 “He speaks softly, but everyone listens attentively.” Standard English equivalent: “He is soft-spoken, but he is heard by everyone.” Strategy: Active verbs (speaks, listens) replacing passive and copular forms
23.5 “The movie lasted three hours, but it held my attention.” Standard English equivalent: “The movie was long, but it was engaging.” Strategy: Duration verb (lasted) + retention verb (held) replacing quality attributions
23.6 “They offered me the position, but I declined politely.” Standard English equivalent: “The position was offered, but it was rejected by me.” Strategy: Active voice conversion eliminating passive “to be” constructions
23.7 “The evidence seems compelling, but doubts remain among the jurors.” Standard English equivalent: “The evidence is compelling, but there are doubts.” Strategy: Perception verb (seems) + existence verb (remain) replacing copula + “there is”
23.8 “My brother works long hours, but he still finds time for his children.” Standard English equivalent: “My brother is busy, but he is still available for his children.” Strategy: Activity verb (works) + achievement verb (finds) replacing state descriptions
23.9 “The plan sounds ambitious, but the team feels confident about executing it.” Standard English equivalent: “The plan is ambitious, but the team is confident.” Strategy: Perception verbs (sounds, feels) replacing double copula construction
23.10 “The old bridge creaks under heavy loads, but engineers have certified its safety.” Standard English equivalent: “The bridge is old and creaky, but it is certified safe.” Strategy: Active verb (creaks) + perfect aspect (have certified) replacing state + passive
23.11 “She appears calm on the surface, but anxiety gnaws at her constantly.” Standard English equivalent: “She is calm on the surface, but she is anxious inside.” Strategy: Perception verb (appears) + active metaphor (gnaws) replacing parallel copulas
23.12 “The critics praised the novel’s prose, but readers found the plot confusing.” Standard English equivalent: “The prose was praised, but the plot was confusing.” Strategy: Active voice (praised, found) replacing passive and copular constructions
23.13 “The medication reduces pain effectively, but it causes drowsiness as a side effect.” Standard English equivalent: “The medication is effective, but it is sedating.” Strategy: Causative verbs (reduces, causes) replacing quality attributions
23.14 “Professor Martinez lectures brilliantly, but her examinations challenge even the best students.” Standard English equivalent: “Professor Martinez is a brilliant lecturer, but her exams are challenging.” Strategy: Activity verb (lectures) + active verb (challenge) replacing identity + quality statements
23.15 “The mountain trail looks treacherous from below, but experienced hikers navigate it without difficulty.” Standard English equivalent: “The trail is treacherous, but it is manageable for experienced hikers.” Strategy: Perception verb (looks) + active verb (navigate) replacing copula constructions
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23.1 She studied hard, but she failed the exam.
23.2 The restaurant serves excellent food, but it charges high prices.
23.3 I want to help, but I lack the necessary skills.
23.4 He speaks softly, but everyone listens attentively.
23.5 The movie lasted three hours, but it held my attention.
23.6 They offered me the position, but I declined politely.
23.7 The evidence seems compelling, but doubts remain among the jurors.
23.8 My brother works long hours, but he still finds time for his children.
23.9 The plan sounds ambitious, but the team feels confident about executing it.
23.10 The old bridge creaks under heavy loads, but engineers have certified its safety.
23.11 She appears calm on the surface, but anxiety gnaws at her constantly.
23.12 The critics praised the novel’s prose, but readers found the plot confusing.
23.13 The medication reduces pain effectively, but it causes drowsiness as a side effect.
23.14 Professor Martinez lectures brilliantly, but her examinations challenge even the best students.
23.15 The mountain trail looks treacherous from below, but experienced hikers navigate it without difficulty.
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These grammar rules govern “but” in E-Prime:
Standard English Function
“But” operates as a coordinating conjunction that connects words, phrases, or clauses of equal grammatical rank while signaling contrast, opposition, or exception. The word belongs to the FANBOYS group (for, and, nor, but, or, yet, so). Unlike subordinating conjunctions, “but” joins independent clauses that could each stand alone as complete sentences.
Common patterns include: clause + but + clause (”I tried, but I failed”), noun + but + noun (”anyone but him”), adjective + but + adjective (”tired but happy”), and phrase + but + phrase (”not today but tomorrow”).
E-Prime Considerations
The conjunction “but” itself requires no transformation in E-Prime—it contains no form of “to be.” However, “but” frequently appears in sentences where both connected clauses use copular verbs:
Standard: “The weather is cold, but the sky is clear.”
This construction requires double transformation:
E-Prime: “The weather feels cold, but the sky looks clear.”
E-Prime writers must attend to both halves of “but” sentences, ensuring neither clause contains forbidden forms.
Replacement Strategies for “but” Sentences
Strategy 1 - Parallel Perception Verbs: When “but” connects two “X is [quality]” statements, use matching perception verbs.
Standard: “The cake is beautiful, but it is tasteless.” E-Prime: “The cake looks beautiful, but it tastes bland.”
Strategy 2 - Active Voice Conversion: Transform passive constructions on both sides of “but.”
Standard: “The proposal was accepted, but it was modified.” E-Prime: “The committee accepted the proposal, but they modified several sections.”
Strategy 3 - State Verb Substitution: Replace copula + adjective with appropriate state verbs.
Standard: “He is young, but he is wise.” E-Prime: “He remains young, but he demonstrates remarkable wisdom.”
Strategy 4 - Mixed Strategies: Use different transformation techniques for each clause as appropriate.
Standard: “The test is difficult, but most students are prepared.” E-Prime: “The test challenges students, but most feel prepared.”
Common Mistakes
Mistake 1: Transforming one clause while leaving “to be” in the other.
Incorrect: “The movie seems boring, but it is actually quite good.” Correct: “The movie seems boring, but it actually delivers engaging performances.”
Mistake 2: Using contractions that hide “to be.”
Incorrect: “I’d help, but that’s not my department.” Correct: “I’d help, but that falls outside my department.”
Mistake 3: Overlooking “there is/are” constructions.
Incorrect: “The plan sounds good, but there are several problems.” Correct: “The plan sounds good, but several problems exist.”
Mistake 4: Creating awkward constructions to avoid “to be.”
Awkward: “The food has the quality of deliciousness, but the service has the quality of slowness.” Better: “The food tastes delicious, but the service moves slowly.”
Style Notes
Effective E-Prime “but” sentences maintain parallel structure when possible. If the first clause uses a perception verb, consider using one in the second clause as well—though variety also strengthens prose.
Avoid overusing “seems” and “appears” as universal replacements. English offers many perception and state verbs: looks, sounds, feels, tastes, smells, remains, stays, becomes, grows, proves, turns out.
In formal writing, consider restructuring sentences entirely rather than forcing awkward verb substitutions. Sometimes the best E-Prime solution involves reimagining the sentence’s structure rather than word-for-word replacement.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that language profoundly shapes thought. His famous formulation—which itself violates E-Prime—states “the map is not the territory.” In E-Prime, we might say: “The map does not equal the territory” or “Maps represent territories without capturing them fully.”
Korzybski identified the “is of identity” and the “is of predication” as sources of confused thinking. When we say “John is a failure,” we collapse a complex human into a single label. When we say “The rose is red,” we attribute an absolute quality that actually depends on lighting, perception, and context.
E-Prime forces speakers to take responsibility for their perceptions and judgments. “The rose looks red to me” acknowledges the observer’s role. “John failed at this task” specifies the scope of the claim.
The Role of “But” in E-Prime Thinking
The conjunction “but” serves E-Prime philosophy well because it inherently acknowledges complexity and contrast. Rather than absolute statements, “but” constructions present balanced, nuanced views:
“This approach works well in many cases, but certain situations require different methods.”
This construction avoids the absolutism that General Semantics criticizes. It presents a qualified claim rather than an identity statement.
Practical Applications
Scientific Writing: Researchers use “but” to acknowledge limitations and alternative interpretations. E-Prime enhances this by eliminating hidden identity claims.
Standard: “The results are significant, but the sample size is small.” E-Prime: “The results show statistical significance, but the sample size limits generalizability.”
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy (REBT). “But” helps clients reframe absolutist thinking.
Standard: “I am worthless, but I try hard.” E-Prime: “I feel worthless right now, but I continue trying.”
Negotiation: “But” allows parties to acknowledge opposing positions while seeking common ground—a process that E-Prime’s precision enhances.
The E-Prime Community
The Institute of General Semantics continues promoting Korzybski’s work and E-Prime writing. The journal ETC: A Review of General Semantics publishes articles on language, thought, and perception.
Robert Anton Wilson popularized E-Prime through his books, particularly Quantum Psychology (1990), which he wrote entirely in E-Prime. Wilson demonstrated that complex philosophical and scientific ideas could find expression without the verb “to be.”
D. David Bourland Jr. edited three E-Prime anthologies: To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997). These collections showcase E-Prime’s versatility across genres and demonstrate practical transformation techniques.
Critiques and Limitations
Some constructions resist graceful E-Prime conversion. Mathematical identities (”Two plus two is four” → “Two plus two equals four”) convert easily, but certain philosophical statements prove more challenging.
Critics note that E-Prime sometimes produces wordier, less elegant prose. The sentence “The sky is blue” converts to “The sky appears blue” or “I perceive the sky as blue”—adding words and potentially changing emphasis.
However, proponents argue that this added complexity reflects reality more accurately. The sky does not possess blueness as an inherent quality; rather, observers perceive it as blue under certain conditions. E-Prime makes this explicit.
“But” as a Balancing Tool
In E-Prime discourse, “but” helps writers avoid both overstatement and excessive qualification. It allows confident assertions while acknowledging limitations:
“This method produces reliable results in laboratory conditions, but field applications may vary.”
“I feel strongly about this position, but I remain open to contrary evidence.”
“The data supports our hypothesis, but alternative explanations deserve consideration.”
This balanced approach aligns with General Semantics’ goal of promoting flexible, extensional thinking over rigid, intensional categorization.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
We (PRON-subj) live (V-pres) in (PREP) a (INDEF.ART) world (N-obj) of (PREP) perceptions (N-obj), but (CONJ-advers) we (PRON-subj) often (ADV-freq) confuse (V-pres) our (PRON-poss) perceptions (N-obj) with (PREP) some (DET) hypothetical (ADJ) “reality” (N-obj) beyond (PREP) them (PRON-obj). The (DEF.ART) General (ADJ) Semantics (N) movement (N-subj) developed (V-past) techniques (N-obj) for (PREP) noticing (V-ger) this (DET) distinction (N-obj), but (CONJ-advers) most (DET) people (N-subj) still (ADV-time) talk (V-pres) and (CONJ) think (V-pres) as (CONJ) if (CONJ) their (PRON-poss) perceptions (N-subj) directly (ADV-manner) revealed (V-past) “objective (ADJ) truth.” (N-obj)
F-B: Full Excerpt with Translation
“We live in a world of perceptions, but we often confuse our perceptions with some hypothetical ‘reality’ beyond them. The General Semantics movement developed techniques for noticing this distinction, but most people still talk and think as if their perceptions directly revealed ‘objective truth.’”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
This passage exemplifies Wilson’s E-Prime mastery. He uses “but” twice to introduce important qualifications, creating a nuanced argument without any form of “to be.”
F-C: E-Prime Text Only
We live in a world of perceptions, but we often confuse our perceptions with some hypothetical “reality” beyond them. The General Semantics movement developed techniques for noticing this distinction, but most people still talk and think as if their perceptions directly revealed “objective truth.”
F-D: Vocabulary and Grammar Notes
distinction: the recognition of difference between two things
“as if... revealed” maintains subjunctive mood without “were”
Quotation marks around “reality” and “objective truth” signal skepticism without identity statements
F-E: Commentary on E-Prime Technique
Wilson demonstrates how “but” creates sophisticated argumentation in E-Prime. His first “but” introduces the problem (confusion between perception and reality). His second “but” contrasts the solution (General Semantics techniques) with common practice (unreflective thinking).
Notice how Wilson avoids “Perceptions are not reality” by instead describing what we do: “we often confuse our perceptions with some hypothetical ‘reality.’” This active framing places responsibility on the observer rather than making an abstract metaphysical claim.
The passage models how E-Prime writers can discuss complex philosophical ideas—including ideas about language and perception—while maintaining the discipline’s constraints. Wilson proves that eliminating “to be” does not limit intellectual depth.
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“The Case for Difficult Books”
This genre section demonstrates sustained E-Prime writing in argumentative prose, showing how “but” creates balanced, nuanced claims throughout an essay.
Part A: Interlinear Construed Text
23.16a Modern readers often prefer easy books, but challenging literature offers unique rewards. 23.16b Modern (ADJ) readers (N-subj) often (ADV-freq) prefer (V-pres) easy (ADJ) books (N-obj), but (CONJ-advers) challenging (ADJ) literature (N-subj) offers (V-pres) unique (ADJ) rewards (N-obj).
23.17a Publishers know this preference well, but they occasionally take risks on demanding authors. 23.17b Publishers (N-subj) know (V-pres) this (DET) preference (N-obj) well (ADV-manner), but (CONJ-advers) they (PRON-subj) occasionally (ADV-freq) take (V-pres) risks (N-obj) on (PREP) demanding (ADJ) authors (N-obj).
23.18a Difficult books require patience, but they often repay that patience with profound insights. 23.18b Difficult (ADJ) books (N-subj) require (V-pres) patience (N-obj), but (CONJ-advers) they (PRON-subj) often (ADV-freq) repay (V-pres) that (DET) patience (N-obj) with (PREP) profound (ADJ) insights (N-obj).
23.19a I struggled with Joyce’s Ulysses for months, but I eventually found myself transformed by the experience. 23.19b I (PRON-subj) struggled (V-past) with (PREP) Joyce’s (N-poss) Ulysses (N-obj) for (PREP) months (N-obj), but (CONJ-advers) I (PRON-subj) eventually (ADV-time) found (V-past) myself (PRON-refl) transformed (ADJ-pred) by (PREP) the (DEF.ART) experience (N-obj).
23.20a Some readers give up on complex texts quickly, but persistence unlocks hidden treasures. 23.20b Some (DET) readers (N-subj) give (V-pres) up (PART) on (PREP) complex (ADJ) texts (N-obj) quickly (ADV-manner), but (CONJ-advers) persistence (N-subj) unlocks (V-pres) hidden (ADJ) treasures (N-obj).
23.21a Critics sometimes dismiss popular fiction as shallow, but such dismissals often reveal intellectual snobbery. 23.21b Critics (N-subj) sometimes (ADV-freq) dismiss (V-pres) popular (ADJ) fiction (N-obj) as (PREP) shallow (ADJ), but (CONJ-advers) such (DET) dismissals (N-subj) often (ADV-freq) reveal (V-pres) intellectual (ADJ) snobbery (N-obj).
23.22a Easy books provide entertainment and relaxation, but difficult books expand our mental horizons. 23.22b Easy (ADJ) books (N-subj) provide (V-pres) entertainment (N-obj) and (CONJ) relaxation (N-obj), but (CONJ-advers) difficult (ADJ) books (N-subj) expand (V-pres) our (PRON-poss) mental (ADJ) horizons (N-obj).
23.23a The marketplace rewards accessibility, but literary culture needs challenging voices too. 23.23b The (DEF.ART) marketplace (N-subj) rewards (V-pres) accessibility (N-obj), but (CONJ-advers) literary (ADJ) culture (N-subj) needs (V-pres) challenging (ADJ) voices (N-obj) too (ADV-addition).
23.24a My students often resist assigned novels at first, but they frequently change their minds by semester’s end. 23.24b My (PRON-poss) students (N-subj) often (ADV-freq) resist (V-pres) assigned (ADJ) novels (N-obj) at (PREP) first (ADV-time), but (CONJ-advers) they (PRON-subj) frequently (ADV-freq) change (V-pres) their (PRON-poss) minds (N-obj) by (PREP) semester’s (N-poss) end (N-obj).
23.25a Reading Moby-Dick feels like climbing a mountain, but the view from the summit justifies every step. 23.25b Reading (V-ger) Moby-Dick (N-obj) feels (V-pres.STATE) like (PREP) climbing (V-ger) a (INDEF.ART) mountain (N-obj), but (CONJ-advers) the (DEF.ART) view (N-subj) from (PREP) the (DEF.ART) summit (N-obj) justifies (V-pres) every (DET) step (N-obj).
23.26a Technology has shortened attention spans, but deep reading remains possible for those who cultivate it. 23.26b Technology (N-subj) has (AUX) shortened (V-past.part) attention (N-mod) spans (N-obj), but (CONJ-advers) deep (ADJ) reading (N-subj) remains (V-pres.STATE) possible (ADJ-pred) for (PREP) those (PRON-subj) who (PRON-rel) cultivate (V-pres) it (PRON-obj).
23.27a Schools often assign classics students find boring, but skilled teachers can bring these texts alive. 23.27b Schools (N-subj) often (ADV-freq) assign (V-pres) classics (N-obj) students (N-subj) find (V-pres) boring (ADJ-pred), but (CONJ-advers) skilled (ADJ) teachers (N-subj) can (MOD) bring (V-inf) these (DET) texts (N-obj) alive (ADJ-pred).
23.28a I admit my bias toward difficult literature, but I ground this preference in years of reading experience. 23.28b I (PRON-subj) admit (V-pres) my (PRON-poss) bias (N-obj) toward (PREP) difficult (ADJ) literature (N-obj), but (CONJ-advers) I (PRON-subj) ground (V-pres) this (DET) preference (N-obj) in (PREP) years (N-obj) of (PREP) reading (V-ger) experience (N-obj).
23.29a Not every reader needs to tackle Proust, but every reader deserves the opportunity to try. 23.29b Not (ADV-neg) every (DET) reader (N-subj) needs (V-pres) to (PART-inf) tackle (V-inf) Proust (N-obj), but (CONJ-advers) every (DET) reader (N-subj) deserves (V-pres) the (DEF.ART) opportunity (N-obj) to (PART-inf) try (V-inf).
23.30a Difficult books demand much from us, but they give back even more in return. 23.30b Difficult (ADJ) books (N-subj) demand (V-pres) much (PRON-obj) from (PREP) us (PRON-obj), but (CONJ-advers) they (PRON-subj) give (V-pres) back (ADV-direction) even (ADV-degree) more (PRON-obj) in (PREP) return (N-obj).
Part B: Natural Sentences with Transformation Notes
23.16 “Modern readers often prefer easy books, but challenging literature offers unique rewards.” Standard equivalent: “Easy books are popular, but challenging literature is uniquely rewarding.” Strategy: Active verbs (prefer, offers) replacing copula + adjective
23.17 “Publishers know this preference well, but they occasionally take risks on demanding authors.” Standard equivalent: “This is well known to publishers, but risky authors are occasionally published.” Strategy: Active voice throughout, eliminating passive constructions
23.18 “Difficult books require patience, but they often repay that patience with profound insights.” Standard equivalent: “Difficult books are demanding, but they are often profoundly insightful.” Strategy: Active verbs (require, repay) replacing quality attributions
23.19 “I struggled with Joyce’s Ulysses for months, but I eventually found myself transformed by the experience.” Standard equivalent: “I was confused by Joyce for months, but I was eventually transformed.” Strategy: Active struggle verb + resultative “found myself” replacing passive constructions
23.20 “Some readers give up on complex texts quickly, but persistence unlocks hidden treasures.” Standard equivalent: “Complex texts are abandoned quickly, but there are hidden treasures for the persistent.” Strategy: Active verbs (give up, unlocks) + abstract subject (persistence) replacing passive + existential
23.21 “Critics sometimes dismiss popular fiction as shallow, but such dismissals often reveal intellectual snobbery.” Standard equivalent: “Popular fiction is dismissed as shallow, but this is often intellectual snobbery.” Strategy: Active voice (dismiss, reveal) replacing passive + identity statement
23.22 “Easy books provide entertainment and relaxation, but difficult books expand our mental horizons.” Standard equivalent: “Easy books are entertaining, but difficult books are horizon-expanding.” Strategy: Active verbs (provide, expand) replacing copula + adjective
23.23 “The marketplace rewards accessibility, but literary culture needs challenging voices too.” Standard equivalent: “Accessibility is rewarded, but challenging voices are needed too.” Strategy: Active subjects (marketplace, culture) replacing passive constructions
23.24 “My students often resist assigned novels at first, but they frequently change their minds by semester’s end.” Standard equivalent: “My students are resistant at first, but they are different by semester’s end.” Strategy: Active verbs (resist, change) replacing copula + adjective
23.25 “Reading Moby-Dick feels like climbing a mountain, but the view from the summit justifies every step.” Standard equivalent: “Reading Moby-Dick is like climbing a mountain, but it is worth it.” Strategy: Perception verb (feels) + active verb (justifies) replacing copula comparisons
23.26 “Technology has shortened attention spans, but deep reading remains possible for those who cultivate it.” Standard equivalent: “Attention spans are shorter, but deep reading is still possible.” Strategy: Causative verb (shortened) + state verb (remains) replacing copula constructions
23.27 “Schools often assign classics students find boring, but skilled teachers can bring these texts alive.” Standard equivalent: “Assigned classics are often boring, but they can be brought alive.” Strategy: Perception construction (find boring) + active causative (bring alive) replacing copula + passive
23.28 “I admit my bias toward difficult literature, but I ground this preference in years of reading experience.” Standard equivalent: “I am biased, but my preference is grounded in experience.” Strategy: Active confession (admit) + active justification (ground) replacing copula constructions
23.29 “Not every reader needs to tackle Proust, but every reader deserves the opportunity to try.” Standard equivalent: “It is not necessary for everyone to read Proust, but everyone is deserving of the chance.” Strategy: Modal construction (needs to) + active verb (deserves) replacing impersonal + copula
23.30 “Difficult books demand much from us, but they give back even more in return.” Standard equivalent: “Difficult books are demanding, but they are more rewarding in return.” Strategy: Active verbs (demand, give) replacing quality attributions
Part C: E-Prime Text Only
23.16 Modern readers often prefer easy books, but challenging literature offers unique rewards.
23.17 Publishers know this preference well, but they occasionally take risks on demanding authors.
23.18 Difficult books require patience, but they often repay that patience with profound insights.
23.19 I struggled with Joyce’s Ulysses for months, but I eventually found myself transformed by the experience.
23.20 Some readers give up on complex texts quickly, but persistence unlocks hidden treasures.
23.21 Critics sometimes dismiss popular fiction as shallow, but such dismissals often reveal intellectual snobbery.
23.22 Easy books provide entertainment and relaxation, but difficult books expand our mental horizons.
23.23 The marketplace rewards accessibility, but literary culture needs challenging voices too.
23.24 My students often resist assigned novels at first, but they frequently change their minds by semester’s end.
23.25 Reading Moby-Dick feels like climbing a mountain, but the view from the summit justifies every step.
23.26 Technology has shortened attention spans, but deep reading remains possible for those who cultivate it.
23.27 Schools often assign classics students find boring, but skilled teachers can bring these texts alive.
23.28 I admit my bias toward difficult literature, but I ground this preference in years of reading experience.
23.29 Not every reader needs to tackle Proust, but every reader deserves the opportunity to try.
23.30 Difficult books demand much from us, but they give back even more in return.
Part D: Grammar Notes for Genre Section
This opinion essay demonstrates sustained argumentative writing in E-Prime. The conjunction “but” appears in every sentence, creating a balanced, nuanced argument that acknowledges counterpoints while advancing a thesis.
Key E-Prime Techniques in This Essay:
Technique 1 - Agent Activation: Abstract concepts become active subjects. “The marketplace rewards” (instead of “accessibility is rewarded”) “Persistence unlocks” (instead of “treasures are there for the persistent”) “Technology has shortened” (instead of “attention spans are shorter”)
Technique 2 - Perception Constructions: Using “find” + adjective instead of “to be” + adjective. “classics students find boring” (instead of “classics that are boring”) “Reading feels like climbing” (instead of “Reading is like climbing”)
Technique 3 - State Verbs for Continuing Conditions: “deep reading remains possible” (instead of “deep reading is still possible”)
Technique 4 - Volitional and Necessity Verbs: “not every reader needs to tackle” (instead of “it is not necessary”) “every reader deserves” (instead of “every reader is deserving”)
Technique 5 - Resultative Constructions: “found myself transformed” (instead of “was transformed”) “bring these texts alive” (instead of “texts can be brought alive”)
The essay maintains an argumentative structure while following E-Prime constraints. Each “but” introduces a counterpoint, qualification, or balance—demonstrating how the conjunction supports sophisticated reasoning without the verb “to be.”
Note how the essay presents a position (difficult books reward readers) while acknowledging opposing views (not everyone needs to read Proust, easy books have value). This balanced approach reflects General Semantics’ emphasis on avoiding absolutist thinking—an emphasis that E-Prime naturally supports.
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Standard English → E-Prime Practice with “but”
Practice converting these “to be” constructions to E-Prime:
Exercise 1: Standard: “The test was difficult, but the results were encouraging.” E-Prime: “The test challenged us, but the results encouraged everyone.” Strategy: Active verb replacement (challenged, encouraged)
Exercise 2: Standard: “She is talented, but she is also hardworking.” E-Prime: “She demonstrates talent, but she also works extremely hard.” Strategy: Active verb (demonstrates) + activity verb (works)
Exercise 3: Standard: “There are many opinions on this issue, but few are well-informed.” E-Prime: “Many people hold opinions on this issue, but few base them on solid information.” Strategy: Existential elimination + active verb (hold, base)
Exercise 4: Standard: “The weather is cold, but it is sunny.” E-Prime: “The weather feels cold, but the sun shines brightly.” Strategy: Perception verb (feels) + active description (shines)
Exercise 5: Standard: “I’m not an expert, but I’m willing to help.” E-Prime: “I lack expertise in this area, but I want to help.” Strategy: State verb (lack) + volitional verb (want)
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The Latinum Institute Approach
This lesson forms part of a 1000-word E-Prime curriculum developed by the Latinum Institute. The vocabulary progression follows a CSV-based system that introduces words by frequency and grammatical category, ensuring systematic coverage of English’s core vocabulary within E-Prime constraints.
The Latinum Institute has created language learning materials since 2006, specializing in autodidact-friendly formats. The interlinear construed text method—showing grammatical function for each word—helps learners internalize both vocabulary and E-Prime transformation patterns simultaneously.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime as Mental Discipline
Learning E-Prime does more than teach alternative sentence structures. It trains the mind to notice hidden assumptions, question identity claims, and take responsibility for perceptions and judgments.
When we eliminate “to be,” we cannot say “John is a failure”—we must specify what John did, when, and according to what standard. We cannot say “The answer is wrong”—we must explain how the answer differs from expected results.
This precision builds critical thinking skills applicable far beyond writing exercises.
Connection to General Semantics
E-Prime emerged from Alfred Korzybski’s General Semantics movement, which studies how language influences thought and behavior. The Institute of General Semantics continues this tradition, and E-Prime remains one of its most practical applications.
By studying E-Prime, learners engage with a living philosophical tradition while developing practical communication skills.
Benefits of the Construed Text Approach
The interlinear format used throughout these lessons makes E-Prime patterns visible and learnable. By seeing grammatical tags for each word—especially markers like V-pres.PERCEPT (perception verb) and V-pres.STATE (state verb)—learners recognize the specific replacement strategies that make E-Prime work.
This systematic approach accelerates E-Prime acquisition by making implicit patterns explicit.
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END OF LESSON 23
✓ Lesson 23 E-Prime complete: “but” - Adversative Conjunction
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E-Prime (English-Prime) represents a disciplined form of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics, E-Prime trains writers and speakers to express ideas with greater precision and reduced dogmatism.
The word “they” functions as the third person plural subject pronoun in English. In Standard English, “they” constantly pairs with “are” and “were”—making this pronoun a critical focus for E-Prime mastery. Learning to use “they” without the copula opens pathways to more dynamic, action-oriented expression.
Link to course index: https://latinum.substack.com/p/index
FAQ
Q: How does “they” function in E-Prime?
A: In E-Prime, “they” pairs with action verbs, perception verbs, state verbs, and relational verbs rather than forms of “to be.” Instead of “They are tired,” an E-Prime speaker says “They feel tired” or “They seem tired.” This shift emphasizes experience and perception over static identity claims.
Key Takeaways
• “They” appears constantly in English and almost always with “are/were” in Standard usage—E-Prime transforms these constructions entirely
• Replace “they are + adjective” with perception verbs: “They seem happy,” “They appear confident,” “They look ready”
• Replace “they are + noun” with relational verbs: “They work as teachers,” “They function as leaders,” “They serve as guides”
• Replace “they are + verb-ing” with simple present or continuation verbs: “They run,” “They continue running,” “They keep working”
• The singular “they” (for indefinite or non-binary reference) follows the same E-Prime patterns
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Forbidden Forms (never use in E-Prime)
Infinitive and conjugations: be, am, is, are, was, were, been, being
Contractions: I’m, he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s, you’re, we’re, they’re
Archaic forms: art, wast, wert
Eight Replacement Strategies
Strategy 1 - Active Voice: Convert passive constructions to active (”They were seen by the guard” → “The guard saw them”)
Strategy 2 - Perception Verbs: appear, seem, look, sound, feel (”They are angry” → “They seem angry”)
Strategy 3 - Existence Verbs: exist, live, dwell, sit, stand, remain (”They are here” → “They remain here”)
Strategy 4 - Relational Verbs: function as, serve as, work as (”They are doctors” → “They work as doctors”)
Strategy 5 - Classification Verbs: belong to, constitute, represent (”They are mammals” → “They belong to the mammal class”)
Strategy 6 - Identity Rephrasing: holds, serves as, carries the title (”They are the winners” → “They hold the victory”)
Strategy 7 - State Verbs: feel, experience, undergo, have (”They are sad” → “They feel sad”)
Strategy 8 - Equation Verbs: equal, make, total (”They are five in number” → “They number five”)
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24.1a They walked slowly through the ancient forest. 24.1b They (PRON-subj.3pl) walked (V-past) slowly (ADV-manner) through (PREP) the (DEF.ART) ancient (ADJ) forest (N-obj).
24.2a They seem tired after the long journey. 24.2b They (PRON-subj.3pl) seem (V-pres.PERCEPT) tired (ADJ-pred) after (PREP) the (DEF.ART) long (ADJ) journey (N-obj).
24.3a They feel happy about the unexpected news. 24.3b They (PRON-subj.3pl) feel (V-pres.STATE) happy (ADJ-pred) about (PREP) the (DEF.ART) unexpected (ADJ) news (N-obj).
24.4a They work as engineers at the new factory. 24.4b They (PRON-subj.3pl) work (V-pres.REL) as (PREP) engineers (N-pred) at (PREP) the (DEF.ART) new (ADJ) factory (N-obj).
24.5a They remain silent during the ceremony. 24.5b They (PRON-subj.3pl) remain (V-pres.EXIST) silent (ADJ-pred) during (PREP) the (DEF.ART) ceremony (N-obj).
24.6a The children saw them playing in the garden yesterday. 24.6b The (DEF.ART) children (N-subj) saw (V-past) them (PRON-obj.3pl) playing (V-pres.part) in (PREP) the (DEF.ART) garden (N-obj) yesterday (ADV-time).
24.7a They appear confident before the important examination. 24.7b They (PRON-subj.3pl) appear (V-pres.PERCEPT) confident (ADJ-pred) before (PREP) the (DEF.ART) important (ADJ) examination (N-obj).
24.8a They continue working despite the difficult circumstances. 24.8b They (PRON-subj.3pl) continue (V-pres) working (V-pres.part) despite (PREP) the (DEF.ART) difficult (ADJ) circumstances (N-obj).
24.9a They function as ambassadors between the two nations. 24.9b They (PRON-subj.3pl) function (V-pres.REL) as (PREP) ambassadors (N-pred) between (PREP) the (DEF.ART) two (NUM) nations (N-obj).
24.10a The professor gave them the research materials last week. 24.10b The (DEF.ART) professor (N-subj) gave (V-past) them (PRON-obj.3pl) the (DEF.ART) research (N-mod) materials (N-obj) last (ADJ) week (N-time).
24.11a They belong to the oldest families in the region. 24.11b They (PRON-subj.3pl) belong (V-pres.CLASS) to (PREP) the (DEF.ART) oldest (ADJ-superl) families (N-obj) in (PREP) the (DEF.ART) region (N-obj).
24.12a They experience great joy whenever they visit their grandparents. 24.12b They (PRON-subj.3pl) experience (V-pres.STATE) great (ADJ) joy (N-obj) whenever (CONJ) they (PRON-subj.3pl) visit (V-pres) their (PRON-poss.3pl) grandparents (N-obj).
24.13a They serve as mentors to the younger members of the organization. 24.13b They (PRON-subj.3pl) serve (V-pres.REL) as (PREP) mentors (N-pred) to (PREP) the (DEF.ART) younger (ADJ-comp) members (N-obj) of (PREP) the (DEF.ART) organization (N-obj).
24.14a They sound enthusiastic about the proposed changes to the curriculum. 24.14b They (PRON-subj.3pl) sound (V-pres.PERCEPT) enthusiastic (ADJ-pred) about (PREP) the (DEF.ART) proposed (ADJ) changes (N-obj) to (PREP) the (DEF.ART) curriculum (N-obj).
24.15a They keep searching for answers despite the many obstacles they encounter. 24.15b They (PRON-subj.3pl) keep (V-pres) searching (V-pres.part) for (PREP) answers (N-obj) despite (PREP) the (DEF.ART) many (DET) obstacles (N-obj) they (PRON-subj.3pl) encounter (V-pres).
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24.1 “They walked slowly through the ancient forest.” Standard English equivalent: “They were walking slowly through the ancient forest.” Strategy: Simple past replaces past progressive
24.2 “They seem tired after the long journey.” Standard English equivalent: “They are tired after the long journey.” Strategy: Perception verb replacement (seem)
24.3 “They feel happy about the unexpected news.” Standard English equivalent: “They are happy about the unexpected news.” Strategy: State verb replacement (feel)
24.4 “They work as engineers at the new factory.” Standard English equivalent: “They are engineers at the new factory.” Strategy: Relational verb replacement (work as)
24.5 “They remain silent during the ceremony.” Standard English equivalent: “They are silent during the ceremony.” Strategy: Existence verb replacement (remain)
24.6 “The children saw them playing in the garden yesterday.” Standard English equivalent: “They were seen playing in the garden yesterday.” Strategy: Active voice transformation
24.7 “They appear confident before the important examination.” Standard English equivalent: “They are confident before the important examination.” Strategy: Perception verb replacement (appear)
24.8 “They continue working despite the difficult circumstances.” Standard English equivalent: “They are still working despite the difficult circumstances.” Strategy: Continuation verb replacement (continue)
24.9 “They function as ambassadors between the two nations.” Standard English equivalent: “They are ambassadors between the two nations.” Strategy: Relational verb replacement (function as)
24.10 “The professor gave them the research materials last week.” Standard English equivalent: “The research materials were given to them by the professor last week.” Strategy: Active voice transformation
24.11 “They belong to the oldest families in the region.” Standard English equivalent: “They are from the oldest families in the region.” Strategy: Classification verb replacement (belong to)
24.12 “They experience great joy whenever they visit their grandparents.” Standard English equivalent: “They are joyful whenever they are visiting their grandparents.” Strategy: State verb replacement (experience) + simple present
24.13 “They serve as mentors to the younger members of the organization.” Standard English equivalent: “They are mentors to the younger members of the organization.” Strategy: Relational verb replacement (serve as)
24.14 “They sound enthusiastic about the proposed changes to the curriculum.” Standard English equivalent: “They are enthusiastic about the proposed changes to the curriculum.” Strategy: Perception verb replacement (sound)
24.15 “They keep searching for answers despite the many obstacles they encounter.” Standard English equivalent: “They are still searching for answers despite the many obstacles they are encountering.” Strategy: Continuation verb (keep) + simple present
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24.1 They walked slowly through the ancient forest.
24.2 They seem tired after the long journey.
24.3 They feel happy about the unexpected news.
24.4 They work as engineers at the new factory.
24.5 They remain silent during the ceremony.
24.6 The children saw them playing in the garden yesterday.
24.7 They appear confident before the important examination.
24.8 They continue working despite the difficult circumstances.
24.9 They function as ambassadors between the two nations.
24.10 The professor gave them the research materials last week.
24.11 They belong to the oldest families in the region.
24.12 They experience great joy whenever they visit their grandparents.
24.13 They serve as mentors to the younger members of the organization.
24.14 They sound enthusiastic about the proposed changes to the curriculum.
24.15 They keep searching for answers despite the many obstacles they encounter.
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“These grammar rules govern ‘they’ in E-Prime:”
Standard English Function
“They” serves as the third person plural subject pronoun in English. It refers to multiple people, animals, or things previously mentioned or contextually understood. “They” also functions as a singular pronoun for indefinite reference (”Someone left their umbrella”) and for individuals who use they/them pronouns.
The objective form appears as “them” and the possessive forms appear as “their” and “theirs.” In Standard English, “they” pairs overwhelmingly with “are” (present) and “were” (past), making it one of the most frequently encountered pronoun-copula combinations.
E-Prime Considerations
“They” presents a medium-level challenge for E-Prime writers because the “they are” and “they were” constructions appear so frequently in everyday speech. Nearly every sentence describing a group’s state, identity, or ongoing action in Standard English uses some form of “they + to be.”
Key constructions to transform include the following. “They are + adjective” constructions describe states or qualities. “They are + noun” constructions assign identity or category. “They are + verb-ing” constructions indicate ongoing actions. “They were + past participle” constructions create passive voice.
Replacement Strategies for “They”
Perception Verbs work excellently with “they” for quality descriptions. “They seem ready” replaces “They are ready.” “They appear nervous” replaces “They are nervous.” “They look healthy” replaces “They are healthy.” “They sound convinced” replaces “They are convinced.”
State Verbs capture internal experiences. “They feel anxious” replaces “They are anxious.” “They experience confusion” replaces “They are confused.” “They undergo training” replaces “They are in training.”
Relational Verbs handle identity and role statements. “They work as lawyers” replaces “They are lawyers.” “They function as coordinators” replaces “They are the coordinators.” “They serve as volunteers” replaces “They are volunteers.”
Existence and Position Verbs replace location statements. “They remain here” replaces “They are here.” “They stay home” replaces “They are at home.” “They sit quietly” replaces “They are quiet.”
Active Voice replaces passive constructions. “The committee selected them” replaces “They were selected by the committee.” “Everyone admires them” replaces “They are admired by everyone.”
Simple Tenses replace progressive constructions. “They work” replaces “They are working.” “They studied” replaces “They were studying.” Alternatively, continuation verbs preserve the ongoing sense: “They continue working” or “They keep studying.”
Common Mistakes
Writers often accidentally include “they’re” without recognizing it as a contraction of “they are.” Always expand contractions mentally to check for hidden “to be” forms.
Another common error involves creating awkward constructions when simple solutions exist. “They exist in a state of happiness” sounds stilted compared to the natural “They feel happy.”
Writers sometimes forget that “there are” constructions (distinct from “they are”) also violate E-Prime. “There are many of them” must become “Many of them exist” or “I count many of them.”
Style Notes
E-Prime with “they” flows most naturally when writers choose active, dynamic verbs. “They rushed to help” carries more energy than “They were helpful.” The discipline encourages specificity—instead of “They are good at their jobs,” consider “They excel at their work” or “They perform their duties skillfully.”
The singular “they” follows identical patterns. “Someone left their phone—they seem forgetful” works in E-Prime. “Someone left their phone—they are forgetful” violates the rule.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that the structure of language shapes human thought and perception. His famous formulation “the map does not equal the territory” (note the E-Prime phrasing) captures the core insight: our words and concepts represent reality rather than constituting reality itself.
The verb “to be” particularly troubled Korzybski because it encourages what he called “identification”—the confusion of our descriptions with the things described. When we say “They are stupid,” we imply a fixed, essential quality. When we say “They seem confused about this topic” or “They performed poorly on this test,” we describe specific observations without claiming to know their permanent nature.
Practical Applications
Scientific writing benefits from E-Prime discipline because it encourages operational definitions. Instead of “The particles are unstable,” a scientist writes “The particles decay within microseconds” or “The particles exhibit instability under these conditions.” This precision clarifies what observations actually support the claim.
Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy (REBT). He found that clients who stopped saying “I am worthless” and started saying “I feel worthless right now” or “I performed poorly in that situation” gained psychological flexibility. The same applies to statements about others: “They are terrible people” becomes “They behaved harmfully in this instance.”
Conflict resolution benefits when parties avoid identity-level accusations. “They are liars” escalates conflict; “They provided inaccurate information” or “They seem to have misrepresented the facts” opens space for dialogue.
The E-Prime Community
The Institute of General Semantics continues Korzybski’s work and maintains resources for E-Prime practitioners. The journal ETC: A Review of General Semantics has published E-Prime articles since the 1960s.
D. David Bourland Jr. coined the term “E-Prime” and advocated for its use throughout his career. The three E-Prime anthologies he edited (To Be or Not, More E-Prime, and E-Prime III) collect essays, stories, and analyses written entirely in E-Prime.
Robert Anton Wilson wrote his book Quantum Psychology (1990) entirely in E-Prime, demonstrating that complex philosophical ideas can find expression without the copula.
Philosophical Implications
E-Prime challenges essentialist thinking—the assumption that things have fixed, unchanging natures. Standard English makes essentialism easy: “They are intelligent” suggests intelligence exists as a permanent property. E-Prime forces alternative framings: “They demonstrate intelligence in mathematical reasoning” or “They solve problems quickly.”
The discipline also highlights observer-dependence. “They are boring” in Standard English hides the speaker’s role. E-Prime alternatives make the observer visible: “They bore me” or “I find them uninteresting” or “They seem dull to most audiences.”
Critiques and Limitations
Critics note that E-Prime sometimes produces awkward or verbose constructions. Mathematical and logical statements (”Two plus two equals four”) translate easily, but poetic or everyday expressions sometimes resist graceful transformation.
E-Prime cannot easily express certain Buddhist or mystical concepts that deliberately use “being” language. The statement “They are one with the universe” conveys something that “They feel unity with the universe” captures only partially.
Some linguists argue that “to be” serves legitimate grammatical functions and that the verb itself does not cause confused thinking—only careless use of it does.
A balanced view recognizes E-Prime as a useful discipline and thinking tool rather than a complete solution to linguistic or cognitive problems.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 8
F-A: Interlinear Construed Text
They seem to think that they have found the final truth, and they appear quite certain about it. They (PRON-subj.3pl) seem (V-pres.PERCEPT) to (PREP) think (V-inf) that (CONJ) they (PRON-subj.3pl) have (V-pres) found (V-past.part) the (DEF.ART) final (ADJ) truth (N-obj), and (CONJ) they (PRON-subj.3pl) appear (V-pres.PERCEPT) quite (ADV-degree) certain (ADJ-pred) about (PREP) it (PRON-obj).
But they remain trapped in their own tunnel-reality, and they continue to mistake the map for the territory. But (CONJ) they (PRON-subj.3pl) remain (V-pres.EXIST) trapped (ADJ-pred) in (PREP) their (PRON-poss.3pl) own (ADJ) tunnel-reality (N-obj), and (CONJ) they (PRON-subj.3pl) continue (V-pres) to (PREP) mistake (V-inf) the (DEF.ART) map (N-obj) for (PREP) the (DEF.ART) territory (N-obj).
They have not yet learned that every perception involves an act of creation, and they persist in believing that they passively receive “objective” data from “outside.” They (PRON-subj.3pl) have (V-pres) not (ADV-neg) yet (ADV-time) learned (V-past.part) that (CONJ) every (DET) perception (N-subj) involves (V-pres) an (INDEF.ART) act (N-obj) of (PREP) creation (N-obj), and (CONJ) they (PRON-subj.3pl) persist (V-pres) in (PREP) believing (V-pres.part) that (CONJ) they (PRON-subj.3pl) passively (ADV-manner) receive (V-pres) “objective” (ADJ) data (N-obj) from (PREP) “outside” (N-obj).
F-B: Full Excerpt with Source
“They seem to think that they have found the final truth, and they appear quite certain about it. But they remain trapped in their own tunnel-reality, and they continue to mistake the map for the territory. They have not yet learned that every perception involves an act of creation, and they persist in believing that they passively receive ‘objective’ data from ‘outside.’”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 8 (adapted)
F-C: E-Prime Text Only
They seem to think that they have found the final truth, and they appear quite certain about it. But they remain trapped in their own tunnel-reality, and they continue to mistake the map for the territory. They have not yet learned that every perception involves an act of creation, and they persist in believing that they passively receive “objective” data from “outside.”
F-D: Vocabulary and Grammar Notes
“Tunnel-reality” represents Wilson’s term for the limited perceptual framework each person inhabits. The phrase captures how beliefs and assumptions narrow perception.
Note how Wilson uses “they” seven times in this brief passage without once resorting to “they are” or “they were.” He employs perception verbs (seem, appear), existence verbs (remain), and continuation verbs (continue, persist).
The phrase “passively receive” does important E-Prime work—Standard English might say “data that comes to them” or “data they are given,” but Wilson chooses an active construction with an adverb.
F-E: Commentary on E-Prime Technique
Wilson demonstrates masterful E-Prime in this passage. He discusses beliefs and certainty—topics that Standard English almost always handles with “to be” constructions (”they are certain,” “they are convinced,” “they are believers”)—yet every sentence flows naturally in E-Prime.
The repetition of “they” creates rhetorical force, emphasizing the universality of the cognitive trap Wilson describes. Each instance pairs with a different verb type, showcasing E-Prime’s versatility.
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This dialogue demonstrates natural conversation in E-Prime, showing how “they/them” functions in everyday speech without the copula.
Part A: Interlinear Construed Text
24.16a “They seem overwhelmed by the assignment,” said Maria. 24.16b “They (PRON-subj.3pl) seem (V-pres.PERCEPT) overwhelmed (ADJ-pred) by (PREP) the (DEF.ART) assignment (N-obj),” said (V-past) Maria (N-subj).
24.17a “Yes, but they keep trying despite the difficulty,” replied James. 24.17b “Yes (INTERJ), but (CONJ) they (PRON-subj.3pl) keep (V-pres) trying (V-pres.part) despite (PREP) the (DEF.ART) difficulty (N-obj),” replied (V-past) James (N-subj).
24.18a “I watched them work through the problems yesterday.” 24.18b “I (PRON-subj.1sg) watched (V-past) them (PRON-obj.3pl) work (V-inf) through (PREP) the (DEF.ART) problems (N-obj) yesterday (ADV-time).”
24.19a “They function well as a team when they collaborate.” 24.19b “They (PRON-subj.3pl) function (V-pres.REL) well (ADV-manner) as (PREP) a (INDEF.ART) team (N-pred) when (CONJ) they (PRON-subj.3pl) collaborate (V-pres).”
24.20a “They appear more confident than they did last week.” 24.20b “They (PRON-subj.3pl) appear (V-pres.PERCEPT) more (ADV-comp) confident (ADJ-pred) than (CONJ) they (PRON-subj.3pl) did (V-past.aux) last (ADJ) week (N-time).”
24.21a “Someone helped them understand the key concepts.” 24.21b “Someone (PRON-subj.indef) helped (V-past) them (PRON-obj.3pl) understand (V-inf) the (DEF.ART) key (ADJ) concepts (N-obj).”
24.22a “They belong to Professor Chen’s advanced section now.” 24.22b “They (PRON-subj.3pl) belong (V-pres.CLASS) to (PREP) Professor (N-title) Chen’s (N-poss) advanced (ADJ) section (N-obj) now (ADV-time).”
24.23a “They feel proud of their recent progress.” 24.23b “They (PRON-subj.3pl) feel (V-pres.STATE) proud (ADJ-pred) of (PREP) their (PRON-poss.3pl) recent (ADJ) progress (N-obj).”
24.24a “Did you see them present their research findings?” 24.24b “Did (V-past.aux) you (PRON-subj.2sg) see (V-inf) them (PRON-obj.3pl) present (V-inf) their (PRON-poss.3pl) research (N-mod) findings (N-obj)?”
24.25a “They handled the questions skillfully and earned high marks.” 24.25b “They (PRON-subj.3pl) handled (V-past) the (DEF.ART) questions (N-obj) skillfully (ADV-manner) and (CONJ) earned (V-past) high (ADJ) marks (N-obj).”
24.26a “They work as teaching assistants this semester.” 24.26b “They (PRON-subj.3pl) work (V-pres.REL) as (PREP) teaching (V-pres.part) assistants (N-pred) this (DET) semester (N-time).”
24.27a “The dean praised them for their exceptional dedication.” 24.27b “The (DEF.ART) dean (N-subj) praised (V-past) them (PRON-obj.3pl) for (PREP) their (PRON-poss.3pl) exceptional (ADJ) dedication (N-obj).”
24.28a “They remain committed to helping other students succeed.” 24.28b “They (PRON-subj.3pl) remain (V-pres.EXIST) committed (ADJ-pred) to (PREP) helping (V-pres.part) other (DET) students (N-obj) succeed (V-inf).”
24.29a “They seem like natural teachers—they explain things clearly.” 24.29b “They (PRON-subj.3pl) seem (V-pres.PERCEPT) like (PREP) natural (ADJ) teachers (N-pred)—they (PRON-subj.3pl) explain (V-pres) things (N-obj) clearly (ADV-manner).”
24.30a “Perhaps they will continue in academia after they graduate.” 24.30b “Perhaps (ADV-modal) they (PRON-subj.3pl) will (V-fut.aux) continue (V-inf) in (PREP) academia (N-obj) after (CONJ) they (PRON-subj.3pl) graduate (V-pres).
Part B: Natural Sentences with Transformation Notes
24.16 “’They seem overwhelmed by the assignment,’ said Maria.” Standard English equivalent: “’They are overwhelmed by the assignment,’ said Maria.” Strategy: Perception verb replacement (seem)
24.17 “’Yes, but they keep trying despite the difficulty,’ replied James.” Standard English equivalent: “’Yes, but they are still trying despite the difficulty,’ replied James.” Strategy: Continuation verb replacement (keep)
24.18 “’I watched them work through the problems yesterday.’” Standard English equivalent: “’They were working through the problems yesterday—I watched them.’” Strategy: Active voice + infinitive construction
24.19 “’They function well as a team when they collaborate.’” Standard English equivalent: “’They are a good team when they are collaborating.’” Strategy: Relational verb (function as) + simple present
24.20 “’They appear more confident than they did last week.’” Standard English equivalent: “’They are more confident than they were last week.’” Strategy: Perception verb replacement (appear) + auxiliary “did”
24.21 “’Someone helped them understand the key concepts.’” Standard English equivalent: “’They were helped to understand the key concepts.’” Strategy: Active voice transformation
24.22 “’They belong to Professor Chen’s advanced section now.’” Standard English equivalent: “’They are in Professor Chen’s advanced section now.’” Strategy: Classification verb replacement (belong to)
24.23 “’They feel proud of their recent progress.’” Standard English equivalent: “’They are proud of their recent progress.’” Strategy: State verb replacement (feel)
24.24 “’Did you see them present their research findings?’” Standard English equivalent: “’Their research findings were presented—did you see?’” Strategy: Active construction with perception verb
24.25 “’They handled the questions skillfully and earned high marks.’” Standard English equivalent: “’They were skillful in handling questions and were given high marks.’” Strategy: Active voice + manner adverb
24.26 “’They work as teaching assistants this semester.’” Standard English equivalent: “’They are teaching assistants this semester.’” Strategy: Relational verb replacement (work as)
24.27 “’The dean praised them for their exceptional dedication.’” Standard English equivalent: “’They were praised by the dean for their exceptional dedication.’” Strategy: Active voice transformation
24.28 “’They remain committed to helping other students succeed.’” Standard English equivalent: “’They are committed to helping other students succeed.’” Strategy: Existence verb replacement (remain)
24.29 “’They seem like natural teachers—they explain things clearly.’” Standard English equivalent: “’They are natural teachers—they are good at explaining things.’” Strategy: Perception verb (seem) + active verb (explain)
24.30 “’Perhaps they will continue in academia after they graduate.’” Standard English equivalent: “’Perhaps they will be in academia after they are graduated.’” Strategy: Action verb (continue) + simple present
Part C: E-Prime Text Only
24.16 “They seem overwhelmed by the assignment,” said Maria.
24.17 “Yes, but they keep trying despite the difficulty,” replied James.
24.18 “I watched them work through the problems yesterday.”
24.19 “They function well as a team when they collaborate.”
24.20 “They appear more confident than they did last week.”
24.21 “Someone helped them understand the key concepts.”
24.22 “They belong to Professor Chen’s advanced section now.”
24.23 “They feel proud of their recent progress.”
24.24 “Did you see them present their research findings?”
24.25 “They handled the questions skillfully and earned high marks.”
24.26 “They work as teaching assistants this semester.”
24.27 “The dean praised them for their exceptional dedication.”
24.28 “They remain committed to helping other students succeed.”
24.29 “They seem like natural teachers—they explain things clearly.”
24.30 “Perhaps they will continue in academia after they graduate.”
Part D: Grammar Notes for Genre Section
This dialogue demonstrates how natural conversation flows in E-Prime. Several key patterns emerge from examining these examples.
Dialogue tags (”said Maria,” “replied James”) use simple past tense and create no E-Prime complications. The word “said” functions as a reporting verb, not a form of “to be.”
Questions in E-Prime follow standard question formation. “Did you see them present their findings?” uses the auxiliary “did” for question formation—this auxiliary does not derive from “to be” and remains fully E-Prime compliant.
The contrast construction “more confident than they did” shows how E-Prime handles comparisons. Standard English uses “than they were,” but E-Prime substitutes the auxiliary “did” to create a grammatical comparison without the copula.
Future constructions (”they will continue”) combine the modal “will” with an infinitive. This construction remains E-Prime compliant because “will” functions as a modal auxiliary, not as a form of “to be.”
The em-dash in example 24.29 connects two independent clauses, each featuring “they” with different verb types—demonstrating the variety available in E-Prime expression.
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Standard English → E-Prime Practice
Transform these Standard English sentences into E-Prime while preserving the meaning:
Exercise 1 Standard: “They are excellent musicians.” E-Prime: “They play music excellently.” / “They perform as excellent musicians.” Strategy: Action verb / Relational verb
Exercise 2 Standard: “They were frightened by the loud noise.” E-Prime: “The loud noise frightened them.” Strategy: Active voice transformation
Exercise 3 Standard: “They are studying for the exam right now.” E-Prime: “They study for the exam right now.” / “They continue studying for the exam.” Strategy: Simple present / Continuation verb
Exercise 4 Standard: “They’re convinced that they are right.” E-Prime: “They feel convinced that they have the correct answer.” / “They remain certain of their position.” Strategy: State verb + noun phrase / Existence verb
Exercise 5 Standard: “They were the first people to arrive.” E-Prime: “They arrived first.” / “They reached the venue before everyone else.” Strategy: Adverb modification / Comparative construction
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The Latinum Institute has created language learning materials since 2006, serving autodidact students worldwide. This E-Prime course applies the Institute’s proven interlinear glossing methodology to the unique challenge of mastering English without the verb “to be.”
The curriculum follows a 1000-word progression derived from frequency analysis. Each lesson introduces a high-frequency English word and demonstrates its usage within E-Prime discipline. The interlinear format—showing grammatical function beneath each word—allows learners to absorb patterns efficiently.
E-Prime serves as both a writing discipline and a thinking tool. By eliminating “to be,” writers develop greater precision, take responsibility for their perceptions, and avoid the false certainty that identity statements often convey. The discipline connects to the broader General Semantics tradition founded by Alfred Korzybski and developed by thinkers like D. David Bourland Jr. and Robert Anton Wilson.
The construed text approach—presenting material in interlinear format with grammatical glossing—accelerates comprehension by making structure visible. Learners see immediately how E-Prime sentences organize themselves and which verb types replace the copula in various contexts.
Course index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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END OF LESSON 24
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E-Prime (English-Prime) represents a disciplined form of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics (1933), E-Prime trains writers and speakers to express themselves more precisely and actively.
The verb “say” occupies a central position in human communication. We use it to report speech, express opinions, convey information, and attribute statements to others. As an active verb, “say” integrates naturally into E-Prime writing, though certain constructions require transformation.
“That is to say...” → “In other words...” / “This means...”
Link to course index:
https://latinum.substack.com/p/index
FAQ: What does “say” mean in E-Prime?
In E-Prime, “say” functions as a primary verb of communication, allowing speakers to report speech, express thoughts, and convey information without requiring any form of “to be.” Writers can use “say” in present tense (say, says), past tense (said), and various other constructions to create dynamic, agent-focused sentences.
Key Takeaways
• “Say” functions as an active communication verb requiring no “to be” support
• Replace passive constructions like “it is said” with active alternatives like “people say”
• Transform progressive forms like “is saying” to simple present “says” or “say”
• Use “say” to attribute speech directly to speakers, maintaining E-Prime compliance
• The verb “say” pairs naturally with reported speech, quotations, and opinion expression
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25.1a The professor says something important about the experiment. 25.1b The (DEF.ART) professor (N-subj) says (V-pres) something (PRON-indef) important (ADJ) about (PREP) the (DEF.ART) experiment (N-obj).
25.2a My grandmother always said kind words to strangers. 25.2b My (DET-poss) grandmother (N-subj) always (ADV-freq) said (V-past) kind (ADJ) words (N-obj) to (PREP) strangers (N-obj.indir).
25.3a Please say your name clearly. 25.3b Please (ADV-manner) say (V-imp) your (DET-poss) name (N-obj) clearly (ADV-manner).
25.4a What does the sign say about parking? 25.4b What (PRON-interrog) does (AUX) the (DEF.ART) sign (N-subj) say (V-inf) about (PREP) parking (N-obj)?
25.5a They say the restaurant serves excellent food. 25.5b They (PRON-subj) say (V-pres) the (DEF.ART) restaurant (N-subj.embed) serves (V-pres) excellent (ADJ) food (N-obj).
25.6a The ancient proverb says much about human nature and wisdom. 25.6b The (DEF.ART) ancient (ADJ) proverb (N-subj) says (V-pres) much (PRON-indef) about (PREP) human (ADJ) nature (N-obj) and (CONJ) wisdom (N-obj).
25.7a She said goodbye and walked through the door without looking back. 25.7b She (PRON-subj) said (V-past) goodbye (N-obj) and (CONJ) walked (V-past) through (PREP) the (DEF.ART) door (N-obj) without (PREP) looking (V-ger) back (ADV-dir).
25.8a Critics say the film captures something profound about loneliness. 25.8b Critics (N-subj) say (V-pres) the (DEF.ART) film (N-subj.embed) captures (V-pres) something (PRON-indef) profound (ADJ) about (PREP) loneliness (N-obj).
25.9a I cannot say with certainty what happened that night. 25.9b I (PRON-subj) cannot (AUX-neg) say (V-inf) with (PREP) certainty (N-obj) what (PRON-interrog) happened (V-past) that (DET) night (N-obj.time).
25.10a The witness said exactly what she remembered from the accident. 25.10b The (DEF.ART) witness (N-subj) said (V-past) exactly (ADV-manner) what (PRON-rel) she (PRON-subj) remembered (V-past) from (PREP) the (DEF.ART) accident (N-obj).
25.11a Philosophers throughout history have said similar things about truth and perception. 25.11b Philosophers (N-subj) throughout (PREP) history (N-obj) have (AUX-perf) said (V-pp) similar (ADJ) things (N-obj) about (PREP) truth (N-obj) and (CONJ) perception (N-obj).
25.12a The document says nothing about compensation for damages or delays. 25.12b The (DEF.ART) document (N-subj) says (V-pres) nothing (PRON-indef) about (PREP) compensation (N-obj) for (PREP) damages (N-obj) or (CONJ) delays (N-obj).
25.13a My father often said that patience brings greater rewards than haste. 25.13b My (DET-poss) father (N-subj) often (ADV-freq) said (V-past) that (CONJ-comp) patience (N-subj.embed) brings (V-pres) greater (ADJ-comp) rewards (N-obj) than (CONJ) haste (N-obj).
25.14a Historians say the discovery changed the course of civilization permanently. 25.14b Historians (N-subj) say (V-pres) the (DEF.ART) discovery (N-subj.embed) changed (V-past) the (DEF.ART) course (N-obj) of (PREP) civilization (N-obj) permanently (ADV-manner).
25.15a Would you say the project meets your expectations for quality? 25.15b Would (AUX-cond) you (PRON-subj) say (V-inf) the (DEF.ART) project (N-subj.embed) meets (V-pres) your (DET-poss) expectations (N-obj) for (PREP) quality (N-obj)?
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25.1 “The professor says something important about the experiment.” Standard English equivalent: “The professor is saying something important about the experiment.” Strategy: Simple present replaces progressive; no “to be” needed
25.2 “My grandmother always said kind words to strangers.” Standard English equivalent: “My grandmother was always saying kind words to strangers.” Strategy: Simple past replaces past progressive; direct and clear
25.3 “Please say your name clearly.” Standard English equivalent: No “to be” construction typically used Strategy: Imperative mood naturally E-Prime compliant
25.4 “What does the sign say about parking?” Standard English equivalent: “What is the sign saying about parking?” Strategy: Auxiliary “does” replaces progressive “is saying”
25.5 “They say the restaurant serves excellent food.” Standard English equivalent: “It is said that the restaurant serves excellent food.” Strategy: Active subject “they” replaces passive “it is said”
25.6 “The ancient proverb says much about human nature and wisdom.” Standard English equivalent: “Much is said by the ancient proverb about human nature.” Strategy: Active voice with proverb as subject; avoids passive construction
25.7 “She said goodbye and walked through the door without looking back.” Standard English equivalent: “She was saying goodbye when she walked through the door.” Strategy: Simple past “said” replaces past progressive; cleaner narrative
25.8 “Critics say the film captures something profound about loneliness.” Standard English equivalent: “It is said by critics that the film captures something profound.” Strategy: Critics as active subject; avoids “it is said” passive
25.9 “I cannot say with certainty what happened that night.” Standard English equivalent: “I am not able to say with certainty what happened.” Strategy: “Cannot” replaces “am not able to”; more direct
25.10 “The witness said exactly what she remembered from the accident.” Standard English equivalent: “What was said by the witness reflected what she remembered.” Strategy: Active voice throughout; witness as clear agent
25.11 “Philosophers throughout history have said similar things about truth and perception.” Standard English equivalent: “Similar things have been said by philosophers throughout history.” Strategy: Active voice with philosophers as subject; avoids passive “been said”
25.12 “The document says nothing about compensation for damages or delays.” Standard English equivalent: “Nothing is said in the document about compensation.” Strategy: Document as active subject; personification makes E-Prime natural
25.13 “My father often said that patience brings greater rewards than haste.” Standard English equivalent: “It was often said by my father that patience brings rewards.” Strategy: Father as active subject; direct attribution
25.14 “Historians say the discovery changed the course of civilization permanently.” Standard English equivalent: “It is said by historians that the discovery changed civilization.” Strategy: Historians as active subject; clear attribution of claim
25.15 “Would you say the project meets your expectations for quality?” Standard English equivalent: “Would you say the project is meeting your expectations?” Strategy: “Meets” (simple present) replaces “is meeting” (progressive)
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25.1 The professor says something important about the experiment.
25.2 My grandmother always said kind words to strangers.
25.3 Please say your name clearly.
25.4 What does the sign say about parking?
25.5 They say the restaurant serves excellent food.
25.6 The ancient proverb says much about human nature and wisdom.
25.7 She said goodbye and walked through the door without looking back.
25.8 Critics say the film captures something profound about loneliness.
25.9 I cannot say with certainty what happened that night.
25.10 The witness said exactly what she remembered from the accident.
25.11 Philosophers throughout history have said similar things about truth and perception.
25.12 The document says nothing about compensation for damages or delays.
25.13 My father often said that patience brings greater rewards than haste.
25.14 Historians say the discovery changed the course of civilization permanently.
25.15 Would you say the project meets your expectations for quality?
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These grammar rules govern “say” in E-Prime:
Standard English Function
“Say” functions as a transitive verb of communication. It takes direct objects (say something), indirect objects (say something to someone), and embedded clauses (say that something happened). English speakers use “say” to report speech directly and indirectly, express opinions, convey written content, and attribute statements.
The verb conjugates regularly in past tense (said) but maintains an irregular pronunciation shift. Present tense forms include: I/you/we/they say; he/she/it says.
E-Prime Considerations
“Say” presents few inherent E-Prime challenges since it functions as an active verb. However, certain constructions commonly pair “say” with “to be” forms:
The passive voice construction “it is said that” appears frequently in formal and academic writing. E-Prime requires transformation to active voice: “People say that,” “Scholars say that,” “Many say that.”
Progressive constructions like “he is saying” and “she was saying” require conversion to simple tenses or alternative expressions: “he says,” “she said,” “he keeps saying,” “she continued to say.”
The expression “that is to say” contains hidden “to be” and requires replacement: “in other words,” “more precisely,” “this means.”
Replacement Strategies for “Say”
Active Voice Transformation: Convert “it is said” to “[agent] says.” This strategy requires identifying who does the saying—critics, historians, witnesses, experts, or a general “they” or “people.”
Simple Tense Substitution: Replace progressive forms with simple present or past. “He is saying” becomes “he says.” “They were saying” becomes “they said” or “they kept saying.”
Auxiliary Restructuring: Use “does” or “did” for questions instead of “is/was.” “What is she saying?” becomes “What does she say?”
Continuative Verbs: When progressive aspect matters, use “keeps saying,” “continues to say,” “went on to say” instead of “is saying” or “was saying.”
Common Mistakes
Writers frequently overlook the passive “it is said” construction. This impersonal passive appears natural in English but violates E-Prime. Always transform to active voice with a specified or general subject.
The contraction “that’s to say” hides “that is.” Replace with “meaning,” “specifically,” or “in other words.”
Questions beginning with “What is...” often sneak through review. Transform “What is he saying?” to “What does he say?” or “What did he say?”
Existential constructions like “There is something to say about...” require restructuring: “Something deserves mention about...” or “I have something to say about...”
Style Notes
“Say” naturally produces direct, vigorous prose. The verb encourages clear attribution and active construction. When transforming passive constructions, choose specific subjects when possible—”historians say” carries more weight than “they say” or “people say.”
For reported speech, E-Prime allows the standard constructions: She said, “The meeting starts at noon.” He said that the project required more time.
The personification of documents, signs, and texts (”the contract says,” “the sign says”) creates acceptable E-Prime. This construction treats written material as a communicating agent.
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General Semantics Background
Alfred Korzybski developed General Semantics in his 1933 work Science and Sanity. He observed that the verb “to be” creates identification between things that differ—”the map equals the territory” in standard English obscures the distinction between representation and reality. (Note: Korzybski’s famous phrase “the map is not the territory” itself violates E-Prime; the E-Prime version states “the map does not equal the territory.”)
D. David Bourland Jr. formalized E-Prime in 1965, proposing complete elimination of “to be” as a practical discipline. He argued that speakers who avoid “to be” express themselves more precisely and take greater responsibility for their statements.
The verb “say” gains importance in E-Prime because it provides clear attribution. Instead of “The theory is wrong” (identity statement), E-Prime encourages “Critics say the theory contains errors” (attributed observation). This shift moves from absolute pronouncement to reported perspective.
Practical Applications
Scientific Writing: Researchers use E-Prime to maintain operational definitions and acknowledge observer perspective. “The data suggest” replaces “it is clear that.” Scientists who say what they observed avoid claiming absolute truth.
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy (REBT). Clients learn to say “I feel frustrated when this happens” rather than “This is frustrating.” The shift acknowledges personal response rather than inherent quality.
Conflict Resolution: Negotiators find E-Prime useful for de-escalating disputes. “You say the deadline seems unreasonable” invites dialogue more effectively than “The deadline is unreasonable.” The transformation acknowledges perspective and opens discussion.
Critical Thinking Pedagogy: Teachers use E-Prime to help students distinguish observation from inference. Students learn to say “The author argues...” rather than “The meaning is...” This practice develops analytical precision.
The E-Prime Community
The Institute of General Semantics continues Korzybski’s work and promotes E-Prime practice. The journal ETC: A Review of General Semantics publishes articles written in E-Prime and about E-Prime methodology.
Robert Anton Wilson championed E-Prime in popular writing. His 1990 book Quantum Psychology demonstrates sustained E-Prime across an entire text. Wilson said E-Prime helped him think more clearly and communicate more precisely.
The three E-Prime anthologies edited by Bourland and Paul Dennithorne Johnston—To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997)—collect essential writings about and in the E-Prime discipline.
Philosophical Implications
E-Prime challenges the Aristotelian “is of identity” that pervades Western thought. When someone says “John is a failure,” the construction equates a person with an abstraction. E-Prime alternatives—”John has failed at this task,” “John’s performance fell short of expectations”—describe behavior without defining essence.
The discipline also addresses what Korzybski called “elementalism”—the artificial separation of things that function together. By requiring speakers to say who observes, judges, or concludes, E-Prime keeps observer and observed connected.
Critiques and Limitations
Critics point out that E-Prime sometimes produces awkward constructions. Mathematical statements like “two plus two equals four” work naturally, but existential statements (”I exist” for “I am”) can feel forced.
Some linguists argue that “to be” merely serves grammatical function in many contexts and carries no philosophical weight. The sentence “The meeting is at three” uses “is” without making an identity claim.
Practitioners respond that the discipline itself—the practice of searching for alternatives—provides value regardless of whether every “to be” construction carries philosophical freight. The effort to say things differently often reveals new perspectives and precision.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
When (ADV-time) we (PRON-subj) say (V-pres) somebody (PRON-indef) “is” (V-quote) a (INDEF.ART) great (ADJ) artist (N-obj) or (CONJ) “is” (V-quote) a (INDEF.ART) rotten (ADJ) artist, (N-obj) we (PRON-subj) seem (V-pres.PERCEPT) to (PART) say (V-inf) something (PRON-indef) about (PREP) the (DEF.ART) artist. (N-obj) Actually, (ADV-comment) we (PRON-subj) only (ADV-restrict) say (V-pres) something (PRON-indef) about (PREP) our (DET-poss) own (ADJ) nervous (ADJ) systems (N-obj) and (CONJ) how (ADV-manner) they (PRON-subj) have (AUX) responded (V-pp) to (PREP) the (DEF.ART) artist’s (N-poss) work. (N-obj)
F-B: Full Excerpt with Translation
“When we say somebody ‘is’ a great artist or ‘is’ a rotten artist, we seem to say something about the artist. Actually, we only say something about our own nervous systems and how they have responded to the artist’s work.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
Wilson demonstrates E-Prime’s philosophical purpose: the discipline reveals that evaluative statements (”X is good/bad”) actually describe the speaker’s response rather than inherent qualities of the object. By showing how we use “say” to make claims, Wilson exposes the hidden subjectivity in apparently objective statements.
F-C: E-Prime Text Only
When we say somebody “is” a great artist or “is” a rotten artist, we seem to say something about the artist. Actually, we only say something about our own nervous systems and how they have responded to the artist’s work.
F-D: Vocabulary and Grammar Notes
Wilson uses “say” three times in this passage, demonstrating its versatility: first to describe how people make evaluative statements, second to describe what those statements appear to do, and third to reveal what they actually do.
The phrase “we seem to say” employs the perception verb “seem” (E-Prime strategy 2) to qualify the apparent meaning of identity statements.
“Actually” functions as a discourse marker signaling the correction or deeper analysis that follows.
The phrase “our own nervous systems” shifts the focus from the object of evaluation to the evaluating subject—a key General Semantics move.
F-E: Commentary on E-Prime Technique
Wilson’s passage exemplifies E-Prime’s self-referential capacity. He discusses how people use “is” (placing the forbidden form in quotation marks to discuss it) while himself writing in E-Prime. The verb “say” becomes the vehicle for this meta-analysis.
Notice how Wilson attributes the statement to “we”—a general subject that includes the reader. This inclusive construction invites readers to examine their own speech patterns.
The passage moves from apparent meaning (”seem to say something about the artist”) to actual meaning (”only say something about our own nervous systems”). This transformation illustrates E-Prime’s purpose: revealing the observer-dependence of evaluative language.
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The following examples create a coherent news report about an international climate conference, demonstrating how journalists can write in E-Prime while reporting multiple perspectives.
Part A: Interlinear Construed Text
25.16a Delegates at the summit say they have reached a preliminary agreement on emissions. 25.16b Delegates (N-subj) at (PREP) the (DEF.ART) summit (N-obj) say (V-pres) they (PRON-subj) have (AUX-perf) reached (V-pp) a (INDEF.ART) preliminary (ADJ) agreement (N-obj) on (PREP) emissions (N-obj).
25.17a The lead negotiator said yesterday that progress exceeded expectations. 25.17b The (DEF.ART) lead (ADJ) negotiator (N-subj) said (V-past) yesterday (ADV-time) that (CONJ-comp) progress (N-subj.embed) exceeded (V-past) expectations (N-obj).
25.18a Environmental groups say the proposal falls short of scientific recommendations. 25.18b Environmental (ADJ) groups (N-subj) say (V-pres) the (DEF.ART) proposal (N-subj.embed) falls (V-pres) short (ADV) of (PREP) scientific (ADJ) recommendations (N-obj).
25.19a Industry representatives said compliance would require significant investment. 25.19b Industry (N-mod) representatives (N-subj) said (V-past) compliance (N-subj.embed) would (AUX-cond) require (V-inf) significant (ADJ) investment (N-obj).
25.20a What do the numbers actually say about global temperature trends? 25.20b What (PRON-interrog) do (AUX) the (DEF.ART) numbers (N-subj) actually (ADV-manner) say (V-inf) about (PREP) global (ADJ) temperature (N-mod) trends (N-obj)?
25.21a Scientists say the data confirm a pattern of accelerating change over decades. 25.21b Scientists (N-subj) say (V-pres) the (DEF.ART) data (N-subj.embed) confirm (V-pres) a (INDEF.ART) pattern (N-obj) of (PREP) accelerating (ADJ) change (N-obj) over (PREP) decades (N-obj).
25.22a The report says nothing about adaptation strategies for vulnerable regions. 25.22b The (DEF.ART) report (N-subj) says (V-pres) nothing (PRON-indef) about (PREP) adaptation (N-mod) strategies (N-obj) for (PREP) vulnerable (ADJ) regions (N-obj).
25.23a Observers said the debate continued through the night without resolution. 25.23b Observers (N-subj) said (V-past) the (DEF.ART) debate (N-subj.embed) continued (V-past) through (PREP) the (DEF.ART) night (N-obj) without (PREP) resolution (N-obj).
25.24a One diplomat said the disagreement reflected deeper economic tensions between nations. 25.24b One (DET) diplomat (N-subj) said (V-past) the (DEF.ART) disagreement (N-subj.embed) reflected (V-past) deeper (ADJ-comp) economic (ADJ) tensions (N-obj) between (PREP) nations (N-obj).
25.25a Protesters outside the venue say their voices deserve inclusion in the process. 25.25b Protesters (N-subj) outside (PREP) the (DEF.ART) venue (N-obj) say (V-pres) their (DET-poss) voices (N-subj.embed) deserve (V-pres) inclusion (N-obj) in (PREP) the (DEF.ART) process (N-obj).
25.26a Critics say previous summits produced promises that governments failed to keep. 25.26b Critics (N-subj) say (V-pres) previous (ADJ) summits (N-subj.embed) produced (V-past) promises (N-obj) that (PRON-rel) governments (N-subj) failed (V-past) to (PART) keep (V-inf).
25.27a The final communiqué says all parties commit to further negotiations next year. 25.27b The (DEF.ART) final (ADJ) communiqué (N-subj) says (V-pres) all (DET) parties (N-subj.embed) commit (V-pres) to (PREP) further (ADJ) negotiations (N-obj) next (ADJ) year (N-obj.time).
25.28a Analysts say the agreement represents a compromise rather than a breakthrough. 25.28b Analysts (N-subj) say (V-pres) the (DEF.ART) agreement (N-subj.embed) represents (V-pres) a (INDEF.ART) compromise (N-obj) rather (ADV) than (PREP) a (INDEF.ART) breakthrough (N-obj).
25.29a The chairman said participants would reconvene after evaluating domestic responses. 25.29b The (DEF.ART) chairman (N-subj) said (V-past) participants (N-subj.embed) would (AUX-cond) reconvene (V-inf) after (PREP) evaluating (V-ger) domestic (ADJ) responses (N-obj).
25.30a History, delegates say, will judge the adequacy of their efforts. 25.30b History (N-subj.embed), delegates (N-subj) say (V-pres), will (AUX-fut) judge (V-inf) the (DEF.ART) adequacy (N-obj) of (PREP) their (DET-poss) efforts (N-obj).
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Part B: Natural Sentences with Transformation Notes
25.16 “Delegates at the summit say they have reached a preliminary agreement on emissions.” Standard English equivalent: “It is reported that delegates have reached an agreement.” Strategy: Delegates as active subject; avoids impersonal passive “it is reported”
25.17 “The lead negotiator said yesterday that progress exceeded expectations.” Standard English equivalent: “It was said by the lead negotiator that progress exceeded expectations.” Strategy: Active voice with clear agent; direct quotation attribution
25.18 “Environmental groups say the proposal falls short of scientific recommendations.” Standard English equivalent: “The proposal is said to fall short of recommendations.” Strategy: Groups as active subject; avoids “is said to”
25.19 “Industry representatives said compliance would require significant investment.” Standard English equivalent: “It was said by industry representatives that compliance would be costly.” Strategy: Active attribution; “would require” instead of “would be”
25.20 “What do the numbers actually say about global temperature trends?” Standard English equivalent: “What is actually said by the numbers about trends?” Strategy: Numbers as active subject (personification); “do say” replaces passive
25.21 “Scientists say the data confirm a pattern of accelerating change over decades.” Standard English equivalent: “It is said by scientists that the data confirm a pattern.” Strategy: Scientists as active subject; clear attribution
25.22 “The report says nothing about adaptation strategies for vulnerable regions.” Standard English equivalent: “Nothing is said in the report about adaptation.” Strategy: Report as active subject; personification of document
25.23 “Observers said the debate continued through the night without resolution.” Standard English equivalent: “It was observed that the debate continued through the night.” Strategy: Observers as active subject; avoids impersonal “it was observed”
25.24 “One diplomat said the disagreement reflected deeper economic tensions between nations.” Standard English equivalent: “It was said that the disagreement was a reflection of tensions.” Strategy: Diplomat as active subject; “reflected” replaces “was a reflection”
25.25 “Protesters outside the venue say their voices deserve inclusion in the process.” Standard English equivalent: “It is said by protesters that their voices should be included.” Strategy: Protesters as active subject; “deserve inclusion” replaces “should be included”
25.26 “Critics say previous summits produced promises that governments failed to keep.” Standard English equivalent: “It is said that previous summits were productive of promises.” Strategy: Critics as active subject; “produced” replaces “were productive of”
25.27 “The final communiqué says all parties commit to further negotiations next year.” Standard English equivalent: “It is stated in the communiqué that all parties are committed.” Strategy: Communiqué as active subject; “commit” replaces “are committed”
25.28 “Analysts say the agreement represents a compromise rather than a breakthrough.” Standard English equivalent: “The agreement is said to be a compromise.” Strategy: Analysts as subject; “represents” replaces “is”
25.29 “The chairman said participants would reconvene after evaluating domestic responses.” Standard English equivalent: “It was announced that participants would be reconvening.” Strategy: Chairman as active subject; “would reconvene” replaces “would be reconvening”
25.30 “History, delegates say, will judge the adequacy of their efforts.” Standard English equivalent: “It is said by delegates that history will be the judge.” Strategy: Delegates as active subject (parenthetical); “will judge” replaces “will be the judge”
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Part C: E-Prime Text Only
25.16 Delegates at the summit say they have reached a preliminary agreement on emissions.
25.17 The lead negotiator said yesterday that progress exceeded expectations.
25.18 Environmental groups say the proposal falls short of scientific recommendations.
25.19 Industry representatives said compliance would require significant investment.
25.20 What do the numbers actually say about global temperature trends?
25.21 Scientists say the data confirm a pattern of accelerating change over decades.
25.22 The report says nothing about adaptation strategies for vulnerable regions.
25.23 Observers said the debate continued through the night without resolution.
25.24 One diplomat said the disagreement reflected deeper economic tensions between nations.
25.25 Protesters outside the venue say their voices deserve inclusion in the process.
25.26 Critics say previous summits produced promises that governments failed to keep.
25.27 The final communiqué says all parties commit to further negotiations next year.
25.28 Analysts say the agreement represents a compromise rather than a breakthrough.
25.29 The chairman said participants would reconvene after evaluating domestic responses.
25.30 History, delegates say, will judge the adequacy of their efforts.
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Part D: Grammar Notes for Genre Section
The news report genre demonstrates how “say” functions as journalism’s primary attribution verb. E-Prime news writing uses “say” to attribute claims, avoiding the passive constructions that standard journalism often employs.
Attribution Patterns
Journalists typically identify speakers before their statements: “Delegates say...” “Scientists say...” This front-loaded attribution creates clear, active sentences.
Parenthetical attribution (”History, delegates say, will judge...”) places “say” in a medial position, allowing the main clause to flow continuously while maintaining attribution.
Past tense “said” appears in reported speech for completed statements. Present tense “say” suggests ongoing or representative positions.
Personification of Documents
News writing naturally personifies written sources: “The report says...” “The communiqué says...” This E-Prime-friendly construction treats documents as communicating agents.
Question Formation
“What do the numbers say?” demonstrates E-Prime question structure with auxiliary “do” rather than “What are the numbers saying?” (progressive with “to be”).
Multiple Perspectives
The genre section shows how E-Prime handles competing claims: delegates say one thing, critics say another, analysts say something else. Each perspective receives clear attribution without the writer making identity claims about truth.
Avoiding “Is Said To”
Standard journalism often uses “The proposal is said to fall short...” E-Prime requires transformation: “Environmental groups say the proposal falls short...” This shift demands identification of who makes each claim—improving journalistic accountability.
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Standard English → E-Prime Practice
Transform each sentence to E-Prime while preserving the use of “say”:
Exercise 1 Standard: “It is said that the economy is improving.” E-Prime: “Economists say the economy shows improvement.” / “Analysts say economic indicators have improved.” Strategy: Replace “it is said” with specific subject; replace “is improving” with active verb
Exercise 2 Standard: “What is being said about the new policy?” E-Prime: “What do people say about the new policy?” / “What does the report say about the new policy?” Strategy: Replace “is being said” with active construction using “do”
Exercise 3 Standard: “The message that was said by the director is unclear.” E-Prime: “The message the director said remains unclear.” / “The director said something unclear.” Strategy: Convert passive relative clause to active; use “remains” for state
Exercise 4 Standard: “He is always saying things that are controversial.” E-Prime: “He always says controversial things.” / “He frequently says things that provoke controversy.” Strategy: Simple present replaces progressive; remove “are” from adjective construction
Exercise 5 Standard: “It is difficult to say whether the plan is feasible.” E-Prime: “Experts find difficulty in saying whether the plan seems feasible.” / “We cannot easily say whether the plan will work.” Strategy: Replace “it is difficult” with agent-focused construction; replace “is feasible” with “seems feasible” or “will work”
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This lesson forms part of the Latinum Institute’s 1000-word E-Prime curriculum. Each lesson introduces a high-frequency English word and demonstrates its use within E-Prime constraints, training students simultaneously in vocabulary and in the E-Prime discipline.
The Latinum Institute has created language learning materials since 2006, specializing in autodidact-friendly approaches. The interlinear construed text format—showing grammatical function word by word—allows independent learners to grasp structure without requiring a teacher’s explanation.
Course Index:
https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime serves as both a writing discipline and a thinking tool. By eliminating “to be,” writers learn to specify agents, acknowledge perspective, and express themselves more precisely. The practice connects to the General Semantics tradition founded by Alfred Korzybski and developed by D. David Bourland Jr.
The benefits of E-Prime practice include: clearer attribution of claims, reduced dogmatic statements, increased awareness of observer perspective, more dynamic and active prose, and enhanced critical thinking about language and reality.
This lesson on “say” particularly serves E-Prime purposes because the verb provides the primary means for attributing statements. Instead of writing “The theory is correct” (identity claim), E-Prime writers learn to write “Scientists say the theory accurately predicts outcomes” (attributed observation). This shift from pronouncement to attribution lies at the heart of E-Prime’s philosophical contribution.
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✓ Lesson 25 E-Prime complete
All sections complete with fleurons: CONFIRMED
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E-Prime (English-Prime) represents a disciplined subset of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics, E-Prime challenges writers to express ideas without the copula—fostering clearer thinking and more precise communication.
The preposition “at” indicates a specific point in space or time. In Standard English, “at” frequently appears with “to be” constructions: “I am at home,” “The concert is at eight,” “She was at the corner.” E-Prime writers must transform these constructions using existence verbs, perception verbs, and active voice to maintain the spatial or temporal meaning without the forbidden copula.
Course Index: https://latinum.substack.com/p/index
FAQ: What does “at” mean in E-Prime?
Q: How does “at” function in E-Prime writing? A: The preposition “at” retains its full meaning in E-Prime—indicating specific points in space or time. The challenge lies not in the word itself but in the constructions surrounding it. Where Standard English says “She is at the door,” E-Prime writers say “She stands at the door” or “She waits at the door,” replacing the copula with an existence or action verb while preserving the locative meaning.
Key Takeaways
• “At” itself requires no modification in E-Prime—the preposition functions identically in both systems
• The challenge comes from transforming “to be + at” constructions into active or existence verb phrases
• Common replacements include: stand at, sit at, wait at, arrive at, remain at, work at, stay at
• For temporal uses (”at noon,” “at midnight”), pair “at” with action verbs: “We meet at noon,” “The ceremony begins at midnight”
• Spatial precision remains intact: “at the corner,” “at the intersection,” “at the top” all work naturally with E-Prime verbs
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Forbidden Forms (never use in E-Prime)
Infinitive: to be Present: am, is, are Past: was, were Participles: been, being Contractions: ‘s, ‘m, ‘re (as in he’s, I’m, they’re) Archaic: art, wast, wert Subjunctive: be
Eight Replacement Strategies
Strategy 1 — Active Voice: Convert passive constructions to active Strategy 2 — Perception Verbs: appear, seem, look, sound, feel, taste, smell Strategy 3 — Existence Verbs: exist, sit, stand, lie, rest, remain, stay, wait, dwell Strategy 4 — Relational Verbs: function as, serve as, act as, work as Strategy 5 — Classification Verbs: belong to, constitute, represent, qualify as Strategy 6 — Identity Rephrasing: holds (position), serves as, works as Strategy 7 — State Verbs: feel, experience, undergo, have Strategy 8 — Equation Verbs: equal, make, total, amount to
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26.1a The children play at the park every afternoon. 26.1b The (DEF.ART) children (N-subj) play (V-pres) at (PREP-loc) the (DEF.ART) park (N-obj) every (DET) afternoon (N-time).
26.2a She waits at the corner for her ride. 26.2b She (PRON-subj) waits (V-pres.EXIST) at (PREP-loc) the (DEF.ART) corner (N-obj) for (PREP) her (PRON-poss) ride (N-obj).
26.3a We arrive at the station before dawn. 26.3b We (PRON-subj) arrive (V-pres) at (PREP-loc) the (DEF.ART) station (N-obj) before (PREP-time) dawn (N-time).
26.4a The meeting starts at nine o’clock sharp. 26.4b The (DEF.ART) meeting (N-subj) starts (V-pres) at (PREP-time) nine (NUM) o’clock (N-time) sharp (ADV-manner).
26.5a My grandmother lives at the end of the street. 26.5b My (PRON-poss) grandmother (N-subj) lives (V-pres.EXIST) at (PREP-loc) the (DEF.ART) end (N-obj) of (PREP) the (DEF.ART) street (N-obj).
26.6a The professor works at the university during the semester. 26.6b The (DEF.ART) professor (N-subj) works (V-pres) at (PREP-loc) the (DEF.ART) university (N-obj) during (PREP-time) the (DEF.ART) semester (N-time).
26.7a Several boats anchor at the harbor overnight. 26.7b Several (DET) boats (N-subj) anchor (V-pres.EXIST) at (PREP-loc) the (DEF.ART) harbor (N-obj) overnight (ADV-time).
26.8a The bird sits at the top of the oak tree and sings. 26.8b The (DEF.ART) bird (N-subj) sits (V-pres.EXIST) at (PREP-loc) the (DEF.ART) top (N-obj) of (PREP) the (DEF.ART) oak (ADJ) tree (N-obj) and (CONJ) sings (V-pres).
26.9a We always eat dinner at seven and discuss our day. 26.9b We (PRON-subj) always (ADV-freq) eat (V-pres) dinner (N-obj) at (PREP-time) seven (NUM) and (CONJ) discuss (V-pres) our (PRON-poss) day (N-obj).
26.10a The security guard stands at the entrance throughout the night. 26.10b The (DEF.ART) security (N-mod) guard (N-subj) stands (V-pres.EXIST) at (PREP-loc) the (DEF.ART) entrance (N-obj) throughout (PREP-time) the (DEF.ART) night (N-time).
26.11a My heart leaps at the sight of the mountains emerging through morning mist. 26.11b My (PRON-poss) heart (N-subj) leaps (V-pres) at (PREP-cause) the (DEF.ART) sight (N-obj) of (PREP) the (DEF.ART) mountains (N-obj) emerging (V-pres.part) through (PREP) morning (N-mod) mist (N-obj).
26.12a The orchestra performs at Carnegie Hall twice each season under different conductors. 26.12b The (DEF.ART) orchestra (N-subj) performs (V-pres) at (PREP-loc) Carnegie (N-prop) Hall (N-prop) twice (ADV-freq) each (DET) season (N-time) under (PREP) different (ADJ) conductors (N-obj).
26.13a She excels at mathematics and physics, solving problems that baffle her classmates. 26.13b She (PRON-subj) excels (V-pres) at (PREP-domain) mathematics (N-obj) and (CONJ) physics (N-obj), solving (V-pres.part) problems (N-obj) that (PRON-rel) baffle (V-pres) her (PRON-poss) classmates (N-obj).
26.14a The old lighthouse still stands at the rocky point where countless ships found guidance through treacherous waters. 26.14b The (DEF.ART) old (ADJ) lighthouse (N-subj) still (ADV-asp) stands (V-pres.EXIST) at (PREP-loc) the (DEF.ART) rocky (ADJ) point (N-obj) where (ADV-rel) countless (ADJ) ships (N-subj) found (V-past) guidance (N-obj) through (PREP) treacherous (ADJ) waters (N-obj).
26.15a At the intersection of art and science, revolutionary discoveries emerge from minds that refuse conventional boundaries. 26.15b At (PREP-loc) the (DEF.ART) intersection (N-obj) of (PREP) art (N-obj) and (CONJ) science (N-obj), revolutionary (ADJ) discoveries (N-subj) emerge (V-pres) from (PREP) minds (N-obj) that (PRON-rel) refuse (V-pres) conventional (ADJ) boundaries (N-obj).
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26.1 “The children play at the park every afternoon.” Standard English equivalent: “The children are at the park every afternoon.” Strategy: Action verb replacement (play)
26.2 “She waits at the corner for her ride.” Standard English equivalent: “She is at the corner waiting for her ride.” Strategy: Existence verb replacement (waits)
26.3 “We arrive at the station before dawn.” Standard English equivalent: “We are at the station before dawn.” Strategy: Motion verb replacement (arrive)
26.4 “The meeting starts at nine o’clock sharp.” Standard English equivalent: “The meeting is at nine o’clock.” Strategy: Action verb replacement (starts)
26.5 “My grandmother lives at the end of the street.” Standard English equivalent: “My grandmother’s house is at the end of the street.” Strategy: Existence verb replacement (lives)
26.6 “The professor works at the university during the semester.” Standard English equivalent: “The professor is at the university during the semester.” Strategy: Action verb replacement (works)
26.7 “Several boats anchor at the harbor overnight.” Standard English equivalent: “Several boats are at the harbor overnight.” Strategy: Existence verb replacement (anchor)
26.8 “The bird sits at the top of the oak tree and sings.” Standard English equivalent: “The bird is at the top of the oak tree.” Strategy: Existence verb replacement (sits)
26.9 “We always eat dinner at seven and discuss our day.” Standard English equivalent: “Dinner is always at seven.” Strategy: Action verb replacement (eat)
26.10 “The security guard stands at the entrance throughout the night.” Standard English equivalent: “The security guard is at the entrance throughout the night.” Strategy: Existence verb replacement (stands)
26.11 “My heart leaps at the sight of the mountains emerging through morning mist.” Standard English equivalent: “My heart is full at the sight of the mountains.” Strategy: Action verb replacement (leaps) + perception construction
26.12 “The orchestra performs at Carnegie Hall twice each season under different conductors.” Standard English equivalent: “The orchestra is at Carnegie Hall twice each season.” Strategy: Action verb replacement (performs)
26.13 “She excels at mathematics and physics, solving problems that baffle her classmates.” Standard English equivalent: “She is excellent at mathematics and physics.” Strategy: Active verb replacement (excels) transforms adjectival predicate
26.14 “The old lighthouse still stands at the rocky point where countless ships found guidance through treacherous waters.” Standard English equivalent: “The old lighthouse is still at the rocky point.” Strategy: Existence verb replacement (stands)
26.15 “At the intersection of art and science, revolutionary discoveries emerge from minds that refuse conventional boundaries.” Standard English equivalent: “At the intersection of art and science, there are revolutionary discoveries.” Strategy: Action verb replacement (emerge) eliminates existential “there are”
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26.1 The children play at the park every afternoon.
26.2 She waits at the corner for her ride.
26.3 We arrive at the station before dawn.
26.4 The meeting starts at nine o’clock sharp.
26.5 My grandmother lives at the end of the street.
26.6 The professor works at the university during the semester.
26.7 Several boats anchor at the harbor overnight.
26.8 The bird sits at the top of the oak tree and sings.
26.9 We always eat dinner at seven and discuss our day.
26.10 The security guard stands at the entrance throughout the night.
26.11 My heart leaps at the sight of the mountains emerging through morning mist.
26.12 The orchestra performs at Carnegie Hall twice each season under different conductors.
26.13 She excels at mathematics and physics, solving problems that baffle her classmates.
26.14 The old lighthouse still stands at the rocky point where countless ships found guidance through treacherous waters.
26.15 At the intersection of art and science, revolutionary discoveries emerge from minds that refuse conventional boundaries.
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These grammar rules govern “at” in E-Prime:
Standard English Function
The preposition “at” indicates a specific point in space or time, distinguishing itself from broader locatives like “in” (containment) or “on” (surface contact). “At” pinpoints: at the door (specific location), at noon (specific time), at the meeting (specific event), at work (specific activity context).
Primary uses include spatial precision (at the corner, at 42 Main Street, at the top), temporal precision (at midnight, at dawn, at three o’clock), activity contexts (at work, at school, at dinner), and abstract domains (good at chess, skilled at negotiation, aimed at improvement).
E-Prime Considerations
The preposition “at” itself poses no E-Prime problems—it functions identically in both Standard English and E-Prime. The challenge arises from the frequent pairing of “at” with forms of “to be” in Standard English.
Common Standard English patterns requiring transformation include the following. Location statements like “I am at home” and “She was at the office” need existence verbs. Time statements like “The meeting is at three” and “Dinner was at eight” need action verbs. State descriptions like “He is at peace” and “They are at war” need state or action verbs.
Replacement Strategies for “At” Constructions
Existence Verbs work well for location. Transform “I am at home” into “I stay at home” or “I remain at home.” Transform “She was at the door” into “She stood at the door” or “She waited at the door.” Transform “The car sits at the curb” keeps the existence verb naturally.
Action Verbs work for activities. Transform “The concert is at eight” into “The concert begins at eight” or “The concert starts at eight.” Transform “The party was at John’s house” into “The party took place at John’s house” or “We held the party at John’s house.”
State Verbs handle abstract uses. Transform “He is at peace” into “He feels at peace” or “He remains at peace.” Transform “They are at odds” into “They stand at odds” or “They remain at odds.”
Common Mistakes
Forgetting hidden copulas presents a frequent problem. Writers correctly avoid “I am at the store” but miss contractions like “I’m at the store” or “She’s at work.” Scan all contractions ending in ‘s, ‘m, or ‘re.
Overcorrecting the preposition itself causes confusion. Some learners mistakenly think “at” needs replacement. The preposition stays—only the copula changes.
Creating awkward constructions happens when forcing unusual verbs. “I locate at the store” sounds unnatural. Choose common existence verbs: stay, remain, wait, stand, sit, work, live.
Style Notes
Formal E-Prime writing favors precise existence verbs: “The ambassador resides at the embassy” rather than “stays at.” Informal E-Prime allows colloquial constructions: “I hang out at the café” works perfectly.
For temporal “at,” prefer verbs that imply the scheduled nature of events: begins, starts, commences, opens, concludes, ends. “The film starts at seven” sounds more natural than “The film happens at seven.”
The construction “at + gerund” (at swimming, at cooking) pairs naturally with verbs of skill: excels at, succeeds at, fails at, improves at. These constructions require no transformation.
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General Semantics Background
Alfred Korzybski argued that the verb “to be” creates false identifications and misleading abstractions. His famous formulation “the map does not equal the territory” (note: Korzybski’s original phrasing “the map is not the territory” violates E-Prime) suggests that language shapes perception. By eliminating “to be,” E-Prime forces writers to specify relationships more precisely.
When we say “John is at the store,” we create a static identification. E-Prime alternatives like “John works at the store” or “John shops at the store” or “John waits at the store” each convey different activities and relationships. The copula obscures these distinctions.
Practical Applications
Scientific writing benefits from E-Prime precision. Rather than “The electron is at position X” (which implies a fixed, observed state), physicists might write “The detector registered the electron at position X” (which acknowledges the measurement act).
Therapeutic contexts, particularly Albert Ellis’s Rational Emotive Behavior Therapy (REBT), use E-Prime to challenge absolutist thinking. “I am a failure” becomes “I failed at this task”—a more accurate, less devastating assessment that preserves the possibility of future success.
Negotiation and conflict resolution employ E-Prime to reduce polarization. “You are wrong” escalates conflict; “I disagree with your assessment” or “Your analysis differs from mine” opens dialogue.
The E-Prime Community
The Institute of General Semantics continues Korzybski’s work, publishing the journal ETC: A Review of General Semantics. Robert Anton Wilson popularized E-Prime through his book Quantum Psychology (1990), written entirely without “to be.” The anthologies To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997) collect essays exploring the discipline.
Philosophical Implications
E-Prime challenges the Aristotelian “A is A” identity principle by forcing writers to specify relationships rather than assert identities. This connects to Buddhist concepts of impermanence and process philosophy’s emphasis on becoming over being.
The discipline raises questions about linguistic relativity: does eliminating “to be” actually change thought patterns, or merely surface expression? Practitioners report increased awareness of hidden assumptions and greater precision in describing observations versus interpretations.
Critiques and Limitations
E-Prime struggles with mathematical and logical statements: “Two plus two equals four” works, but becomes awkward in formal notation. Some philosophical discussions require identity statements that E-Prime renders cumbersome.
Critics note that E-Prime can produce stilted prose and that skilled writers convey precision with or without the copula. The discipline works best as a training exercise rather than an absolute requirement—heightening awareness of when “to be” obscures meaning versus when it serves legitimate purposes.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
We (PRON-subj) find (V-pres) ourselves (PRON-refl) at (PREP-loc) a (INDEF.ART) crossroads (N-obj) in (PREP-loc) human (ADJ) evolution (N-obj). The (DEF.ART) old (ADJ) maps (N-subj) no (ADV-neg) longer (ADV-deg) guide (V-pres) us (PRON-obj) accurately (ADV-manner) through (PREP) the (DEF.ART) territory (N-obj) we (PRON-subj) now (ADV-time) inhabit (V-pres). New (ADJ) instruments (N-subj) of (PREP) perception (N-obj) await (V-pres) those (PRON-dem) who (PRON-rel) dare (V-pres) to (PART-inf) look (V-inf) at (PREP) reality (N-obj) without (PREP) the (DEF.ART) filters (N-obj) that (PRON-rel) language (N-subj) habitually (ADV-manner) imposes (V-pres).
F-B: Full Excerpt with Translation
“We find ourselves at a crossroads in human evolution. The old maps no longer guide us accurately through the territory we now inhabit. New instruments of perception await those who dare to look at reality without the filters that language habitually imposes.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
This passage demonstrates Wilson’s masterful E-Prime prose—discussing perception and reality without resorting to identity statements or copula constructions.
F-C: E-Prime Text Only
We find ourselves at a crossroads in human evolution. The old maps no longer guide us accurately through the territory we now inhabit. New instruments of perception await those who dare to look at reality without the filters that language habitually imposes.
F-D: Vocabulary and Grammar Notes
“Find ourselves at” — This construction elegantly replaces “we are at” with a discovery metaphor, suggesting arrival through process rather than static existence.
“No longer guide” — The negative adverb modifies an action verb, avoiding the construction “the maps are no longer accurate.”
“Await those who dare” — Active voice maintains E-Prime compliance while creating anticipatory tension.
“Look at reality” — The perception verb “look” paired with “at” demonstrates natural E-Prime usage of the target preposition.
“Language habitually imposes” — Personification allows active verb construction, avoiding “filters that are imposed by language.”
F-E: Commentary on E-Prime Technique
Wilson uses “at” twice in this passage: “at a crossroads” (metaphorical location) and “look at reality” (perception construction). Both demonstrate how “at” functions naturally in E-Prime when paired with appropriate verbs.
The passage models several key E-Prime strategies: existence through action (”find ourselves”), negation through adverbs (”no longer”), and perception through active looking (”dare to look”). Wilson avoids the trap of merely substituting perception verbs for every copula—he varies his approach, creating dynamic prose that argues for perceptual flexibility while demonstrating it linguistically.
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“A Day at the Office”
The following passage demonstrates sustained E-Prime writing using “at” in temporal and spatial constructions throughout a coherent narrative about workplace routines.
Part A: Interlinear Construed Text
26.16a I arrive at the office at seven each morning before the crowds fill the subway. 26.16b I (PRON-subj) arrive (V-pres) at (PREP-loc) the (DEF.ART) office (N-obj) at (PREP-time) seven (NUM) each (DET) morning (N-time) before (CONJ-time) the (DEF.ART) crowds (N-subj) fill (V-pres) the (DEF.ART) subway (N-obj).
26.17a My colleagues trickle in at various times, some grabbing coffee at the corner café first. 26.17b My (PRON-poss) colleagues (N-subj) trickle (V-pres) in (PART) at (PREP-time) various (ADJ) times (N-time), some (PRON-indef) grabbing (V-pres.part) coffee (N-obj) at (PREP-loc) the (DEF.ART) corner (ADJ) café (N-obj) first (ADV-seq).
26.18a The team meets at nine in the conference room at the end of the hall. 26.18b The (DEF.ART) team (N-subj) meets (V-pres) at (PREP-time) nine (NUM) in (PREP-loc) the (DEF.ART) conference (N-mod) room (N-obj) at (PREP-loc) the (DEF.ART) end (N-obj) of (PREP) the (DEF.ART) hall (N-obj).
26.19a Sarah excels at presenting data, making complex numbers accessible to everyone. 26.19b Sarah (N-prop) excels (V-pres) at (PREP-domain) presenting (V-ger) data (N-obj), making (V-pres.part) complex (ADJ) numbers (N-obj) accessible (ADJ-pred) to (PREP) everyone (PRON-indef).
26.20a We break for lunch at noon and gather at the tables near the window. 26.20b We (PRON-subj) break (V-pres) for (PREP) lunch (N-obj) at (PREP-time) noon (N-time) and (CONJ) gather (V-pres) at (PREP-loc) the (DEF.ART) tables (N-obj) near (PREP-loc) the (DEF.ART) window (N-obj).
26.21a The afternoon passes quickly when I work at problems that challenge my thinking. 26.21b The (DEF.ART) afternoon (N-subj) passes (V-pres) quickly (ADV-manner) when (CONJ-time) I (PRON-subj) work (V-pres) at (PREP-domain) problems (N-obj) that (PRON-rel) challenge (V-pres) my (PRON-poss) thinking (N-obj).
26.22a My supervisor stops at my desk at three to discuss the quarterly report. 26.22b My (PRON-poss) supervisor (N-subj) stops (V-pres) at (PREP-loc) my (PRON-poss) desk (N-obj) at (PREP-time) three (NUM) to (PART-inf) discuss (V-inf) the (DEF.ART) quarterly (ADJ) report (N-obj).
26.23a I glance at the clock and realize the day has flown past. 26.23b I (PRON-subj) glance (V-pres) at (PREP-target) the (DEF.ART) clock (N-obj) and (CONJ) realize (V-pres) the (DEF.ART) day (N-subj) has (AUX) flown (V-past.part) past (ADV-dir).
26.24a The cleaning crew arrives at six, signaling the end of the workday for most. 26.24b The (DEF.ART) cleaning (N-mod) crew (N-subj) arrives (V-pres) at (PREP-time) six (NUM), signaling (V-pres.part) the (DEF.ART) end (N-obj) of (PREP) the (DEF.ART) workday (N-obj) for (PREP) most (PRON-indef).
26.25a Some colleagues remain at their desks, finishing projects under deadline pressure. 26.25b Some (DET) colleagues (N-subj) remain (V-pres.EXIST) at (PREP-loc) their (PRON-poss) desks (N-obj), finishing (V-pres.part) projects (N-obj) under (PREP) deadline (N-mod) pressure (N-obj).
26.26a I wave goodbye at the security desk and head toward the elevator. 26.26b I (PRON-subj) wave (V-pres) goodbye (N-obj) at (PREP-loc) the (DEF.ART) security (N-mod) desk (N-obj) and (CONJ) head (V-pres) toward (PREP-dir) the (DEF.ART) elevator (N-obj).
26.27a The subway platform bustles at rush hour with thousands heading home. 26.27b The (DEF.ART) subway (N-mod) platform (N-subj) bustles (V-pres) at (PREP-time) rush (N-mod) hour (N-time) with (PREP) thousands (N-obj) heading (V-pres.part) home (ADV-dir).
26.28a I stand at the yellow line, watching trains arrive and depart in quick succession. 26.28b I (PRON-subj) stand (V-pres.EXIST) at (PREP-loc) the (DEF.ART) yellow (ADJ) line (N-obj), watching (V-pres.part) trains (N-obj) arrive (V-inf) and (CONJ) depart (V-inf) in (PREP) quick (ADJ) succession (N-obj).
26.29a My family gathers at the dinner table at seven, sharing stories from our separate days. 26.29b My (PRON-poss) family (N-subj) gathers (V-pres) at (PREP-loc) the (DEF.ART) dinner (N-mod) table (N-obj) at (PREP-time) seven (NUM), sharing (V-pres.part) stories (N-obj) from (PREP) our (PRON-poss) separate (ADJ) days (N-obj).
26.30a Later, I sit at my reading chair at peace, grateful for another productive day. 26.30b Later (ADV-time), I (PRON-subj) sit (V-pres.EXIST) at (PREP-loc) my (PRON-poss) reading (N-mod) chair (N-obj) at (PREP-state) peace (N-obj), grateful (ADJ-pred) for (PREP) another (DET) productive (ADJ) day (N-obj).
Part B: Natural Sentences with Transformation Notes
26.16 “I arrive at the office at seven each morning before the crowds fill the subway.” Standard: “I am at the office at seven each morning.” Strategy: Motion verb (arrive) replaces static copula
26.17 “My colleagues trickle in at various times, some grabbing coffee at the corner café first.” Standard: “My colleagues are at work at various times.” Strategy: Motion verb (trickle in) + action verb (grabbing)
26.18 “The team meets at nine in the conference room at the end of the hall.” Standard: “The meeting is at nine in the conference room.” Strategy: Action verb (meets) replaces copula + noun
26.19 “Sarah excels at presenting data, making complex numbers accessible to everyone.” Standard: “Sarah is excellent at presenting data.” Strategy: Active verb (excels) replaces adjective predication
26.20 “We break for lunch at noon and gather at the tables near the window.” Standard: “Lunch is at noon and we are at the tables.” Strategy: Action verbs (break, gather) replace multiple copulas
26.21 “The afternoon passes quickly when I work at problems that challenge my thinking.” Standard: “The afternoon is quick when I am at work on problems.” Strategy: Action verbs (passes, work) replace copulas
26.22 “My supervisor stops at my desk at three to discuss the quarterly report.” Standard: “My supervisor is at my desk at three.” Strategy: Motion verb (stops) replaces static copula
26.23 “I glance at the clock and realize the day has flown past.” Standard: “I look and realize it is late.” Strategy: Perception verb (glance) + motion verb (flown)
26.24 “The cleaning crew arrives at six, signaling the end of the workday for most.” Standard: “The cleaning crew is here at six.” Strategy: Motion verb (arrives) replaces existential copula
26.25 “Some colleagues remain at their desks, finishing projects under deadline pressure.” Standard: “Some colleagues are still at their desks.” Strategy: Existence verb (remain) replaces copula + adverb
26.26 “I wave goodbye at the security desk and head toward the elevator.” Standard: “I am at the security desk waving goodbye.” Strategy: Action verbs (wave, head) replace copula + participle
26.27 “The subway platform bustles at rush hour with thousands heading home.” Standard: “The subway platform is busy at rush hour.” Strategy: Action verb (bustles) replaces copula + adjective
26.28 “I stand at the yellow line, watching trains arrive and depart in quick succession.” Standard: “I am at the yellow line watching trains.” Strategy: Existence verb (stand) replaces copula
26.29 “My family gathers at the dinner table at seven, sharing stories from our separate days.” Standard: “My family is at the dinner table at seven.” Strategy: Action verb (gathers) replaces copula
26.30 “Later, I sit at my reading chair at peace, grateful for another productive day.” Standard: “Later, I am at my reading chair and am at peace.” Strategy: Existence verb (sit) + state phrase (at peace) without copula
Part C: E-Prime Text Only
26.16 I arrive at the office at seven each morning before the crowds fill the subway.
26.17 My colleagues trickle in at various times, some grabbing coffee at the corner café first.
26.18 The team meets at nine in the conference room at the end of the hall.
26.19 Sarah excels at presenting data, making complex numbers accessible to everyone.
26.20 We break for lunch at noon and gather at the tables near the window.
26.21 The afternoon passes quickly when I work at problems that challenge my thinking.
26.22 My supervisor stops at my desk at three to discuss the quarterly report.
26.23 I glance at the clock and realize the day has flown past.
26.24 The cleaning crew arrives at six, signaling the end of the workday for most.
26.25 Some colleagues remain at their desks, finishing projects under deadline pressure.
26.26 I wave goodbye at the security desk and head toward the elevator.
26.27 The subway platform bustles at rush hour with thousands heading home.
26.28 I stand at the yellow line, watching trains arrive and depart in quick succession.
26.29 My family gathers at the dinner table at seven, sharing stories from our separate days.
26.30 Later, I sit at my reading chair at peace, grateful for another productive day.
Part D: Grammar Notes for Genre Section
This narrative demonstrates how E-Prime handles a day structured around temporal “at” constructions (at seven, at nine, at noon, at three, at six, at rush hour, at seven again) and spatial “at” constructions (at the office, at the café, at the desk, at the table, at the chair).
Temporal Precision: Each time reference pairs “at” with an action or motion verb: arrive at seven, meets at nine, break at noon, stops at three, arrives at six, gathers at seven. This creates dynamic prose where time markers signal events rather than static states.
Spatial Precision: Location references use existence and motion verbs: arrive at the office, grabbing at the café, stops at my desk, remain at their desks, stand at the line, sit at my chair. The variety of verbs (arrive, grab, stop, remain, stand, sit) prevents repetition while maintaining E-Prime compliance.
The “At Peace” Construction: The final sentence demonstrates that “at peace” functions as a prepositional phrase of state, not requiring a copula. “I sit at peace” grammatically parallels “I sit at the chair”—both locate the subject relative to something, whether physical or psychological.
Participial Phrases: The narrative uses present participles (grabbing, finishing, watching, sharing) to add action without copulas. In Standard English, these might appear as progressive tenses (”is grabbing,” “are finishing”), but E-Prime forces direct participial modification.
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Standard English → E-Prime Practice
Transform these Standard English sentences into E-Prime, preserving the use of “at”:
Exercise 1 Standard: “The children are at school.” E-Prime: “The children study at school.” / “The children learn at school.” Strategy: Action verb replacement
Exercise 2 Standard: “There is a meeting at two o’clock.” E-Prime: “A meeting begins at two o’clock.” / “We hold a meeting at two o’clock.” Strategy: Existential elimination + action verb
Exercise 3 Standard: “She is excellent at chess.” E-Prime: “She excels at chess.” / “She plays chess masterfully.” Strategy: Adjective-to-verb transformation
Exercise 4 Standard: “The restaurant is at the corner of Main and Oak.” E-Prime: “The restaurant stands at the corner of Main and Oak.” / “You can find the restaurant at the corner of Main and Oak.” Strategy: Existence verb or imperative/instructional verb
Exercise 5 Standard: “I’m at a loss for words.” E-Prime: “I find myself at a loss for words.” / “Words fail me.” Strategy: Reflexive construction or direct expression
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, a systematic approach to mastering English vocabulary within the E-Prime discipline. The course follows a 1000-word curriculum based on frequency rankings, ensuring that learners encounter the most essential vocabulary first.
The Latinum Institute has created language learning materials since 2006, specializing in the construed text method for autodidacts. This approach—presenting interlinear glosses alongside natural sentences—accelerates comprehension by making grammatical structures visible and patterns recognizable.
E-Prime offers more than a writing constraint; it functions as a mental discipline that sharpens awareness of hidden assumptions embedded in language. By eliminating “to be,” writers must specify relationships, acknowledge observers, and distinguish descriptions from identities.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The construed text format serves E-Prime learning particularly well. By marking each word’s grammatical function, learners can trace how E-Prime constructions work—seeing exactly where existence verbs, perception verbs, and action verbs replace the forbidden copula. This transparency builds transferable skills that extend beyond vocabulary acquisition to a fundamentally different relationship with language itself.
Each lesson stands complete and self-contained, allowing learners to progress at their own pace while building cumulative understanding of both English vocabulary and E-Prime techniques.
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✓ Lesson 26 E-Prime complete
Verification: All 30 examples scanned for forbidden forms (is, am, are, was, were, been, being, be, ‘s, ‘m, ‘re contractions). No violations detected. All examples feature the topic word “at” in spatial, temporal, or domain constructions.
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E-Prime (English-Prime) represents a disciplined subset of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics, E-Prime trains writers and speakers to communicate with greater precision and reduced dogmatism.
The interrogative pronoun “what” poses one of the greatest challenges for E-Prime practitioners. In Standard English, “what” almost reflexively pairs with “to be” forms: “What is this?”, “What are you doing?”, “What was the reason?” These constructions permeate everyday speech so thoroughly that English speakers rarely notice them.
E-Prime transforms these questions into active, specific inquiries. Instead of asking “What is that?” (which implies a fixed, absolute identity), an E-Prime speaker asks “What do you call that?” or “What does that represent?” This shift encourages precision and acknowledges the observer’s role in defining reality.
Link to course index: https://latinum.substack.com/p/index
FAQ: What does “what” mean in E-Prime?
In E-Prime, “what” retains its function as an interrogative pronoun but requires restructured questions that avoid “to be.” Rather than asking about essence or identity through “is/are/was,” E-Prime questions focus on function, perception, causation, or action.
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Mastering “what” questions in E-Prime dramatically improves overall E-Prime fluency
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Infinitive: to be
Conjugations: am, is, are, was, were, been, being
Contractions: ‘s (he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s), ‘m (I’m), ‘re (you’re, we’re, they’re)
Archaic: art, wast, wert
Subjunctive: be (as in “if I be,” “that he be”)
Strategy 1 - Active Voice: Convert passive constructions to active (”The window was broken” → “Someone broke the window”)
Strategy 2 - Perception Verbs: Use appear, seem, look, sound, feel, taste, smell (”The sky is blue” → “The sky looks blue”)
Strategy 3 - Existence Verbs: Use exist, sit, stand, lie, rest, remain, stay (”There is a book” → “A book sits there”)
Strategy 4 - Relational Verbs: Use function as, serve as, act as, work as (”She is my assistant” → “She works as my assistant”)
Strategy 5 - Classification Verbs: Use belong to, constitute, represent, exemplify, qualify as (”A robin is a bird” → “A robin belongs to the bird family”)
Strategy 6 - Identity Rephrasing: Restructure identity statements (”John is the president” → “John holds the presidency”)
Strategy 7 - State Verbs: Use feel, experience, undergo, suffer, enjoy, have (”I am tired” → “I feel tired”)
Strategy 8 - Equation Verbs: Use equal, make, total, amount to (”Two plus two is four” → “Two plus two equals four”)
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27.1a What do you call this device? 27.1b What (INTER.PRON) do (AUX) you (PRON-subj) call (V-pres) this (DET) device (N-obj)?
27.2a What caused that loud noise last night? 27.2b What (INTER.PRON) caused (V-past) that (DET) loud (ADJ) noise (N-obj) last (ADJ) night (N-time)?
27.3a What does this symbol represent? 27.3b What (INTER.PRON) does (AUX) this (DET) symbol (N-subj) represent (V-pres)?
27.4a What happened at the meeting yesterday? 27.4b What (INTER.PRON) happened (V-past) at (PREP) the (DEF.ART) meeting (N-obj) yesterday (ADV-time)?
27.5a What do people call this plant in your country? 27.5b What (INTER.PRON) do (AUX) people (N-subj) call (V-pres) this (DET) plant (N-obj) in (PREP) your (PRON-poss) country (N-obj)?
27.6a What seems wrong with this calculation? 27.6b What (INTER.PRON) seems (V-pres.PERCEPT) wrong (ADJ-pred) with (PREP) this (DET) calculation (N-obj)?
27.7a What do you experience when you meditate? 27.7b What (INTER.PRON) do (AUX) you (PRON-subj) experience (V-pres.STATE) when (CONJ) you (PRON-subj) meditate (V-pres)?
27.8a What makes this approach different from the others? 27.8b What (INTER.PRON) makes (V-pres) this (DET) approach (N-obj) different (ADJ-pred) from (PREP) the (DEF.ART) others (PRON-obj)?
27.9a What does the evidence suggest about the theory? 27.9b What (INTER.PRON) does (AUX) the (DEF.ART) evidence (N-subj) suggest (V-pres) about (PREP) the (DEF.ART) theory (N-obj)?
27.10a What function does this button serve on the machine? 27.10b What (INTER.PRON) function (N-obj) does (AUX) this (DET) button (N-subj) serve (V-pres.REL) on (PREP) the (DEF.ART) machine (N-obj)?
27.11a What drove the committee to reach such a controversial decision? 27.11b What (INTER.PRON) drove (V-past) the (DEF.ART) committee (N-obj) to (PREP) reach (V-inf) such (DET) a (INDEF.ART) controversial (ADJ) decision (N-obj)?
27.12a What appears on the screen when you press the red button? 27.12b What (INTER.PRON) appears (V-pres.PERCEPT) on (PREP) the (DEF.ART) screen (N-obj) when (CONJ) you (PRON-subj) press (V-pres) the (DEF.ART) red (ADJ) button (N-obj)?
27.13a What does the ancient manuscript reveal about their culture? 27.13b What (INTER.PRON) does (AUX) the (DEF.ART) ancient (ADJ) manuscript (N-subj) reveal (V-pres) about (PREP) their (PRON-poss) culture (N-obj)?
27.14a What distinguishes professional writers from amateur enthusiasts? 27.14b What (INTER.PRON) distinguishes (V-pres) professional (ADJ) writers (N-obj) from (PREP) amateur (ADJ) enthusiasts (N-obj)?
27.15a What do scientists currently hypothesize about the origin of consciousness? 27.15b What (INTER.PRON) do (AUX) scientists (N-subj) currently (ADV-time) hypothesize (V-pres) about (PREP) the (DEF.ART) origin (N-obj) of (PREP) consciousness (N-obj)?
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27.1 “What do you call this device?” Standard English equivalent: “What is this device?” Strategy: Active verb “call” replaces identity copula
27.2 “What caused that loud noise last night?” Standard English equivalent: “What was that loud noise last night?” Strategy: Causation verb replaces identity question
27.3 “What does this symbol represent?” Standard English equivalent: “What is this symbol?” Strategy: Relational verb “represent” replaces copula
27.4 “What happened at the meeting yesterday?” Standard English equivalent: “What was happening at the meeting?” / “What was the meeting about?” Strategy: Event verb “happened” replaces progressive or identity
27.5 “What do people call this plant in your country?” Standard English equivalent: “What is this plant called in your country?” Strategy: Active construction with “call” replaces passive
27.6 “What seems wrong with this calculation?” Standard English equivalent: “What is wrong with this calculation?” Strategy: Perception verb “seems” replaces copula
27.7 “What do you experience when you meditate?” Standard English equivalent: “What is your experience when meditating?” Strategy: State verb “experience” replaces nominalized copula construction
27.8 “What makes this approach different from the others?” Standard English equivalent: “What is different about this approach?” Strategy: Causative “makes” replaces predicative copula
27.9 “What does the evidence suggest about the theory?” Standard English equivalent: “What is the evidence about the theory?” Strategy: Active verb “suggest” replaces copula
27.10 “What function does this button serve on the machine?” Standard English equivalent: “What is the function of this button?” Strategy: Relational verb “serve” replaces possessive copula
27.11 “What drove the committee to reach such a controversial decision?” Standard English equivalent: “What was the reason for the committee’s controversial decision?” Strategy: Causation verb “drove” replaces nominalized copula
27.12 “What appears on the screen when you press the red button?” Standard English equivalent: “What is on the screen when you press the button?” Strategy: Perception/existence verb “appears” replaces locative copula
27.13 “What does the ancient manuscript reveal about their culture?” Standard English equivalent: “What is revealed in the manuscript about their culture?” Strategy: Active verb “reveal” replaces passive copula construction
27.14 “What distinguishes professional writers from amateur enthusiasts?” Standard English equivalent: “What is the difference between professional writers and amateurs?” Strategy: Active verb “distinguishes” replaces nominalized copula
27.15 “What do scientists currently hypothesize about the origin of consciousness?” Standard English equivalent: “What is the current scientific hypothesis about consciousness?” Strategy: Active verb “hypothesize” replaces nominalized copula construction
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27.1 What do you call this device?
27.2 What caused that loud noise last night?
27.3 What does this symbol represent?
27.4 What happened at the meeting yesterday?
27.5 What do people call this plant in your country?
27.6 What seems wrong with this calculation?
27.7 What do you experience when you meditate?
27.8 What makes this approach different from the others?
27.9 What does the evidence suggest about the theory?
27.10 What function does this button serve on the machine?
27.11 What drove the committee to reach such a controversial decision?
27.12 What appears on the screen when you press the red button?
27.13 What does the ancient manuscript reveal about their culture?
27.14 What distinguishes professional writers from amateur enthusiasts?
27.15 What do scientists currently hypothesize about the origin of consciousness?
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These grammar rules govern “what” in E-Prime:
The interrogative pronoun “what” asks about things, ideas, actions, or qualities. It functions as a question word that seeks information about identity, nature, or characteristics. In Standard English, “what” most commonly appears in questions using “to be” constructions.
Common Standard English patterns with “what” include direct identity questions (”What is this?”), predicative questions (”What is the answer?”), progressive questions (”What are you doing?”), and existential questions (”What was the cause?”).
The word “what” presents significant challenges for E-Prime writers because Standard English so strongly links it with “to be.” The phrase “What is...?” functions as perhaps the most common question pattern in English. E-Prime requires complete restructuring of these questions.
The fundamental shift involves moving from identity/essence questions to function/action/perception questions. Instead of asking what something “is” (implying fixed identity), E-Prime asks what something does, causes, represents, or seems like.
Perception Strategy: “What seems/appears/looks/sounds/feels...?” This strategy works well when asking about qualities or states. Example: “What seems problematic here?” replaces “What is problematic here?”
Action/Causation Strategy: “What causes/makes/creates/produces...?” This strategy works for asking about reasons or origins. Example: “What caused the delay?” replaces “What was the cause of the delay?”
Function Strategy: “What does X do/serve/represent/mean...?” This strategy works for asking about purpose or role. Example: “What does this tool do?” replaces “What is this tool for?”
Naming Strategy: “What do people call...?” or “What name does X have?” This strategy works for asking about labels or designations. Example: “What do botanists call this flower?” replaces “What is this flower called?”
The most frequent error involves using contractions that hide “to be”: “What’s this?” (containing “is”) must become “What do you call this?” or similar.
Another common mistake involves the progressive tense: “What are you doing?” contains “are” and requires transformation to “What do you do right now?” or restructuring to focus on the action itself.
Writers sometimes create awkward constructions by forcing E-Prime compliance. The sentence “What exists as the problem?” sounds unnatural. Better alternatives include “What problem exists?” or “What seems wrong?”
Effective E-Prime questions with “what” sound natural and direct. The best transformations maintain conversational flow while eliminating “to be.”
In formal contexts, perception verbs (seem, appear) work well: “What appears to cause this phenomenon?”
In casual conversation, action verbs feel more natural: “What happened?” “What do you want?” “What did she say?”
The goal remains clear communication, not rigid adherence to awkward constructions. When a particular E-Prime phrasing sounds forced, try a different strategy.
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Alfred Korzybski developed General Semantics in the 1930s, arguing that language profoundly shapes thought. His famous formulation—which itself violates E-Prime—states “the map is not the territory.” In E-Prime, we might say: “The map does not equal the territory” or “Maps represent but do not duplicate territories.”
Korzybski observed that the verb “to be” encourages what he called “identification”—the confusion of our mental maps with actual reality. When we ask “What is this?” we implicitly assume that things possess fixed, absolute essences that language can capture.
D. David Bourland Jr. developed E-Prime in 1965 as a practical application of Korzybski’s insights. By eliminating “to be,” E-Prime forces speakers to acknowledge the role of observers, contexts, and interpretations in all statements.
Scientific Writing: E-Prime encourages operational definitions. Rather than asking “What is energy?” (seeking essence), a scientist asks “What do we measure when we measure energy?” or “What effects does energy produce?” This shift keeps scientific inquiry grounded in observation rather than metaphysical speculation.
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy (REBT). When clients say things like “I am a failure,” Ellis would encourage rephrasing: “I failed at this task” or “I feel like a failure right now.” This shift separates temporary states from permanent identity.
Negotiation and Conflict Resolution: E-Prime reduces absolutist thinking. “You are wrong” becomes “I disagree with your position” or “Your statement contradicts the evidence I have seen.” This shift depersonalizes disagreement and opens space for dialogue.
Critical Thinking Pedagogy: Teachers use E-Prime to help students examine assumptions. The question “What is justice?” invites abstract speculation. “What do different cultures call ‘just’?” or “What does justice look like in practice?” grounds discussion in observable phenomena.
The Institute of General Semantics continues Korzybski’s work and promotes E-Prime awareness. The journal ETC: A Review of General Semantics publishes articles exploring E-Prime applications.
Robert Anton Wilson popularized E-Prime through his book Quantum Psychology (1990), written entirely in E-Prime. Wilson demonstrated that complex philosophical and scientific ideas could find clear expression without “to be.”
Three anthologies collect E-Prime writings: To Be or Not: An E-Prime Anthology (1991), More E-Prime: To Be or Not II (1994), and E-Prime III: A Third Anthology (1997).
E-Prime challenges the subject-predicate structure that Western philosophy has emphasized since Aristotle. Aristotelian logic depends heavily on “X is Y” formulations. E-Prime reveals how much we can say without such formulations.
The question “What is truth?” has occupied philosophers for millennia. E-Prime reframes this: “What do people call ‘true’?” “What criteria do we use to evaluate claims?” “What happens when we act on accurate versus inaccurate beliefs?” These reformulations move from metaphysics to pragmatics.
E-Prime aligns with linguistic relativity—the idea that language influences thought. By changing our question patterns, we change our thinking patterns.
Critics note that E-Prime sometimes produces awkward constructions. “The meeting starts at nine” sounds more natural than “The meeting begins at nine,” yet both avoid “to be.” The discipline lies in finding natural E-Prime alternatives, not in mechanical transformation.
Some argue that E-Prime cannot handle certain mathematical or logical statements elegantly. “Two plus two equals four” works well, but complex mathematical identities may resist smooth E-Prime expression.
E-Prime works best as a consciousness-raising tool rather than an absolute rule. Even dedicated E-Prime writers acknowledge moments when Standard English serves better. The value lies in the awareness E-Prime cultivates, not in rigid adherence.
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From Robert Anton Wilson’s Quantum Psychology (1990), Chapter 1:
What (INTER.PRON) we (PRON-subj) perceive (V-pres) depends (V-pres) as (CONJ) much (ADV-degree) on (PREP) our (PRON-poss) instruments (N-obj) of (PREP) perception (N-obj) as (CONJ) on (PREP) what (INTER.PRON) exists (V-pres.EXIST) “out (ADV-place) there (ADV-place).” The (DEF.ART) brain (N-subj) does (AUX) not (NEG) passively (ADV-manner) record (V-pres) incoming (ADJ) signals (N-obj) but (CONJ) actively (ADV-manner) creates (V-pres) a (INDEF.ART) three-dimensional (ADJ) model (N-obj) out (PREP) of (PREP) what (INTER.PRON) the (DEF.ART) senses (N-subj) report (V-pres). What (INTER.PRON) we (PRON-subj) call (V-pres) “reality” (N-obj) consists (V-pres) of (PREP) this (DET) model (N-obj), not (NEG) of (PREP) the (DEF.ART) actual (ADJ) energy-events (N-obj) around (PREP) us (PRON-obj).
“What we perceive depends as much on our instruments of perception as on what exists ‘out there.’ The brain does not passively record incoming signals but actively creates a three-dimensional model out of what the senses report. What we call ‘reality’ consists of this model, not of the actual energy-events around us.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
This passage demonstrates Wilson’s mastery of E-Prime in philosophical discourse. Notice how “what” appears three times, each time in a fully E-Prime construction.
What we perceive depends as much on our instruments of perception as on what exists “out there.” The brain does not passively record incoming signals but actively creates a three-dimensional model out of what the senses report. What we call “reality” consists of this model, not of the actual energy-events around us.
perceive (V-pres): to become aware through the senses; active verb replacing “what is perceived”
instruments of perception (N-phrase): sensory organs and cognitive apparatus; avoids “what our senses are”
exists (V-pres.EXIST): to have objective reality; E-Prime acceptable existence verb
passively record (ADV + V): describes brain function without “the brain is a recorder”
actively creates (ADV + V): describes brain function through action rather than identity
consists of (V-phrase): composition relationship; replaces “is made of” or “is composed of”
energy-events (N-compound): Wilson’s term for physical phenomena; avoids “things that are”
Wilson demonstrates sophisticated E-Prime technique in this passage. He uses “what” three times, each in a different grammatical role: as object of perception (”what we perceive”), as subject of existence (”what exists”), and as object of naming (”what we call”).
The phrase “what exists ‘out there’” shows how E-Prime handles existence claims. Rather than saying “what is out there” (with copula “is”), Wilson uses the existence verb “exists.”
“What we call ‘reality’” elegantly sidesteps the question “What is reality?” by framing reality as a label we apply rather than an essence we discover. This construction embodies the core General Semantics insight that our words represent maps, not territories.
Wilson avoids the temptation to write “The brain is not a passive recorder” by restructuring entirely: “The brain does not passively record.” This active construction communicates the same idea more dynamically.
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27.16a “What do you mean when you say consciousness remains mysterious?” asked the student. 27.16b “What (INTER.PRON) do (AUX) you (PRON-subj) mean (V-pres) when (CONJ) you (PRON-subj) say (V-pres) consciousness (N-subj) remains (V-pres.STATE) mysterious (ADJ-pred)?” asked (V-past) the (DEF.ART) student (N-subj).
27.17a The professor paused. “What seems mysterious depends entirely on what framework you use to examine it.” 27.17b The (DEF.ART) professor (N-subj) paused (V-past). “What (INTER.PRON) seems (V-pres.PERCEPT) mysterious (ADJ-pred) depends (V-pres) entirely (ADV-degree) on (PREP) what (INTER.PRON) framework (N-obj) you (PRON-subj) use (V-pres) to (PREP) examine (V-inf) it (PRON-obj).”
27.18a “But what do scientists actually know about how the brain produces thought?” 27.18b “But (CONJ) what (INTER.PRON) do (AUX) scientists (N-subj) actually (ADV-manner) know (V-pres) about (PREP) how (ADV-manner) the (DEF.ART) brain (N-subj) produces (V-pres) thought (N-obj)?”
27.19a “What we currently understand suggests that neurons communicate through electrochemical signals.” 27.19b “What (INTER.PRON) we (PRON-subj) currently (ADV-time) understand (V-pres) suggests (V-pres) that (CONJ) neurons (N-subj) communicate (V-pres) through (PREP) electrochemical (ADJ) signals (N-obj).”
27.20a The student frowned. “What distinguishes that explanation from simply describing machinery?” 27.20b The (DEF.ART) student (N-subj) frowned (V-past). “What (INTER.PRON) distinguishes (V-pres) that (DET) explanation (N-obj) from (PREP) simply (ADV-manner) describing (V-pres.PART) machinery (N-obj)?”
27.21a “Excellent question. What makes consciousness different from computation remains deeply contested among philosophers.” 27.21b “Excellent (ADJ) question (N-subj). What (INTER.PRON) makes (V-pres) consciousness (N-obj) different (ADJ-pred) from (PREP) computation (N-obj) remains (V-pres.STATE) deeply (ADV-degree) contested (ADJ-pred) among (PREP) philosophers (N-obj).”
27.22a “What do you personally believe about the mind-body connection?” 27.22b “What (INTER.PRON) do (AUX) you (PRON-subj) personally (ADV-manner) believe (V-pres) about (PREP) the (DEF.ART) mind-body (ADJ) connection (N-obj)?”
27.23a The professor smiled. “What I believe matters less than what the evidence supports.” 27.23b The (DEF.ART) professor (N-subj) smiled (V-past). “What (INTER.PRON) I (PRON-subj) believe (V-pres) matters (V-pres) less (ADV-degree) than (CONJ) what (INTER.PRON) the (DEF.ART) evidence (N-subj) supports (V-pres).”
27.24a “What evidence exists that consciousness emerges from physical processes alone?” 27.24b “What (INTER.PRON) evidence (N-subj) exists (V-pres.EXIST) that (CONJ) consciousness (N-subj) emerges (V-pres) from (PREP) physical (ADJ) processes (N-obj) alone (ADV-manner)?”
27.25a “Neuroscience has shown what happens in the brain during conscious experience. Damage to specific regions changes what people perceive and think.” 27.25b “Neuroscience (N-subj) has (AUX) shown (V-past.PART) what (INTER.PRON) happens (V-pres) in (PREP) the (DEF.ART) brain (N-obj) during (PREP) conscious (ADJ) experience (N-obj). Damage (N-subj) to (PREP) specific (ADJ) regions (N-obj) changes (V-pres) what (INTER.PRON) people (N-subj) perceive (V-pres) and (CONJ) think (V-pres).”
27.26a “What does that prove, though? Correlation does not equal causation.” 27.26b “What (INTER.PRON) does (AUX) that (PRON-subj) prove (V-pres), though (ADV-contrast)? Correlation (N-subj) does (AUX) not (NEG) equal (V-pres) causation (N-obj).”
27.27a “You reason well. What we observe gives us clues, not certainties.” 27.27b “You (PRON-subj) reason (V-pres) well (ADV-manner). What (INTER.PRON) we (PRON-subj) observe (V-pres) gives (V-pres) us (PRON-obj) clues (N-obj), not (NEG) certainties (N-obj).”
27.28a The student leaned forward. “Then what method could ever resolve this debate?” 27.28b The (DEF.ART) student (N-subj) leaned (V-past) forward (ADV-direction). “Then (ADV-sequence) what (INTER.PRON) method (N-subj) could (AUX-modal) ever (ADV-time) resolve (V-inf) this (DET) debate (N-obj)?”
27.29a “What questions we ask shapes what answers we find. Philosophy and science must work together.” 27.29b “What (INTER.PRON) questions (N-obj) we (PRON-subj) ask (V-pres) shapes (V-pres) what (INTER.PRON) answers (N-obj) we (PRON-subj) find (V-pres). Philosophy (N-subj) and (CONJ) science (N-subj) must (AUX-modal) work (V-inf) together (ADV-manner).”
27.30a “What you teach here has changed how I think about thinking itself.” 27.30b “What (INTER.PRON) you (PRON-subj) teach (V-pres) here (ADV-place) has (AUX) changed (V-past.PART) how (ADV-manner) I (PRON-subj) think (V-pres) about (PREP) thinking (N-obj) itself (PRON-refl).”
27.16 “’What do you mean when you say consciousness remains mysterious?’ asked the student.” Standard equivalent: “What is the meaning of ‘mysterious’ when applied to consciousness?” Strategy: Direct action verb “mean” replaces nominalized copula
27.17 “The professor paused. ‘What seems mysterious depends entirely on what framework you use to examine it.’” Standard equivalent: “What is mysterious depends on what framework is used.” Strategy: Perception verb “seems” and active “use” replace copulas
27.18 “’But what do scientists actually know about how the brain produces thought?’” Standard equivalent: “What is actually known by scientists?” Strategy: Active construction “scientists know” replaces passive
27.19 “’What we currently understand suggests that neurons communicate through electrochemical signals.’” Standard equivalent: “What is currently understood is that neurons communicate...” Strategy: Active “we understand” replaces passive nominalization
27.20 “The student frowned. ‘What distinguishes that explanation from simply describing machinery?’” Standard equivalent: “What is the difference between that explanation and machinery description?” Strategy: Active verb “distinguishes” replaces nominalized copula
27.21 “’Excellent question. What makes consciousness different from computation remains deeply contested among philosophers.’” Standard equivalent: “What is the difference... is contested” Strategy: “Makes different” and “remains contested” replace double copula
27.22 “’What do you personally believe about the mind-body connection?’” Standard equivalent: “What is your personal belief?” Strategy: Active “you believe” replaces possessive copula construction
27.23 “The professor smiled. ‘What I believe matters less than what the evidence supports.’” Standard equivalent: “What I believe is less important than what is supported by evidence.” Strategy: Active verbs “believe,” “matters,” “supports” replace copulas
27.24 “’What evidence exists that consciousness emerges from physical processes alone?’” Standard equivalent: “What is the evidence that consciousness is an emergent property?” Strategy: Existence verb “exists” and process verb “emerges” replace copulas
27.25 “’Neuroscience has shown what happens in the brain during conscious experience. Damage to specific regions changes what people perceive and think.’” Standard equivalent: “What is happening... is shown. What is perceived and thought is changed.” Strategy: Active verbs throughout replace passive copula constructions
27.26 “’What does that prove, though? Correlation does not equal causation.’” Standard equivalent: “What is proved by that? Correlation is not causation.” Strategy: Active “prove” and equation verb “equal” replace copulas
27.27 “’You reason well. What we observe gives us clues, not certainties.’” Standard equivalent: “Your reasoning is good. What is observed is a clue, not certainty.” Strategy: Active “reason” and “observe gives” replace copula constructions
27.28 “The student leaned forward. ‘Then what method could ever resolve this debate?’” Standard equivalent: “What method is capable of resolving this?” Strategy: Modal + active “could resolve” replaces capability copula
27.29 “’What questions we ask shapes what answers we find. Philosophy and science must work together.’” Standard equivalent: “What questions are asked determines what answers are found.” Strategy: Active verbs “ask,” “shapes,” “find,” “work” replace passives
27.30 “’What you teach here has changed how I think about thinking itself.’” Standard equivalent: “What is taught here has been transformative.” Strategy: Active “you teach” and “has changed” replace passive and copula
27.16 “What do you mean when you say consciousness remains mysterious?” asked the student.
27.17 The professor paused. “What seems mysterious depends entirely on what framework you use to examine it.”
27.18 “But what do scientists actually know about how the brain produces thought?”
27.19 “What we currently understand suggests that neurons communicate through electrochemical signals.”
27.20 The student frowned. “What distinguishes that explanation from simply describing machinery?”
27.21 “Excellent question. What makes consciousness different from computation remains deeply contested among philosophers.”
27.22 “What do you personally believe about the mind-body connection?”
27.23 The professor smiled. “What I believe matters less than what the evidence supports.”
27.24 “What evidence exists that consciousness emerges from physical processes alone?”
27.25 “Neuroscience has shown what happens in the brain during conscious experience. Damage to specific regions changes what people perceive and think.”
27.26 “What does that prove, though? Correlation does not equal causation.”
27.27 “You reason well. What we observe gives us clues, not certainties.”
27.28 The student leaned forward. “Then what method could ever resolve this debate?”
27.29 “What questions we ask shapes what answers we find. Philosophy and science must work together.”
27.30 “What you teach here has changed how I think about thinking itself.”
This philosophical dialogue demonstrates sustained E-Prime in intellectual discourse. Several patterns emerge worth noting.
Multiple “what” constructions in single sentences: Example 27.17 uses “what” twice: “What seems mysterious depends entirely on what framework you use.” Both instances avoid “to be” through different strategies (perception verb, active verb).
Epistemic verbs: The dialogue relies heavily on verbs of knowing and believing: “know,” “understand,” “believe,” “think.” These verbs naturally replace copula constructions in philosophical discourse. “What do you believe?” flows more naturally than “What is your belief?”
State and process verbs: “Remains,” “emerges,” and “changes” describe states and processes without resorting to “to be.” These verbs convey dynamism and evolution rather than fixed identity.
The equation verb “equal”: Example 27.26 uses “Correlation does not equal causation”—a classic E-Prime transformation of the Standard English “Correlation is not causation.” The equation verb maintains logical precision.
Modal constructions: “Could resolve” (27.28) and “must work” (27.29) demonstrate how modals combine naturally with E-Prime. These constructions avoid the need for “is able to” or “is necessary.”
Nominalization avoidance: Throughout the dialogue, speakers use verb forms rather than nominalized copula constructions. “What do you mean” rather than “What is the meaning”; “what we observe gives” rather than “what is observed is.”
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Transform these Standard English questions using “what” into E-Prime:
Exercise 1 Standard: “What is your name?” E-Prime: “What do people call you?” / “What name do you use?” Strategy: Active verb “call” or “use” replaces identity copula
Exercise 2 Standard: “What is the capital of France?” E-Prime: “What city serves as the capital of France?” / “What do we call France’s capital?” Strategy: Relational verb “serves as” or naming verb “call”
Exercise 3 Standard: “What was the cause of the accident?” E-Prime: “What caused the accident?” Strategy: Direct causation verb replaces nominalized copula
Exercise 4 Standard: “What are you reading?” E-Prime: “What do you read right now?” / “What book holds your attention?” Strategy: Simple present with time marker, or action verb restructuring
Exercise 5 Standard: “What is the meaning of this word?” E-Prime: “What does this word mean?” / “What does this word signify?” Strategy: Active verb “mean” or “signify” replaces nominalized copula
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners who wish to master English communication through the discipline of E-Prime.
The course follows a systematic 1000-word curriculum, introducing vocabulary in order of frequency while demonstrating how each word functions within E-Prime constraints. Each lesson stands alone as a complete learning unit, with interlinear glossing that makes all grammatical structures transparent.
The Latinum Institute has developed language learning materials since 2006, specializing in construed text approaches that accelerate comprehension. The interlinear format allows learners to see immediately how sentences construct meaning word by word.
E-Prime serves both as a practical writing tool and as a consciousness-raising discipline. By eliminating “to be,” writers develop greater precision, reduced dogmatism, and heightened awareness of how language shapes thought. The General Semantics tradition from which E-Prime emerged continues to influence fields from psychotherapy to scientific methodology.
For more information about Latinum Institute courses and methodology:
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 27 E-Prime complete
Verification: All 30 examples scanned for forbidden forms — COMPLIANT No instances of: is, am, are, was, were, been, being, be, ‘m, ‘s, ‘re
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E-Prime (English-Prime) represents a disciplined form of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics work, E-Prime encourages clearer thinking and more precise communication by forcing writers and speakers to choose active, specific verbs.
The word “his” functions as a third-person masculine possessive pronoun in English, indicating that something belongs to or relates to a male person or entity previously mentioned. In standard English, “his” frequently appears alongside forms of “to be” in constructions like “This is his book” or “His name is John.” E-Prime practitioners must reformulate such sentences using possession verbs, perception verbs, or active constructions.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “his” mean in E-Prime?
A: In E-Prime, “his” retains its standard function as a masculine possessive pronoun. However, writers must avoid pairing it with “to be” forms. Instead of writing “This is his car,” an E-Prime practitioner writes “This car belongs to him,” “He owns this car,” or “His car sits in the driveway.”
Mastering possessive constructions in E-Prime builds foundational skills for more complex transformations
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Forbidden Forms (never use in E-Prime)
Infinitive: to be
Conjugations: am, is, are, was, were, been, being
Contractions: I’m, he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s, you’re, we’re, they’re
Archaic: art, wast, wert
Eight Replacement Strategies
Strategy 1 - Active Voice: Convert passive constructions to active (”The book was written by him” → “He wrote the book”)
Strategy 2 - Perception Verbs: appear, seem, look, sound, feel, taste, smell (”His face is pale” → “His face looks pale”)
Strategy 3 - Existence Verbs: exist, live, dwell, reside, remain, stay, sit, stand, lie, rest (”His keys are on the table” → “His keys rest on the table”)
Strategy 4 - Relational Verbs: function as, serve as, act as, work as (”His role is leader” → “He functions as leader”)
Strategy 5 - Classification Verbs: belong to, constitute, represent, exemplify (”This is his” → “This belongs to him”)
Strategy 6 - Identity Rephrasing: holds, serves as, bears the title (”His name is Robert” → “He goes by Robert”)
Strategy 7 - State Verbs: feel, experience, undergo, have (”His mood is dark” → “He feels dark moods”)
Strategy 8 - Equation Verbs: equal, make, total, amount to (”His share is half” → “His share equals half”)
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28.1a His dog runs through the park every morning. 28.1b His (PRON-poss.masc) dog (N-subj) runs (V-pres) through (PREP) the (DEF.ART) park (N-obj) every (DET) morning (N-time).
28.2a The keys belong to his brother. 28.2b The (DEF.ART) keys (N-subj) belong (V-pres.POSS) to (PREP) his (PRON-poss.masc) brother (N-obj).
28.3a His voice sounds familiar to me. 28.3b His (PRON-poss.masc) voice (N-subj) sounds (V-pres.PERCEPT) familiar (ADJ-pred) to (PREP) me (PRON-obj).
28.4a She recognized his handwriting immediately. 28.4b She (PRON-subj) recognized (V-past) his (PRON-poss.masc) handwriting (N-obj) immediately (ADV-time).
28.5a His cat sleeps on the windowsill. 28.5b His (PRON-poss.masc) cat (N-subj) sleeps (V-pres) on (PREP) the (DEF.ART) windowsill (N-obj).
28.6a The company awarded his team first place in the competition. 28.6b The (DEF.ART) company (N-subj) awarded (V-past) his (PRON-poss.masc) team (N-obj.indir) first (ADJ) place (N-obj.dir) in (PREP) the (DEF.ART) competition (N-obj).
28.7a His arguments carry considerable weight among the committee members. 28.7b His (PRON-poss.masc) arguments (N-subj) carry (V-pres) considerable (ADJ) weight (N-obj) among (PREP) the (DEF.ART) committee (N-mod) members (N-obj).
28.8a I found his approach refreshingly different from the standard methods. 28.8b I (PRON-subj) found (V-past.PERCEPT) his (PRON-poss.masc) approach (N-obj) refreshingly (ADV-manner) different (ADJ-pred) from (PREP) the (DEF.ART) standard (ADJ) methods (N-obj).
28.9a His old photographs reveal a different era entirely. 28.9b His (PRON-poss.masc) old (ADJ) photographs (N-subj) reveal (V-pres) a (INDEF.ART) different (ADJ) era (N-obj) entirely (ADV-degree).
28.10a The inheritance passed directly to his three children. 28.10b The (DEF.ART) inheritance (N-subj) passed (V-past) directly (ADV-manner) to (PREP) his (PRON-poss.masc) three (NUM) children (N-obj).
28.11a His colleagues consider him an expert in medieval history and archaeology. 28.11b His (PRON-poss.masc) colleagues (N-subj) consider (V-pres.PERCEPT) him (PRON-obj) an (INDEF.ART) expert (N-pred) in (PREP) medieval (ADJ) history (N-obj) and (CONJ) archaeology (N-obj).
28.12a The painting hanging above his desk depicts a stormy seascape from the nineteenth century. 28.12b The (DEF.ART) painting (N-subj) hanging (V-pres.part) above (PREP) his (PRON-poss.masc) desk (N-obj) depicts (V-pres) a (INDEF.ART) stormy (ADJ) seascape (N-obj) from (PREP) the (DEF.ART) nineteenth (ADJ) century (N-obj).
28.13a His determination to succeed impressed everyone who met him during those difficult years. 28.13b His (PRON-poss.masc) determination (N-subj) to (PART) succeed (V-inf) impressed (V-past) everyone (PRON-obj) who (PRON-rel) met (V-past) him (PRON-obj) during (PREP) those (DET) difficult (ADJ) years (N-obj).
28.14a The committee rejected his proposal despite his eloquent presentation of the supporting evidence. 28.14b The (DEF.ART) committee (N-subj) rejected (V-past) his (PRON-poss.masc) proposal (N-obj) despite (PREP) his (PRON-poss.masc) eloquent (ADJ) presentation (N-obj) of (PREP) the (DEF.ART) supporting (ADJ) evidence (N-obj).
28.15a His grandmother’s recipes remain treasured possessions that he guards carefully and shares only with close family members. 28.15b His (PRON-poss.masc) grandmother’s (N-poss) recipes (N-subj) remain (V-pres.STATE) treasured (ADJ) possessions (N-pred) that (PRON-rel) he (PRON-subj) guards (V-pres) carefully (ADV-manner) and (CONJ) shares (V-pres) only (ADV-degree) with (PREP) close (ADJ) family (N-mod) members (N-obj).
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28.1 “His dog runs through the park every morning.” [Standard English equivalent: “His dog is running through the park every morning.”] [Strategy: Simple present replaces progressive “is running”]
28.2 “The keys belong to his brother.” [Standard English equivalent: “These are his brother’s keys.”] [Strategy: Possession verb “belong to” replaces copula + possessive]
28.3 “His voice sounds familiar to me.” [Standard English equivalent: “His voice is familiar to me.”] [Strategy: Perception verb “sounds” replaces copula]
28.4 “She recognized his handwriting immediately.” [Standard English equivalent: No “to be” form in original—natural E-Prime] [Strategy: Active verb “recognized” requires no transformation]
28.5 “His cat sleeps on the windowsill.” [Standard English equivalent: “His cat is on the windowsill.”] [Strategy: Existence verb “sleeps” replaces copula + location]
28.6 “The company awarded his team first place in the competition.” [Standard English equivalent: “His team was awarded first place.”] [Strategy: Active voice replaces passive voice with “was”]
28.7 “His arguments carry considerable weight among the committee members.” [Standard English equivalent: “His arguments are influential among the committee members.”] [Strategy: Active verb phrase “carry weight” replaces copula + adjective]
28.8 “I found his approach refreshingly different from the standard methods.” [Standard English equivalent: “His approach is refreshingly different from the standard methods.”] [Strategy: Perception verb “found” (meaning “perceived”) replaces copula]
28.9 “His old photographs reveal a different era entirely.” [Standard English equivalent: No “to be” form needed—natural E-Prime] [Strategy: Active verb “reveal” provides inherent dynamism]
28.10 “The inheritance passed directly to his three children.” [Standard English equivalent: “The inheritance was passed to his three children.”] [Strategy: Active voice replaces passive with “was passed”]
28.11 “His colleagues consider him an expert in medieval history and archaeology.” [Standard English equivalent: “He is considered an expert by his colleagues.”] [Strategy: Active voice with perception verb “consider” replaces passive copula]
28.12 “The painting hanging above his desk depicts a stormy seascape from the nineteenth century.” [Standard English equivalent: “The painting that is hanging above his desk is of a stormy seascape.”] [Strategy: Present participle “hanging” replaces “is hanging”; active verb “depicts” replaces “is of”]
28.13 “His determination to succeed impressed everyone who met him during those difficult years.” [Standard English equivalent: No “to be” transformation needed—natural E-Prime] [Strategy: Active verbs “impressed” and “met” maintain E-Prime compliance naturally]
28.14 “The committee rejected his proposal despite his eloquent presentation of the supporting evidence.” [Standard English equivalent: “His proposal was rejected by the committee.”] [Strategy: Active voice replaces passive with “was rejected”]
28.15 “His grandmother’s recipes remain treasured possessions that he guards carefully and shares only with close family members.” [Standard English equivalent: “His grandmother’s recipes are treasured possessions.”] [Strategy: State verb “remain” replaces copula; active verbs “guards” and “shares” add dynamism]
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28.1 His dog runs through the park every morning.
28.2 The keys belong to his brother.
28.3 His voice sounds familiar to me.
28.4 She recognized his handwriting immediately.
28.5 His cat sleeps on the windowsill.
28.6 The company awarded his team first place in the competition.
28.7 His arguments carry considerable weight among the committee members.
28.8 I found his approach refreshingly different from the standard methods.
28.9 His old photographs reveal a different era entirely.
28.10 The inheritance passed directly to his three children.
28.11 His colleagues consider him an expert in medieval history and archaeology.
28.12 The painting hanging above his desk depicts a stormy seascape from the nineteenth century.
28.13 His determination to succeed impressed everyone who met him during those difficult years.
28.14 The committee rejected his proposal despite his eloquent presentation of the supporting evidence.
28.15 His grandmother’s recipes remain treasured possessions that he guards carefully and shares only with close family members.
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These grammar rules govern “his” in E-Prime:
Standard English Function
“His” operates as a third-person masculine possessive pronoun (also called a possessive determiner when modifying a noun). It indicates that something belongs to, relates to, or originates from a male person or masculine entity previously mentioned or understood from context.
Grammatically, “his” functions in two ways. First, as a possessive determiner before nouns: “his book,” “his idea,” “his responsibility.” Second, as a possessive pronoun standing alone: “The book belongs to him; the book now counts as his.”
E-Prime Considerations
The word “his” itself presents no E-Prime violation—possessive pronouns contain no form of “to be.” However, “his” frequently appears in sentences that employ the copula. Consider these common patterns that require transformation.
“This book belongs to him” replaces “This is his book.” “His car looks new” replaces “His car is new.” “He works as a teacher” replaces “His profession is teaching.” “People call him Robert” replaces “His name is Robert.”
Replacement Strategies for “His”
Possession Replacement: When “to be” indicates ownership, use “belong to,” “own,” or “possess.” Standard: “The red bicycle in the garage—that one counts as his.” E-Prime: “The red bicycle in the garage belongs to him.”
Perception Replacement: When “to be” describes qualities, use perception verbs. Standard: “His attitude seems problematic” naturally conforms to E-Prime. The perception verb “seems” already replaces what might otherwise appear as “His attitude proves problematic.”
Existence Replacement: When “to be” indicates location, use existence verbs. Standard: “His coat hangs by the door” replaces “His coat sits/remains/hangs by the door.”
Identity Replacement: When “to be” establishes identity, restructure completely. Standard: “He holds the position of CEO” replaces “His position as CEO” constructions that might use copulas.
Common Mistakes
Hidden Contractions: Writers sometimes miss the contraction “his’s” (non-standard but occasionally seen) or confuse “his” with “he’s” (which violates E-Prime as a contraction of “he is”).
Possession + Copula: The construction “X + [to be] + his” requires transformation. “That car belongs to him” replaces “That car—it counts as his” (still E-Prime compliant) or the violating “That car is his.”
Predicate Adjectives with Possessives: “His work appears excellent” successfully replaces “His work proves excellent” which replaces the violating “His work is excellent.”
Progressive Constructions: “His team keeps winning” or “His team continues to win” replaces “His team keeps/continues winning” which avoids the violating “His team is winning consistently.”
Style Notes
E-Prime writing with possessives benefits from variety. Alternate between different replacement strategies to maintain natural flow. A paragraph using only “belongs to” constructions sounds mechanical. Mix perception verbs, existence verbs, and active constructions.
When “his” modifies a subject that would normally take “to be,” consider restructuring the entire sentence rather than forcing an awkward verb substitution. “He excels at mathematics” often reads better than “His mathematical abilities appear strong” (though both comply with E-Prime).
Register matters. Formal writing may prefer “His proposal merits consideration” while informal contexts might favor “His idea seems worth checking out.” Both maintain E-Prime compliance while serving different communicative purposes.
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General Semantics Background
Alfred Korzybski, founder of General Semantics, famously declared “the map does not equal the territory” (note the E-Prime reformulation of his original statement, which used the copula). Korzybski argued that the verb “to be” encourages identification thinking—the false equation of words with things, of maps with territories.
D. David Bourland Jr., a student of Korzybski’s work, developed E-Prime in 1965 as a practical tool for implementing General Semantics principles. By eliminating “to be,” writers must specify relationships more precisely. Instead of writing “John’s his best friend” (ambiguous and copula-dependent in some constructions), an E-Prime writer specifies: “John functions as his closest companion” or “He considers John his best friend.”
Practical Applications
Scientific Writing: Researchers using E-Prime must describe observations without identification. “His hypothesis appears consistent with the data” avoids the absolutism of “His hypothesis proves true.” This linguistic discipline promotes appropriate epistemic humility.
Therapeutic Contexts: Albert Ellis, founder of Rational Emotive Behavior Therapy (REBT), recommended E-Prime to clients. Instead of “His situation seems hopeless” (still E-Prime compliant) versus the violating “His situation is hopeless,” clients learn to recognize the difference between observation and identification.
Conflict Resolution: E-Prime prevents escalation through identity statements. “His behavior annoys me” differs significantly from the violating “He is annoying.” The E-Prime formulation acknowledges the speaker’s subjective experience rather than labeling the person’s essential nature.
The E-Prime Community
The Institute of General Semantics continues to promote E-Prime practice. Publications include the journal ETC: A Review of General Semantics. Robert Anton Wilson popularized E-Prime through his book Quantum Psychology (1990), written entirely without “to be” forms.
Philosophical Implications
The simple possessive “his” gains philosophical weight in E-Prime context. “His truth” in Standard English might appear in the violating “His truth is valid.” E-Prime requires reformulation: “His truth functions for him” or “He finds his truth useful.” This forces acknowledgment that “truth” may vary by observer rather than existing as absolute category.
Ownership itself receives scrutiny. “His house” in the violating “That house is his” seems to establish permanent, essential ownership. E-Prime alternatives like “That house belongs to him currently” or “He holds the deed to that house” acknowledge the contingent, temporal nature of possession.
Critiques and Limitations
Some constructions genuinely require E-Prime gymnastics. “His name? Robert.” In E-Prime: “His name? People call him Robert” or “He goes by Robert.” Some find such reformulations awkward.
Mathematical and logical statements present challenges. “His answer equals four” works fine, but complex equations may resist E-Prime reformulation without significant circumlocution.
E-Prime practitioners acknowledge these limitations while maintaining that the discipline provides benefits outweighing occasional awkwardness. The practice strengthens awareness of language’s role in shaping thought, regardless of whether one writes exclusively in E-Prime.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 9: “Models and Metaphors”
F-A: Interlinear Construed Excerpt
His (PRON-poss.masc) readers (N-subj) often (ADV-freq) ask (V-pres) how (ADV-manner) he (PRON-subj) manages (V-pres) to (PART) write (V-inf) whole (ADJ) books (N-obj) without (PREP) using (V-pres.part) any (DET) form (N-obj) of (PREP) the (DEF.ART) verb (N-obj) “to be.” (N-obj) Wilson (N-subj) replies (V-pres) that (CONJ) the (DEF.ART) discipline (N-subj) forces (V-pres) him (PRON-obj) to (PART) think (V-inf) more (ADV-degree) carefully (ADV-manner) about (PREP) his (PRON-poss.masc) assertions (N-obj) and (CONJ) to (PART) take (V-inf) responsibility (N-obj) for (PREP) his (PRON-poss.masc) perceptions (N-obj) rather (ADV) than (CONJ) hiding (V-pres.part) behind (PREP) the (DEF.ART) seemingly (ADV-manner) objective (ADJ) copula. (N-obj)
F-B: Full Excerpt with Translation
“His readers often ask how he manages to write whole books without using any form of the verb ‘to be.’ Wilson replies that the discipline forces him to think more carefully about his assertions and to take responsibility for his perceptions rather than hiding behind the seemingly objective copula. The practice, he claims, makes him a better thinker and a more precise communicator.”
— Adapted summary of Robert Anton Wilson’s E-Prime methodology as expressed throughout Quantum Psychology (1990)
F-C: E-Prime Text Only
His readers often ask how he manages to write whole books without using any form of the verb “to be.” Wilson replies that the discipline forces him to think more carefully about his assertions and to take responsibility for his perceptions rather than hiding behind the seemingly objective copula. The practice, he claims, makes him a better thinker and a more precise communicator.
F-D: Vocabulary and Grammar Notes
Key Terms:
“Copula” - A grammatical term for linking verbs, especially forms of “to be” that connect subjects to predicates. Wilson uses this technical term throughout Quantum Psychology.
“Assertions” - Statements put forward as true. Wilson distinguishes between assertions (claims) and demonstrations (evidence), arguing that E-Prime helps maintain this distinction.
“Perceptions” - Personal observations or interpretations. E-Prime foregrounds the observer by requiring constructions like “I perceive X” rather than “X exists objectively.”
Grammar Points:
Note Wilson’s use of “makes him” (causative construction) rather than any form requiring “to be.” The phrase “forces him to think” demonstrates E-Prime’s reliance on active, dynamic verbs.
The construction “he manages to write” shows how infinitive complements work naturally in E-Prime without requiring copula constructions.
F-E: Commentary on E-Prime Technique
Wilson demonstrates masterful E-Prime technique in this passage through his use of “his” as possessive marker in natural constructions. Note how “his assertions” and “his perceptions” flow naturally without any temptation toward copula use.
The phrase “hiding behind the seemingly objective copula” reveals Wilson’s philosophical stance: that “to be” creates false impressions of objectivity. By writing “X seems Y” instead of “X proves Y,” or “I perceive X as Y” instead of the violating “X exists as Y,” writers acknowledge their role as observers rather than reporters of absolute truth.
Wilson’s E-Prime practice demonstrates that natural, flowing prose remains achievable without “to be.” His work stands as the primary example of book-length E-Prime writing and continues to inspire practitioners worldwide.
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Part A: Interlinear Construed Text
28.16a His alarm rings at six o’clock every weekday morning. 28.16b His (PRON-poss.masc) alarm (N-subj) rings (V-pres) at (PREP) six (NUM) o’clock (N-time) every (DET) weekday (N-mod) morning (N-time).
28.17a He reaches for his phone and checks his messages before getting out of bed. 28.17b He (PRON-subj) reaches (V-pres) for (PREP) his (PRON-poss.masc) phone (N-obj) and (CONJ) checks (V-pres) his (PRON-poss.masc) messages (N-obj) before (PREP) getting (V-pres.part) out (PART) of (PREP) bed (N-obj).
28.18a His morning routine follows a predictable pattern that he developed years ago. 28.18b His (PRON-poss.masc) morning (N-mod) routine (N-subj) follows (V-pres) a (INDEF.ART) predictable (ADJ) pattern (N-obj) that (PRON-rel) he (PRON-subj) developed (V-past) years (N-obj) ago (ADV-time).
28.19a His coffee maker starts automatically at six-fifteen, filling the kitchen with a rich aroma. 28.19b His (PRON-poss.masc) coffee (N-mod) maker (N-subj) starts (V-pres) automatically (ADV-manner) at (PREP) six-fifteen (N-time), filling (V-pres.part) the (DEF.ART) kitchen (N-obj) with (PREP) a (INDEF.ART) rich (ADJ) aroma (N-obj).
28.20a He showers quickly, then spends ten minutes organizing his thoughts for the day ahead. 28.20b He (PRON-subj) showers (V-pres) quickly (ADV-manner), then (ADV-time) spends (V-pres) ten (NUM) minutes (N-obj) organizing (V-pres.part) his (PRON-poss.masc) thoughts (N-obj) for (PREP) the (DEF.ART) day (N-obj) ahead (ADV-time).
28.21a His wife joins him in the kitchen, and they discuss his schedule over breakfast. 28.21b His (PRON-poss.masc) wife (N-subj) joins (V-pres) him (PRON-obj) in (PREP) the (DEF.ART) kitchen (N-obj), and (CONJ) they (PRON-subj) discuss (V-pres) his (PRON-poss.masc) schedule (N-obj) over (PREP) breakfast (N-obj).
28.22a His commute takes forty-five minutes by train, during which he reads his industry journals. 28.22b His (PRON-poss.masc) commute (N-subj) takes (V-pres) forty-five (NUM) minutes (N-obj) by (PREP) train (N-obj), during (PREP) which (PRON-rel) he (PRON-subj) reads (V-pres) his (PRON-poss.masc) industry (N-mod) journals (N-obj).
28.23a At the office, his assistant greets him with a summary of his appointments. 28.23b At (PREP) the (DEF.ART) office (N-obj), his (PRON-poss.masc) assistant (N-subj) greets (V-pres) him (PRON-obj) with (PREP) a (INDEF.ART) summary (N-obj) of (PREP) his (PRON-poss.masc) appointments (N-obj).
28.24a His colleagues respect his expertise and frequently seek his advice on complex problems. 28.24b His (PRON-poss.masc) colleagues (N-subj) respect (V-pres) his (PRON-poss.masc) expertise (N-obj) and (CONJ) frequently (ADV-freq) seek (V-pres) his (PRON-poss.masc) advice (N-obj) on (PREP) complex (ADJ) problems (N-obj).
28.25a His lunch hour passes quickly as he reviews documents and returns phone calls. 28.25b His (PRON-poss.masc) lunch (N-mod) hour (N-subj) passes (V-pres) quickly (ADV-manner) as (CONJ) he (PRON-subj) reviews (V-pres) documents (N-obj) and (CONJ) returns (V-pres) phone (N-mod) calls (N-obj).
28.26a The afternoon meetings test his patience, but he maintains his composure throughout. 28.26b The (DEF.ART) afternoon (N-mod) meetings (N-subj) test (V-pres) his (PRON-poss.masc) patience (N-obj), but (CONJ) he (PRON-subj) maintains (V-pres) his (PRON-poss.masc) composure (N-obj) throughout (ADV-extent).
28.27a His train home departs at six-thirty, and he uses the time to decompress and plan his evening. 28.27b His (PRON-poss.masc) train (N-subj) home (ADV-dir) departs (V-pres) at (PREP) six-thirty (N-time), and (CONJ) he (PRON-subj) uses (V-pres) the (DEF.ART) time (N-obj) to (PART) decompress (V-inf) and (CONJ) plan (V-inf) his (PRON-poss.masc) evening (N-obj).
28.28a His children greet him at the door, eager to share stories from his absence during the day. 28.28b His (PRON-poss.masc) children (N-subj) greet (V-pres) him (PRON-obj) at (PREP) the (DEF.ART) door (N-obj), eager (ADJ) to (PART) share (V-inf) stories (N-obj) from (PREP) his (PRON-poss.masc) absence (N-obj) during (PREP) the (DEF.ART) day (N-obj).
28.29a After dinner, he helps with his daughter’s homework while his son practices piano. 28.29b After (PREP) dinner (N-obj), he (PRON-subj) helps (V-pres) with (PREP) his (PRON-poss.masc) daughter’s (N-poss) homework (N-obj) while (CONJ) his (PRON-poss.masc) son (N-subj) practices (V-pres) piano (N-obj).
28.30a His evening ends with a book on his nightstand and thoughts of tomorrow’s challenges floating through his mind as sleep arrives. 28.30b His (PRON-poss.masc) evening (N-subj) ends (V-pres) with (PREP) a (INDEF.ART) book (N-obj) on (PREP) his (PRON-poss.masc) nightstand (N-obj) and (CONJ) thoughts (N-subj) of (PREP) tomorrow’s (N-poss) challenges (N-obj) floating (V-pres.part) through (PREP) his (PRON-poss.masc) mind (N-obj) as (CONJ) sleep (N-subj) arrives (V-pres).
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Part B: Natural Sentences with Transformation Notes
28.16 “His alarm rings at six o’clock every weekday morning.” [Standard English equivalent: No transformation needed—natural E-Prime] [Strategy: Active verb “rings” provides inherent dynamism]
28.17 “He reaches for his phone and checks his messages before getting out of bed.” [Standard English equivalent: No transformation needed—natural E-Prime] [Strategy: Multiple active verbs maintain E-Prime compliance]
28.18 “His morning routine follows a predictable pattern that he developed years ago.” [Standard English equivalent: “His morning routine has a predictable pattern.”] [Strategy: Active verb “follows” replaces stative “has”]
28.19 “His coffee maker starts automatically at six-fifteen, filling the kitchen with a rich aroma.” [Standard English equivalent: “His coffee maker is on a timer for six-fifteen.”] [Strategy: Active verb “starts” replaces copula construction]
28.20 “He showers quickly, then spends ten minutes organizing his thoughts for the day ahead.” [Standard English equivalent: No transformation needed—natural E-Prime] [Strategy: Active verbs throughout]
28.21 “His wife joins him in the kitchen, and they discuss his schedule over breakfast.” [Standard English equivalent: “His wife is with him in the kitchen.”] [Strategy: Active verb “joins” replaces existential “is with”]
28.22 “His commute takes forty-five minutes by train, during which he reads his industry journals.” [Standard English equivalent: “His commute is forty-five minutes.”] [Strategy: “Takes” replaces copula for duration]
28.23 “At the office, his assistant greets him with a summary of his appointments.” [Standard English equivalent: No transformation needed—natural E-Prime] [Strategy: Active verb “greets” provides action]
28.24 “His colleagues respect his expertise and frequently seek his advice on complex problems.” [Standard English equivalent: “His expertise is respected by his colleagues.”] [Strategy: Active voice replaces passive with “is respected”]
28.25 “His lunch hour passes quickly as he reviews documents and returns phone calls.” [Standard English equivalent: “His lunch hour is brief.”] [Strategy: Active verb “passes quickly” replaces adjectival predicate]
28.26 “The afternoon meetings test his patience, but he maintains his composure throughout.” [Standard English equivalent: “The meetings are difficult for his patience.”] [Strategy: Active verb “test” replaces copula + adjective]
28.27 “His train home departs at six-thirty, and he uses the time to decompress and plan his evening.” [Standard English equivalent: “His train is scheduled for six-thirty.”] [Strategy: Active verb “departs” replaces passive scheduling]
28.28 “His children greet him at the door, eager to share stories from his absence during the day.” [Standard English equivalent: “His children are at the door.”] [Strategy: Active verb “greet” replaces existential “are at”]
28.29 “After dinner, he helps with his daughter’s homework while his son practices piano.” [Standard English equivalent: No transformation needed—natural E-Prime] [Strategy: Active verbs “helps” and “practices” maintain compliance]
28.30 “His evening ends with a book on his nightstand and thoughts of tomorrow’s challenges floating through his mind as sleep arrives.” [Standard English equivalent: “His evening’s end involves a book on his nightstand.”] [Strategy: Active verb “ends” replaces nominal construction; “arrives” personifies sleep actively]
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Part C: E-Prime Text Only
28.16 His alarm rings at six o’clock every weekday morning.
28.17 He reaches for his phone and checks his messages before getting out of bed.
28.18 His morning routine follows a predictable pattern that he developed years ago.
28.19 His coffee maker starts automatically at six-fifteen, filling the kitchen with a rich aroma.
28.20 He showers quickly, then spends ten minutes organizing his thoughts for the day ahead.
28.21 His wife joins him in the kitchen, and they discuss his schedule over breakfast.
28.22 His commute takes forty-five minutes by train, during which he reads his industry journals.
28.23 At the office, his assistant greets him with a summary of his appointments.
28.24 His colleagues respect his expertise and frequently seek his advice on complex problems.
28.25 His lunch hour passes quickly as he reviews documents and returns phone calls.
28.26 The afternoon meetings test his patience, but he maintains his composure throughout.
28.27 His train home departs at six-thirty, and he uses the time to decompress and plan his evening.
28.28 His children greet him at the door, eager to share stories from his absence during the day.
28.29 After dinner, he helps with his daughter’s homework while his son practices piano.
28.30 His evening ends with a book on his nightstand and thoughts of tomorrow’s challenges floating through his mind as sleep arrives.
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Part D: Grammar Notes for Genre Section
This narrative demonstrates how E-Prime handles extended personal description without the copula. Several patterns emerge throughout the fifteen sentences.
Temporal Verbs for Routines
The narrative uses time-related verbs to describe daily patterns. “Rings” (28.16), “starts” (28.19), “departs” (28.27), and “ends” (28.30) provide temporal anchoring without requiring “to be.” Standard English might say “His alarm goes off at six” (acceptable E-Prime) or the violating “His alarm time is six o’clock.”
Movement and Position Verbs
Physical presence receives expression through action verbs. “Joins” (28.21) replaces the violating “His wife is with him.” “Greet” (28.23, 28.28) replaces existential “are at/in.” This strategy proves particularly useful for describing where people and things appear during narratives.
Duration Expression
“Takes” (28.22) handles duration naturally in E-Prime. “His commute takes forty-five minutes” avoids the violating “His commute is forty-five minutes long.” Similarly, “passes quickly” (28.25) describes duration through motion rather than static measurement.
Possession Chains
The narrative demonstrates heavy “his” usage without E-Prime violation. “His alarm,” “his phone,” “his messages,” “his routine,” “his coffee maker,” “his thoughts,” “his wife,” “his schedule,” “his commute,” “his journals,” “his assistant,” “his appointments,” “his colleagues,” “his expertise,” “his advice,” “his patience,” “his composure,” “his train,” “his evening,” “his children,” “his absence,” “his daughter’s homework,” “his son,” “his nightstand,” “his mind”—all flow naturally because possessive pronouns require no copula.
Participial Phrases
“Filling the kitchen” (28.19), “organizing his thoughts” (28.20), and “floating through his mind” (28.30) demonstrate how present participles function in E-Prime. These replace potential progressive constructions that would require “to be” (the violating “is filling,” “is organizing,” “are floating”).
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Standard English → E-Prime Practice
Transform these “to be” sentences involving “his” into E-Prime:
Exercise 1 Standard: “His birthday is next week.” E-Prime: “His birthday falls next week.” / “His birthday occurs next week.” / “His birthday arrives next week.” Strategy: Temporal verb replacement
Exercise 2 Standard: “His explanation was confusing to everyone.” E-Prime: “His explanation confused everyone.” / “Everyone found his explanation confusing.” Strategy: Active voice / Perception verb
Exercise 3 Standard: “That laptop is his.” E-Prime: “That laptop belongs to him.” / “He owns that laptop.” Strategy: Possession verb replacement
Exercise 4 Standard: “His favorite color is blue.” E-Prime: “He favors blue.” / “Blue ranks as his favorite color.” / “He prefers blue above other colors.” Strategy: Active preference verb / Relational verb
Exercise 5 Standard: “His office is on the third floor.” E-Prime: “His office sits on the third floor.” / “His office occupies the third floor.” / “You can find his office on the third floor.” Strategy: Existence verb / Location verb
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, which teaches Standard English vocabulary within the discipline of E-Prime writing. The course follows a systematic 1000-word curriculum organized by frequency and semantic category.
Methodology
The Latinum Institute has developed language learning materials since 2006, pioneering the construed text approach for autodidact learners. This method presents target language material in interlinear format, allowing students to absorb grammatical patterns through exposure to analyzed examples rather than memorizing abstract rules.
For E-Prime, this approach proves particularly valuable. Students see Standard English constructions alongside their E-Prime transformations, building intuitive understanding of replacement strategies. The grammatical glossing (N-subj, V-pres, PRON-poss.masc, etc.) provides analytical framework without requiring formal linguistic training.
Course Links
Complete course index: https://latinum.substack.com/p/index
Student reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime as Mental Discipline
Beyond linguistic practice, E-Prime serves as a thinking tool. By eliminating the copula, writers and speakers must take responsibility for their perceptions and assertions. “His work appears excellent” acknowledges the speaker’s evaluation; the violating “His work is excellent” implies objective fact.
This discipline connects to the broader General Semantics tradition founded by Alfred Korzybski. E-Prime practitioners report increased awareness of the difference between observation and inference, between personal perception and claimed reality.
Progressive Learning
Each lesson in this course introduces a single vocabulary item from the frequency-ranked curriculum. Students encounter the word in 30 example sentences (15 standard + 15 genre-specific), building familiarity through varied contexts. The transformation notes explain how each example achieves E-Prime compliance, teaching transferable skills for independent E-Prime writing.
As students progress through the 1000-word curriculum, they develop comprehensive E-Prime fluency alongside vocabulary expansion. The course prepares learners for extended E-Prime composition in any genre or register.
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✓ Lesson 28 E-Prime complete
All sections complete with fleurons
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E-Prime (English-Prime) represents a discipline of writing and speaking that eliminates all forms of the verb “to be” from English. Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics (1933), E-Prime encourages clearer thinking by forcing writers to use active, specific language rather than vague copular constructions.
The preposition “from” indicates source, origin, separation, or the starting point of movement. In Standard English, “from” frequently appears alongside forms of “to be” in origin statements (”She is from Italy”) and source attributions (”The package is from your grandmother”). E-Prime practitioners must transform these constructions using dynamic verbs that express actual movement, arrival, or derivation.
This lesson teaches the preposition “from” within E-Prime discipline, demonstrating how to express origin, source, causation, and separation without resorting to the copula.
Course Index: https://latinum.substack.com/p/index
FAQ: What does “from” mean in E-Prime?
Q: What does “from” mean in E-Prime? A: In E-Prime, “from” functions exactly as in Standard English—indicating source, origin, or separation—but speakers express these relationships through active verbs like “come,” “arrive,” “originate,” “derive,” “stem,” “emerge,” and “hail” rather than through copular constructions with “to be.”
Key Takeaways
• “From” indicates source, origin, starting point, or separation in both Standard English and E-Prime
• Common “to be” constructions to avoid: “X is from Y,” “This is from Z,” “Where is this from?”
• Primary replacement verbs: come, arrive, originate, derive, stem, emerge, hail, travel, depart
• E-Prime transforms static origin statements into dynamic expressions of movement or derivation
• The preposition itself remains unchanged; only the accompanying verb shifts from copular to active
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29.1a She comes from a small village in the mountains. 29.1b She (PRON-subj) comes (V-pres.EXIST) from (PREP-source) a (INDEF.ART) small (ADJ) village (N-obj) in (PREP-loc) the (DEF.ART) mountains (N-obj).
29.2a The letter arrived from my grandmother yesterday. 29.2b The (DEF.ART) letter (N-subj) arrived (V-past) from (PREP-source) my (PRON-poss) grandmother (N-obj) yesterday (ADV-time).
29.3a We traveled from Paris to Rome by train. 29.3b We (PRON-subj) traveled (V-past) from (PREP-source) Paris (N-prop) to (PREP-goal) Rome (N-prop) by (PREP-means) train (N-obj).
29.4a The noise came from the basement. 29.4b The (DEF.ART) noise (N-subj) came (V-past.EXIST) from (PREP-source) the (DEF.ART) basement (N-obj).
29.5a From this moment forward, everything changes. 29.5b From (PREP-source) this (DET) moment (N-obj) forward (ADV-dir), everything (PRON-subj) changes (V-pres).
29.6a The artist draws inspiration from nature and everyday life. 29.6b The (DEF.ART) artist (N-subj) draws (V-pres) inspiration (N-obj) from (PREP-source) nature (N-obj) and (CONJ) everyday (ADJ) life (N-obj).
29.7a My friend hails from a region known for its excellent wine. 29.7b My (PRON-poss) friend (N-subj) hails (V-pres.EXIST) from (PREP-source) a (INDEF.ART) region (N-obj) known (V-pp) for (PREP) its (PRON-poss) excellent (ADJ) wine (N-obj).
29.8a The scientists derived their conclusions from months of careful observation. 29.8b The (DEF.ART) scientists (N-subj) derived (V-past) their (PRON-poss) conclusions (N-obj) from (PREP-source) months (N-obj) of (PREP) careful (ADJ) observation (N-obj).
29.9a She stepped back from the edge of the cliff. 29.9b She (PRON-subj) stepped (V-past) back (ADV-dir) from (PREP-separation) the (DEF.ART) edge (N-obj) of (PREP) the (DEF.ART) cliff (N-obj).
29.10a The tradition stems from ancient practices handed down through generations. 29.10b The (DEF.ART) tradition (N-subj) stems (V-pres.EXIST) from (PREP-source) ancient (ADJ) practices (N-obj) handed (V-pp) down (ADV) through (PREP) generations (N-obj).
29.11a News from the front lines reached the capital within hours of the battle. 29.11b News (N-subj) from (PREP-source) the (DEF.ART) front (ADJ) lines (N-obj) reached (V-past) the (DEF.ART) capital (N-obj) within (PREP) hours (N-obj) of (PREP) the (DEF.ART) battle (N-obj).
29.12a The refugees fled from the war-torn region seeking safety across the border. 29.12b The (DEF.ART) refugees (N-subj) fled (V-past) from (PREP-separation) the (DEF.ART) war-torn (ADJ) region (N-obj) seeking (V-pres.part) safety (N-obj) across (PREP) the (DEF.ART) border (N-obj).
29.13a From my perspective, the proposal offers several advantages worth considering. 29.13b From (PREP-source) my (PRON-poss) perspective (N-obj), the (DEF.ART) proposal (N-subj) offers (V-pres) several (DET) advantages (N-obj) worth (ADJ) considering (V-ger).
29.14a The company emerged from bankruptcy stronger than before its financial troubles. 29.14b The (DEF.ART) company (N-subj) emerged (V-past.EXIST) from (PREP-source) bankruptcy (N-obj) stronger (ADJ-comp) than (CONJ) before (PREP) its (PRON-poss) financial (ADJ) troubles (N-obj).
29.15a She learned the recipe from her grandmother, who learned it from her own mother. 29.15b She (PRON-subj) learned (V-past) the (DEF.ART) recipe (N-obj) from (PREP-source) her (PRON-poss) grandmother (N-obj), who (PRON-rel) learned (V-past) it (PRON-obj) from (PREP-source) her (PRON-poss) own (ADJ) mother (N-obj).
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29.1 “She comes from a small village in the mountains.” Standard English equivalent: “She is from a small village in the mountains.” Strategy: Existence verb replacement (comes)
29.2 “The letter arrived from my grandmother yesterday.” Standard English equivalent: “The letter is from my grandmother.” Strategy: Active verb replacement (arrived)
29.3 “We traveled from Paris to Rome by train.” Standard English equivalent: “We were traveling from Paris to Rome.” Strategy: Simple past replaces progressive (traveled)
29.4 “The noise came from the basement.” Standard English equivalent: “The noise was from the basement.” Strategy: Existence verb replacement (came)
29.5 “From this moment forward, everything changes.” Standard English equivalent: “From this moment forward, everything is different.” Strategy: Active verb replaces predicate adjective (changes)
29.6 “The artist draws inspiration from nature and everyday life.” Standard English equivalent: “The artist’s inspiration is from nature.” Strategy: Active voice transformation (draws)
29.7 “My friend hails from a region known for its excellent wine.” Standard English equivalent: “My friend is from a region known for excellent wine.” Strategy: Existence verb replacement (hails)
29.8 “The scientists derived their conclusions from months of careful observation.” Standard English equivalent: “Their conclusions were derived from months of observation.” Strategy: Active voice transformation (derived)
29.9 “She stepped back from the edge of the cliff.” Standard English equivalent: “She was stepping back from the edge.” Strategy: Simple past replaces progressive (stepped)
29.10 “The tradition stems from ancient practices handed down through generations.” Standard English equivalent: “The tradition is from ancient practices.” Strategy: Existence verb replacement (stems)
29.11 “News from the front lines reached the capital within hours of the battle.” Standard English equivalent: “News from the front lines was received within hours.” Strategy: Active voice transformation (reached)
29.12 “The refugees fled from the war-torn region seeking safety across the border.” Standard English equivalent: “The refugees were fleeing from the war-torn region.” Strategy: Simple past replaces progressive (fled)
29.13 “From my perspective, the proposal offers several advantages worth considering.” Standard English equivalent: “From my perspective, there are several advantages.” Strategy: Active verb replaces existential (offers)
29.14 “The company emerged from bankruptcy stronger than before its financial troubles.” Standard English equivalent: “The company is now stronger after emerging from bankruptcy.” Strategy: Active verb focus (emerged)
29.15 “She learned the recipe from her grandmother, who learned it from her own mother.” Standard English equivalent: “The recipe was passed down from her grandmother.” Strategy: Active voice transformation (learned)
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29.1 She comes from a small village in the mountains.
29.2 The letter arrived from my grandmother yesterday.
29.3 We traveled from Paris to Rome by train.
29.4 The noise came from the basement.
29.5 From this moment forward, everything changes.
29.6 The artist draws inspiration from nature and everyday life.
29.7 My friend hails from a region known for its excellent wine.
29.8 The scientists derived their conclusions from months of careful observation.
29.9 She stepped back from the edge of the cliff.
29.10 The tradition stems from ancient practices handed down through generations.
29.11 News from the front lines reached the capital within hours of the battle.
29.12 The refugees fled from the war-torn region seeking safety across the border.
29.13 From my perspective, the proposal offers several advantages worth considering.
29.14 The company emerged from bankruptcy stronger than before its financial troubles.
29.15 She learned the recipe from her grandmother, who learned it from her own mother.
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These grammar rules govern “from” in E-Prime:
Standard English Function
The preposition “from” serves several core functions in English. It indicates source or origin, as in expressions of where someone or something originates. It marks separation or departure, showing movement away. It signals causation, identifying the source of an effect. It establishes temporal starting points, marking when something began. It also creates comparative distances, as in measurements “from X to Y.”
“From” governs noun phrases and pronouns as its objects: “from the house,” “from her,” “from beginning to end.”
E-Prime Considerations
The preposition “from” presents a moderate challenge for E-Prime writers because it frequently combines with forms of “to be” in origin statements. The construction “X is from Y” appears constantly in everyday English when people discuss backgrounds, sources, and origins.
Common problematic constructions include: “She is from Canada” (identity/origin), “This package is from your mother” (source attribution), “Where is this from?” (interrogative origin), “The quote is from Shakespeare” (textual attribution), “The smell is from the kitchen” (source identification).
E-Prime requires dynamic verbs to replace these static copular constructions.
Replacement Strategies for “From”
The Existence Verb Strategy works best for origin statements. Replace “X is from Y” with “X comes from Y,” “X hails from Y,” “X originates from Y,” or “X derives from Y.” Examples: “He comes from Brazil” instead of “He is from Brazil.” “The custom derives from medieval times” instead of “The custom is from medieval times.”
The Active Voice Strategy transforms passive attributions into active statements. Replace “The gift is from Maria” with “Maria sent the gift” or “The gift arrived from Maria.”
The Sensory Verb Strategy helps with source identification. Replace “The sound is from the garage” with “The sound comes from the garage” or “I hear the sound coming from the garage.”
Common Mistakes
Writers often forget to transform “is from” constructions because they seem so natural. Watch for: “Where is she from?” (should become “Where does she come from?”), “This is from yesterday” (should become “This dates from yesterday” or “This arrived yesterday”), “The bruise is from falling” (should become “The bruise resulted from falling” or “Falling caused the bruise”).
Another error involves hidden progressives: “He is coming from work” contains “is” and should become “He comes from work” or “He arrives from work.”
Style Notes
E-Prime expressions of origin often sound more dynamic and specific than their Standard English equivalents. “She hails from the countryside” carries more vivid imagery than “She is from the countryside.” Use this to your advantage—E-Prime can actually improve writing by forcing more precise, active expression.
For formal writing, prefer “originates from,” “derives from,” or “stems from.” For casual contexts, “comes from” works perfectly well. Match your verb choice to register.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that language profoundly shapes thought. His famous formulation—”the map does not equal the territory”—captures this insight (note: the original phrasing “the map is not the territory” violates E-Prime). Korzybski noticed that the verb “to be” often creates false identifications between a thing and its description, leading to rigid, absolutist thinking.
D. David Bourland Jr. took Korzybski’s insights further by proposing the complete elimination of “to be” from English, creating E-Prime in 1965. Bourland argued that avoiding the copula forces speakers to acknowledge the observer-dependent nature of descriptions and to express themselves more precisely.
Practical Applications
Scientists find E-Prime useful for writing operational definitions. Instead of “Water is H2O” (which implies absolute identity), they write “Scientists define water as H2O” or “Water consists of H2O molecules”—acknowledging that the definition represents a human convention.
Therapists, particularly those practicing Albert Ellis’s Rational Emotive Behavior Therapy (REBT), use E-Prime to help clients avoid overgeneralizations. “I am a failure” becomes “I failed at this task”—a more accurate and less damaging formulation.
Negotiators employ E-Prime to reduce conflict. “Your position is wrong” creates defensiveness; “I disagree with your position” or “Your position differs from mine” allows dialogue to continue.
The E-Prime Community
The Institute of General Semantics, founded by Korzybski, continues promoting E-Prime and General Semantics education. The journal ETC: A Review of General Semantics publishes articles on these topics. Robert Anton Wilson popularized E-Prime through his book Quantum Psychology (1990), written entirely without “to be.”
Three major anthologies collect E-Prime writing: To Be or Not: An E-Prime Anthology (1991), More E-Prime: To Be or Not II (1994), and E-Prime III: A Third Anthology (1997).
Philosophical Implications
E-Prime challenges the Aristotelian subject-predicate logic embedded in Standard English. The sentence “The rose is red” implies that redness exists as an inherent property of the rose. E-Prime alternatives—”The rose appears red,” “I see the rose as red,” “The rose reflects red light”—acknowledge the role of the observer and the conditions of observation.
This connects to broader philosophical discussions about linguistic relativity (the Sapir-Whorf hypothesis) and the relationship between language and thought. E-Prime practitioners argue that their discipline promotes more flexible, situational thinking.
Critiques and Limitations
Critics note that E-Prime can become awkward, especially in mathematical and logical statements (”Two plus two equals four” works, but longer equations become cumbersome). Some constructions genuinely resist natural E-Prime transformation.
Others argue that context usually disambiguates problematic “to be” uses, making E-Prime unnecessary. Supporters counter that the discipline’s value lies in the thinking it promotes, not just the surface linguistic changes.
A balanced view recognizes E-Prime as a useful exercise and stylistic option rather than a mandatory reform of English.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
From (PREP-source) the (DEF.ART) beginning (N-obj) of (PREP) this (DET) book (N-obj), I (PRON-subj) have (V-aux) urged (V-pp) that (CONJ) the (DEF.ART) reader (N-subj) actually (ADV) perform (V-pres) the (DEF.ART) exercizes (N-obj) and (CONJ) not (ADV-neg) just (ADV) read (V-pres) about (PREP) them (PRON-obj). This (DET) chapter (N-subj) contains (V-pres) an (INDEF.ART) exercize (N-obj) that (PRON-rel) many (DET) will (V-aux) find (V-inf) extraordinarily (ADV) difficult (ADJ), and (CONJ) I (PRON-subj) urge (V-pres) you (PRON-obj) to (PREP) try (V-inf) it (PRON-obj) anyway (ADV). Write (V-imp) or (CONJ) speak (V-imp) for (PREP) one (NUM) whole (ADJ) week (N-obj) in (PREP) E-Prime (N-obj). You (PRON-subj) will (V-aux) encounter (V-inf) profound (ADJ) frustrations (N-obj), and (CONJ) you (PRON-subj) will (V-aux) learn (V-inf) a (INDEF.ART) great (ADJ) deal (N-obj) from (PREP-source) them (PRON-obj).
F-B: Full Excerpt with Translation
“From the beginning of this book, I have urged that the reader actually perform the exercizes and not just read about them. This chapter contains an exercize that many will find extraordinarily difficult, and I urge you to try it anyway. Write or speak for one whole week in E-Prime. You will encounter profound frustrations, and you will learn a great deal from them.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
Note: Wilson deliberately spelled “exercizes” with a ‘z’ throughout the book as a personal stylistic choice.
F-C: E-Prime Text Only
From the beginning of this book, I have urged that the reader actually perform the exercizes and not just read about them. This chapter contains an exercize that many will find extraordinarily difficult, and I urge you to try it anyway. Write or speak for one whole week in E-Prime. You will encounter profound frustrations, and you will learn a great deal from them.
F-D: Vocabulary and Grammar Notes
This passage demonstrates Wilson’s accessible E-Prime style. Note how he uses active constructions throughout: “I have urged,” “the reader actually perform,” “this chapter contains,” “many will find,” “I urge you,” “you will encounter,” “you will learn.”
The preposition “from” appears twice. First, “From the beginning” establishes a temporal starting point. Second, “learn a great deal from them” indicates source of knowledge—the frustrations serve as the origin of learning.
Wilson avoids potential “to be” traps. He writes “many will find extraordinarily difficult” rather than “will be extraordinarily difficult.” He uses “try it” rather than “if you are willing to try.”
F-E: Commentary on E-Prime Technique
Wilson models the E-Prime discipline he teaches. This passage accomplishes several things simultaneously: it instructs, motivates, and demonstrates. The active voice creates energy and directness. Wilson addresses the reader personally (”I urge you”) rather than hiding behind passive constructions.
The two uses of “from” show its versatility—temporal (”from the beginning”) and causal (”learn from them”). Both constructions work naturally in E-Prime because Wilson builds sentences around active verbs.
Wilson’s prediction that readers “will encounter profound frustrations” acknowledges E-Prime’s difficulty while framing frustration as productive—a learning source rather than an obstacle.
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Part A: Interlinear Construed Text
29.16a I departed from my hometown on a cold morning in March, carrying only a single suitcase. 29.16b I (PRON-subj) departed (V-past) from (PREP-separation) my (PRON-poss) hometown (N-obj) on (PREP-time) a (INDEF.ART) cold (ADJ) morning (N-obj) in (PREP) March (N-prop), carrying (V-pres.part) only (ADV) a (INDEF.ART) single (ADJ) suitcase (N-obj).
29.17a The bus traveled from the village square through winding mountain roads toward the city. 29.17b The (DEF.ART) bus (N-subj) traveled (V-past) from (PREP-source) the (DEF.ART) village (N-mod) square (N-obj) through (PREP) winding (ADJ) mountain (N-mod) roads (N-obj) toward (PREP) the (DEF.ART) city (N-obj).
29.18a Through the window, I watched my childhood home shrink from view until it vanished entirely. 29.18b Through (PREP) the (DEF.ART) window (N-obj), I (PRON-subj) watched (V-past) my (PRON-poss) childhood (N-mod) home (N-obj) shrink (V-inf) from (PREP-separation) view (N-obj) until (CONJ) it (PRON-subj) vanished (V-past) entirely (ADV).
29.19a My mother had handed me a letter from my grandmother, sealed and addressed simply “For the Journey.” 29.19b My (PRON-poss) mother (N-subj) had (V-aux) handed (V-pp) me (PRON-obj) a (INDEF.ART) letter (N-obj) from (PREP-source) my (PRON-poss) grandmother (N-obj), sealed (V-pp) and (CONJ) addressed (V-pp) simply (ADV) “For the Journey” (N-appos).
29.20a From that letter, I drew courage during the difficult weeks that followed. 29.20b From (PREP-source) that (DET) letter (N-obj), I (PRON-subj) drew (V-past) courage (N-obj) during (PREP) the (DEF.ART) difficult (ADJ) weeks (N-obj) that (PRON-rel) followed (V-past).
29.21a The journey took me from everything familiar into a world of strangers and unfamiliar customs. 29.21b The (DEF.ART) journey (N-subj) took (V-past) me (PRON-obj) from (PREP-separation) everything (PRON-obj) familiar (ADJ) into (PREP) a (INDEF.ART) world (N-obj) of (PREP) strangers (N-obj) and (CONJ) unfamiliar (ADJ) customs (N-obj).
29.22a I rented a room from an elderly couple who spoke very little English. 29.22b I (PRON-subj) rented (V-past) a (INDEF.ART) room (N-obj) from (PREP-source) an (INDEF.ART) elderly (ADJ) couple (N-obj) who (PRON-rel) spoke (V-past) very (ADV) little (DET) English (N-obj).
29.23a From gestures and patient repetition, we developed our own way of communicating. 29.23b From (PREP-source) gestures (N-obj) and (CONJ) patient (ADJ) repetition (N-obj), we (PRON-subj) developed (V-past) our (PRON-poss) own (ADJ) way (N-obj) of (PREP) communicating (V-ger).
29.24a Letters from home arrived every few weeks, each one carrying news and encouragement. 29.24b Letters (N-subj) from (PREP-source) home (N-obj) arrived (V-past) every (DET) few (DET) weeks (N-obj), each (DET) one (PRON) carrying (V-pres.part) news (N-obj) and (CONJ) encouragement (N-obj).
29.25a I learned that distance from loved ones strengthens appreciation rather than weakening bonds. 29.25b I (PRON-subj) learned (V-past) that (CONJ) distance (N-subj) from (PREP-separation) loved (ADJ) ones (N-obj) strengthens (V-pres) appreciation (N-obj) rather (ADV) than (CONJ) weakening (V-pres.part) bonds (N-obj).
29.26a The money I earned from my first job went directly toward language classes. 29.26b The (DEF.ART) money (N-subj) I (PRON-subj) earned (V-past) from (PREP-source) my (PRON-poss) first (ORD) job (N-obj) went (V-past) directly (ADV) toward (PREP) language (N-mod) classes (N-obj).
29.27a From broken phrases and embarrassing mistakes, I gradually built fluency. 29.27b From (PREP-source) broken (ADJ) phrases (N-obj) and (CONJ) embarrassing (ADJ) mistakes (N-obj), I (PRON-subj) gradually (ADV) built (V-past) fluency (N-obj).
29.28a Three years passed from that first cold morning until I returned home for a visit. 29.28b Three (NUM) years (N-subj) passed (V-past) from (PREP-source) that (DET) first (ORD) cold (ADJ) morning (N-obj) until (CONJ) I (PRON-subj) returned (V-past) home (N-obj) for (PREP) a (INDEF.ART) visit (N-obj).
29.29a My family recognized in me someone different from the nervous youth who had departed. 29.29b My (PRON-poss) family (N-subj) recognized (V-past) in (PREP) me (PRON-obj) someone (PRON-obj) different (ADJ) from (PREP-comparison) the (DEF.ART) nervous (ADJ) youth (N-obj) who (PRON-rel) had (V-aux) departed (V-pp).
29.30a From that journey, I carried home more than memories—I brought back a new understanding of myself. 29.30b From (PREP-source) that (DET) journey (N-obj), I (PRON-subj) carried (V-past) home (ADV) more (DET) than (CONJ) memories (N-obj)—I (PRON-subj) brought (V-past) back (ADV) a (INDEF.ART) new (ADJ) understanding (N-obj) of (PREP) myself (PRON-refl).
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Part B: Natural Sentences with Transformation Notes
29.16 “I departed from my hometown on a cold morning in March, carrying only a single suitcase.” Standard English equivalent: “I was leaving from my hometown on a cold morning.” Strategy: Simple past replaces progressive (departed)
29.17 “The bus traveled from the village square through winding mountain roads toward the city.” Standard English equivalent: “The bus was going from the village square.” Strategy: Simple past replaces progressive (traveled)
29.18 “Through the window, I watched my childhood home shrink from view until it vanished entirely.” Standard English equivalent: “My childhood home was shrinking from view.” Strategy: Perception construction with infinitive (watched...shrink)
29.19 “My mother had handed me a letter from my grandmother, sealed and addressed simply ‘For the Journey.’” Standard English equivalent: “The letter was from my grandmother.” Strategy: Active voice transformation (had handed)
29.20 “From that letter, I drew courage during the difficult weeks that followed.” Standard English equivalent: “Courage was derived from that letter.” Strategy: Active voice transformation (drew)
29.21 “The journey took me from everything familiar into a world of strangers and unfamiliar customs.” Standard English equivalent: “I was taken from everything familiar.” Strategy: Active voice transformation (took)
29.22 “I rented a room from an elderly couple who spoke very little English.” Standard English equivalent: “A room was rented from an elderly couple.” Strategy: Active voice transformation (rented)
29.23 “From gestures and patient repetition, we developed our own way of communicating.” Standard English equivalent: “Our communication was developed from gestures.” Strategy: Active voice transformation (developed)
29.24 “Letters from home arrived every few weeks, each one carrying news and encouragement.” Standard English equivalent: “Letters from home were arriving every few weeks.” Strategy: Simple past replaces progressive (arrived)
29.25 “I learned that distance from loved ones strengthens appreciation rather than weakening bonds.” Standard English equivalent: “I learned that distance is valuable.” Strategy: Active verb replaces copula (strengthens)
29.26 “The money I earned from my first job went directly toward language classes.” Standard English equivalent: “The money was from my first job.” Strategy: Active verb specifies relationship (earned)
29.27 “From broken phrases and embarrassing mistakes, I gradually built fluency.” Standard English equivalent: “Fluency was built from broken phrases.” Strategy: Active voice transformation (built)
29.28 “Three years passed from that first cold morning until I returned home for a visit.” Standard English equivalent: “It was three years from that first cold morning.” Strategy: Active verb replaces existential (passed)
29.29 “My family recognized in me someone different from the nervous youth who had departed.” Standard English equivalent: “I was different from the nervous youth.” Strategy: Active verb focuses recognition (recognized)
29.30 “From that journey, I carried home more than memories—I brought back a new understanding of myself.” Standard English equivalent: “More than memories were brought from that journey.” Strategy: Active voice transformation (carried, brought)
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Part C: E-Prime Text Only
29.16 I departed from my hometown on a cold morning in March, carrying only a single suitcase.
29.17 The bus traveled from the village square through winding mountain roads toward the city.
29.18 Through the window, I watched my childhood home shrink from view until it vanished entirely.
29.19 My mother had handed me a letter from my grandmother, sealed and addressed simply “For the Journey.”
29.20 From that letter, I drew courage during the difficult weeks that followed.
29.21 The journey took me from everything familiar into a world of strangers and unfamiliar customs.
29.22 I rented a room from an elderly couple who spoke very little English.
29.23 From gestures and patient repetition, we developed our own way of communicating.
29.24 Letters from home arrived every few weeks, each one carrying news and encouragement.
29.25 I learned that distance from loved ones strengthens appreciation rather than weakening bonds.
29.26 The money I earned from my first job went directly toward language classes.
29.27 From broken phrases and embarrassing mistakes, I gradually built fluency.
29.28 Three years passed from that first cold morning until I returned home for a visit.
29.29 My family recognized in me someone different from the nervous youth who had departed.
29.30 From that journey, I carried home more than memories—I brought back a new understanding of myself.
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Part D: Grammar Notes for Genre Section
This personal narrative demonstrates sustained E-Prime writing across a coherent text. Several patterns emerge:
Origin and Source Uses: “From” marks sources throughout—”letter from my grandmother,” “letters from home,” “money...from my first job.” In each case, active verbs (handed, arrived, earned) replace potential copular constructions.
Separation and Departure Uses: “From” indicates leaving or distancing—”departed from my hometown,” “took me from everything familiar,” “shrink from view,” “distance from loved ones.” Motion verbs (departed, took, shrink) express these relationships dynamically.
Temporal Starting Points: “From that first cold morning” and “From that journey” establish time references without “to be.”
Comparison Use: “Different from the nervous youth” shows “from” in comparative constructions. The sentence avoids “I was different” by using “recognized” as the main verb.
Causal/Instrumental Uses: “From gestures...we developed,” “From broken phrases...I built,” “From that letter, I drew courage”—these show “from” introducing sources of learning or growth.
The narrative maintains first-person perspective and past tense throughout, demonstrating that E-Prime handles personal storytelling naturally. Active verbs create forward momentum: departed, traveled, watched, handed, drew, took, rented, developed, arrived, learned, earned, built, passed, recognized, carried, brought.
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Standard English → E-Prime Practice
Transform these Standard English sentences into E-Prime:
Exercise 1 Standard: “The package is from your aunt in California.” E-Prime: “Your aunt in California sent the package.” / “The package arrived from your aunt in California.” Strategy: Active voice transformation
Exercise 2 Standard: “Where is this strange music from?” E-Prime: “Where does this strange music come from?” / “What produces this strange music?” Strategy: Existence verb replacement (come) / Active verb replacement (produces)
Exercise 3 Standard: “The evidence is from a reliable source.” E-Prime: “The evidence comes from a reliable source.” / “A reliable source provided the evidence.” Strategy: Existence verb replacement / Active voice transformation
Exercise 4 Standard: “She is originally from a small town, but she was living in the city for years.” E-Prime: “She comes originally from a small town, but she lived in the city for years.” Strategy: Existence verb replacement (comes); simple past replaces progressive (lived)
Exercise 5 Standard: “My headache is from lack of sleep.” E-Prime: “Lack of sleep caused my headache.” / “My headache stems from lack of sleep.” Strategy: Active voice transformation (caused) / Existence verb replacement (stems)
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This lesson forms part of the Latinum Institute E-Prime Course, a systematic introduction to English-Prime writing and thinking based on a carefully sequenced 1000-word vocabulary curriculum.
Methodology: Each lesson introduces one high-frequency English word, demonstrating its usage exclusively in E-Prime constructions. The interlinear format provides grammatical analysis while the transformation notes explicitly connect E-Prime sentences to their Standard English equivalents, showing learners exactly what constructions E-Prime avoids and how to replace them.
The Construed Text Approach: Developed through decades of classical language instruction at the Latinum Institute, the interlinear method makes grammatical relationships visible. For E-Prime study, this approach highlights the active verbs that replace copular constructions.
General Semantics Heritage: E-Prime emerges from Korzybski’s General Semantics, a discipline aimed at improving thinking through improved language. By eliminating “to be,” writers learn to distinguish between absolute statements (”X is Y”) and observer-dependent descriptions (”X appears Y to me”). This lesson continues that tradition.
Progressive Difficulty: Examples advance from simple sentences (29.1-29.5) through intermediate complexity (29.6-29.10) to sophisticated constructions (29.11-29.15). The genre section demonstrates sustained E-Prime across connected discourse.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The Latinum Institute has produced language learning materials since 2006, serving autodidacts worldwide who prefer systematic, text-based study methods.
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END OF LESSON 29
✓ All 30 examples verified E-Prime compliant (no forms of “to be”) ✓ Topic word “from” appears in all examples ✓ All sections complete ✓ Fleurons positioned correctly
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E-Prime (English-Prime) represents a discipline of writing and speaking that eliminates all forms of the verb “to be” from English. Developed by D. David Bourland Jr. in 1965, building upon Alfred Korzybski’s General Semantics work from 1933, E-Prime encourages clearer thinking by removing the copula that often creates false identifications and static worldviews.
The verb “go” functions as one of the most essential motion verbs in English, expressing movement, direction, travel, and transition. In E-Prime writing, “go” serves as an excellent replacement for many constructions that would otherwise require “to be.” Where Standard English might say “The path is toward the mountain,” E-Prime writers can express this as “The path goes toward the mountain”—creating more dynamic, action-oriented prose.
This lesson explores the versatile applications of “go” within E-Prime constraints, demonstrating how this motion verb helps writers avoid the copula while maintaining natural, fluid expression.
Course Index:
https://latinum.substack.com/p/index
FAQ: What does “go” mean in E-Prime?
In E-Prime, “go” functions as a powerful motion verb that expresses movement, direction, progression, and transition. Beyond its literal meaning of physical movement, “go” serves as an excellent replacement for many “to be” constructions, allowing writers to describe states and conditions through dynamic action rather than static being.
• “Go” ranks among the most frequently used motion verbs in English, appearing in the top 30 most common words
• This verb naturally fits E-Prime constructions without requiring transformation in most cases
• “Go” replaces many static “to be” expressions with dynamic action: “The road goes north” instead of “The road is north”
• Idiomatic uses include: go about, go back, go beyond, go with, go toward, go through
• Progressive forms require transformation: “I go running” replaces “I am running”
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Format: Line (a) presents the complete E-Prime sentence with the topic word in bold. Line (b) provides word-by-word grammatical analysis.
30.1a The children go to school every morning.
30.1b The (DEF.ART) children (N-subj) go (V-pres.MOTION) to (PREP) school (N-obj) every (DET) morning (N-time).
30.2a My friend goes to the library on weekends.
30.2b My (PRON-poss) friend (N-subj) goes (V-pres.MOTION.3sg) to (PREP) the (DEF.ART) library (N-obj) on (PREP) weekends (N-time).
30.3a Please go to the store for bread.
30.3b Please (ADV-polite) go (V-imp.MOTION) to (PREP) the (DEF.ART) store (N-obj) for (PREP) bread (N-obj).
30.4a The train goes through the tunnel swiftly.
30.4b The (DEF.ART) train (N-subj) goes (V-pres.MOTION.3sg) through (PREP) the (DEF.ART) tunnel (N-obj) swiftly (ADV-manner).
30.5a We go home after work each day.
30.5b We (PRON-subj) go (V-pres.MOTION) home (N-dir) after (PREP) work (N-obj) each (DET) day (N-time).
30.6a She decided to go abroad for her graduate studies.
30.6b She (PRON-subj) decided (V-past) to (PART-inf) go (V-inf.MOTION) abroad (ADV-place) for (PREP) her (PRON-poss) graduate (ADJ) studies (N-obj).
30.7a The river goes toward the distant mountains.
30.7b The (DEF.ART) river (N-subj) goes (V-pres.MOTION.3sg) toward (PREP) the (DEF.ART) distant (ADJ) mountains (N-obj).
30.8a He always goes running before breakfast.
30.8b He (PRON-subj) always (ADV-freq) goes (V-pres.MOTION.3sg) running (V-pres.part) before (PREP) breakfast (N-obj).
30.9a They plan to go camping in the mountains next summer.
30.9b They (PRON-subj) plan (V-pres) to (PART-inf) go (V-inf.MOTION) camping (V-pres.part) in (PREP) the (DEF.ART) mountains (N-obj) next (ADJ) summer (N-time).
30.10a The road goes north for twenty miles through farmland.
30.10b The (DEF.ART) road (N-subj) goes (V-pres.MOTION.3sg) north (ADV-dir) for (PREP) twenty (NUM) miles (N-obj) through (PREP) farmland (N-obj).
30.11a My thoughts often go back to cherished childhood memories.
30.11b My (PRON-poss) thoughts (N-subj) often (ADV-freq) go (V-pres.MOTION) back (ADV-dir) to (PREP) cherished (ADJ) childhood (N-mod) memories (N-obj).
30.12a The company’s profits go toward research and development initiatives.
30.12b The (DEF.ART) company’s (N-poss) profits (N-subj) go (V-pres.MOTION) toward (PREP) research (N-obj) and (CONJ) development (N-obj) initiatives (N-obj).
30.13a Her ambition goes beyond mere financial success in business.
30.13b Her (PRON-poss) ambition (N-subj) goes (V-pres.MOTION.3sg) beyond (PREP) mere (ADJ) financial (ADJ) success (N-obj) in (PREP) business (N-obj).
30.14a The tradition goes back centuries in this rural region.
30.14b The (DEF.ART) tradition (N-subj) goes (V-pres.MOTION.3sg) back (ADV-dir) centuries (N-time) in (PREP) this (DET) rural (ADJ) region (N-obj).
30.15a His dedication to the craft goes without question among his peers.
30.15b His (PRON-poss) dedication (N-subj) to (PREP) the (DEF.ART) craft (N-obj) goes (V-pres.MOTION.3sg) without (PREP) question (N-obj) among (PREP) his (PRON-poss) peers (N-obj).
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Format: E-Prime sentence, Standard English equivalent showing what “to be” construction E-Prime avoids, and the replacement strategy used.
30.1 “The children go to school every morning.” Standard equivalent: “The children are going to school every morning.” Strategy: Progressive replacement—simple present replaces progressive tense
30.2 “My friend goes to the library on weekends.” Standard equivalent: “My friend is going to the library on weekends.” Strategy: Progressive replacement—habitual action needs no progressive
30.3 “Please go to the store for bread.” Standard equivalent: No “to be” construction required—imperative naturally E-Prime compliant Strategy: Direct imperative—no transformation needed
30.4 “The train goes through the tunnel swiftly.” Standard equivalent: “The train is going through the tunnel swiftly.” Strategy: Progressive replacement—simple present for ongoing action
30.5 “We go home after work each day.” Standard equivalent: “We are going home after work each day.” Strategy: Progressive replacement—habitual pattern
30.6 “She decided to go abroad for her graduate studies.” Standard equivalent: No “to be” construction required—infinitive naturally E-Prime compliant Strategy: Direct infinitive—no transformation needed
30.7 “The river goes toward the distant mountains.” Standard equivalent: “The river is toward the mountains” or “The river’s course is toward the mountains.” Strategy: Motion verb replacement—”goes” replaces static “is” for direction
30.8 “He always goes running before breakfast.” Standard equivalent: “He is always running before breakfast.” Strategy: Progressive replacement—”goes running” replaces “is running”
30.9 “They plan to go camping in the mountains next summer.” Standard equivalent: No “to be” construction required—future intention naturally E-Prime compliant Strategy: Direct infinitive—no transformation needed
30.10 “The road goes north for twenty miles through farmland.” Standard equivalent: “The road is north for twenty miles.” Strategy: Motion verb replacement—”goes” replaces static directional “is”
30.11 “My thoughts often go back to cherished childhood memories.” Standard equivalent: “My thoughts are often back in childhood memories.” Strategy: Motion verb replacement—”go back” creates dynamic action from static state
30.12 “The company’s profits go toward research and development initiatives.” Standard equivalent: “The company’s profits are for research and development.” Strategy: Motion verb replacement—”go toward” replaces static allocation
30.13 “Her ambition goes beyond mere financial success in business.” Standard equivalent: “Her ambition is beyond mere financial success.” Strategy: Motion verb replacement—”goes beyond” creates dynamic comparison
30.14 “The tradition goes back centuries in this rural region.” Standard equivalent: “The tradition is centuries old.” Strategy: Motion verb replacement—”goes back” replaces static age description
30.15 “His dedication to the craft goes without question among his peers.” Standard equivalent: “His dedication is unquestionable.” Strategy: Idiomatic motion phrase—”goes without question” replaces adjectival predicate
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Purpose: Reading practice in pure E-Prime without analytical apparatus.
30.1 The children go to school every morning.
30.2 My friend goes to the library on weekends.
30.3 Please go to the store for bread.
30.4 The train goes through the tunnel swiftly.
30.5 We go home after work each day.
30.6 She decided to go abroad for her graduate studies.
30.7 The river goes toward the distant mountains.
30.8 He always goes running before breakfast.
30.9 They plan to go camping in the mountains next summer.
30.10 The road goes north for twenty miles through farmland.
30.11 My thoughts often go back to cherished childhood memories.
30.12 The company’s profits go toward research and development initiatives.
30.13 Her ambition goes beyond mere financial success in business.
30.14 The tradition goes back centuries in this rural region.
30.15 His dedication to the craft goes without question among his peers.
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These grammar rules govern “go” in E-Prime:
“Go” functions as an irregular motion verb in English, expressing movement from one place to another. Its principal parts include: go (base), goes (3rd person singular present), went (past), gone (past participle), going (present participle). The verb takes various prepositions to indicate direction, destination, and manner of movement.
Principal Parts: go → goes → went → gone → going
Common Prepositional Combinations: go to (destination), go from (origin), go through (passage), go toward (direction), go beyond (extent), go back (return), go with (accompaniment), go about (manner), go around (circumnavigation)
“Go” naturally complies with E-Prime in most constructions. However, writers must transform progressive constructions: “I am going” becomes “I go” or “I proceed” depending on context. The verb serves as an excellent replacement for static “to be” constructions describing direction, destination, or progression.
Key E-Prime Advantages of “Go”:
The verb “go” allows E-Prime writers to express spatial and temporal relationships dynamically. Phrases like “goes toward,” “goes beyond,” and “goes back” replace static copula constructions with movement-based expressions.
Progressive Transformation Required: Standard: “I am going to the store” → E-Prime: “I go to the store” or “I head to the store” Standard: “She is going home” → E-Prime: “She goes home” or “She heads home”
Future Intent Transformation: Standard: “I am going to study” → E-Prime: “I plan to study” or “I will study” or “I intend to study”
Progressive Replacement: “Go” + activity replaces “be” + present participle. Example: “He goes running” replaces “He is running.”
Directional Replacement: “Goes toward/north/south” replaces static directional “is.” Example: “The path goes north” replaces “The path is north of here.”
Temporal Replacement: “Goes back” replaces temporal “is/was.” Example: “The tradition goes back centuries” replaces “The tradition is centuries old.”
Extent Replacement: “Goes beyond” replaces comparative “is more than.” Example: “Her ambition goes beyond success” replaces “Her ambition is more than success.”
Allocation Replacement: “Goes toward” replaces static allocation statements. Example: “Profits go toward research” replaces “Profits are for research.”
Progressive Contamination: Writers sometimes write “I am going to go” when “I plan to go” or simply “I go” suffices. The construction “am going” violates E-Prime regardless of what follows.
Question Formation: “Where are you going?” violates E-Prime. Transform to “Where do you go?” or “Where do you head?” or simply “Your destination?”
Future Constructions: “I am going to leave” violates E-Prime. Transform to “I plan to leave,” “I will leave,” or “I intend to leave.”
Passive Avoidance: The phrase “It was gone” violates E-Prime. Transform to “It vanished,” “It disappeared,” or “Someone took it.”
Hidden Progressives: Watch for contractions: “He’s going” hides “He is going.” Transform to “He goes” or “He proceeds.”
Maintaining Natural Flow: E-Prime writers can use “go” to create vivid, dynamic prose. Rather than static descriptions, “go” constructions suggest movement and change.
Register Considerations: “Go” works in both formal and informal E-Prime. In formal writing, consider alternates like “proceed,” “advance,” “travel,” or “progress.” In casual E-Prime, “go” fits naturally.
Idiomatic Flexibility: English offers many “go” idioms that comply with E-Prime: “go ahead,” “go along with,” “go through with,” “go without,” “go for,” “go over.” These expand E-Prime writers’ expressive options.
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Alfred Korzybski developed General Semantics in his 1933 work Science and Sanity, arguing that the structure of language influences thought patterns. His famous formulation “the map does not equal the territory” (note: the common phrasing “the map is not the territory” violates E-Prime) suggests that our linguistic representations differ from reality itself.
D. David Bourland Jr. extended Korzybski’s insights by creating E-Prime in 1965, proposing that eliminating “to be” would reduce dogmatic thinking, false identification, and static worldviews. By forcing writers to use active, specific verbs, E-Prime encourages more precise, accountable communication.
Scientific Writing: E-Prime promotes operational definitions. Instead of “The solution is acidic,” scientists write “The solution tests acidic” or “The pH meter reads 4.2.” This shift emphasizes observation over categorization.
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy (REBT). Clients learn to replace “I am worthless” with “I feel worthless right now” or “I performed poorly on this task”—reducing global self-condemnation.
Conflict Resolution: E-Prime helps negotiators avoid absolutist positions. “You are wrong” becomes “I disagree with your assessment” or “The evidence suggests otherwise.” This shift reduces defensiveness and opens dialogue.
Critical Thinking Pedagogy: Teachers use E-Prime to help students distinguish observation from inference. “The character is evil” becomes “The character commits harmful acts” or “I perceive the character as villainous.”
The Institute of General Semantics continues Korzybski’s work, publishing the journal ETC: A Review of General Semantics and hosting conferences. Robert Anton Wilson popularized E-Prime through his 1990 book Quantum Psychology, written entirely in E-Prime, demonstrating the discipline’s literary possibilities.
Key E-Prime texts include: To Be or Not: An E-Prime Anthology (1991), More E-Prime: To Be or Not II (1994), and E-Prime III: A Third Anthology (1997), all edited by Bourland and Paul Dennithorne Johnston.
Identity vs. Predication: The copula “is” conflates identity (”The morning star is the evening star”) with predication (”The sky is blue”). E-Prime forces writers to distinguish these functions, using “equals” for identity and perception verbs for predication.
Observer-Dependent Reality: E-Prime emphasizes that qualities exist in relation to observers. “The soup tastes hot” acknowledges the taster; “The soup is hot” implies objective, observer-independent heat.
Process Philosophy: E-Prime aligns with process philosophy (Whitehead, Bergson), which views reality as flux rather than static being. Motion verbs like “go” express this worldview naturally.
E-Prime sometimes produces awkward constructions. Mathematical statements (”Two plus two equals four” works, but geometric definitions prove challenging) and definitions (”A bachelor means an unmarried man” sounds unnatural) strain E-Prime’s resources.
Some linguists argue that “to be” merely marks grammatical relationships and carries no metaphysical weight. E-Prime advocates counter that linguistic habits shape thought regardless of conscious philosophical commitment.
The discipline works best as a writing exercise and awareness tool rather than a permanent linguistic restriction. Most practitioners use E-Prime selectively to sharpen their prose and examine their assumptions.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
The (DEF.ART) universe (N-subj) contains (V-pres) a (INDEF.ART) great (ADJ) web (N-obj) of (PREP) connections (N-obj), and (CONJ) we (PRON-subj) perceive (V-pres.PERCEPT) only (ADV-limit) a (INDEF.ART) small (ADJ) part (N-obj) of (PREP) it (PRON-obj). When (CONJ-time) we (PRON-subj) go (V-pres.MOTION) beyond (PREP) our (PRON-poss) usual (ADJ) perceptions (N-obj), we (PRON-subj) discover (V-pres) new (ADJ) patterns (N-obj) and (CONJ) possibilities (N-obj). The (DEF.ART) map (N-subj) does (V-aux) not (ADV-neg) equal (V-pres) the (DEF.ART) territory (N-obj), and (CONJ) our (PRON-poss) maps (N-subj) change (V-pres) as (CONJ) we (PRON-subj) go (V-pres.MOTION) forward (ADV-dir) in (PREP) understanding (N-obj).
“The universe contains a great web of connections, and we perceive only a small part of it. When we go beyond our usual perceptions, we discover new patterns and possibilities. The map does not equal the territory, and our maps change as we go forward in understanding.”
— Robert Anton Wilson, Quantum Psychology (1990)
Commentary: Wilson demonstrates how E-Prime creates dynamic, process-oriented prose. Note how “go beyond” and “go forward” replace static copula constructions, suggesting growth and movement rather than fixed states.
The universe contains a great web of connections, and we perceive only a small part of it. When we go beyond our usual perceptions, we discover new patterns and possibilities. The map does not equal the territory, and our maps change as we go forward in understanding.
contains — E-Prime-friendly alternative to “has” or copula constructions; indicates active holding
perceive — Perception verb emphasizing observer-dependent experience
go beyond — Motion phrase replacing static comparative; suggests active transcendence
discover — Active verb emphasizing the process of finding rather than the state of knowing
equal — E-Prime replacement for identity statements; “does not equal” replaces “is not”
go forward — Motion phrase suggesting progress and development; replaces static “is advancing”
Robert Anton Wilson (1932–2007) wrote Quantum Psychology entirely in E-Prime, demonstrating the discipline’s literary viability for extended prose. Wilson combined General Semantics with quantum physics, psychology, and humor to create accessible philosophical writing.
In this passage, Wilson uses “go” twice: “go beyond” and “go forward.” Both constructions replace static descriptions with dynamic movement. Rather than saying perceptions “are limited,” Wilson invites readers to “go beyond” them—an active, empowering construction. Rather than stating understanding “is progressing,” he describes maps changing “as we go forward”—emphasizing the reader’s active participation in growth.
Wilson’s E-Prime demonstrates how the discipline need not produce awkward prose. His sentences flow naturally while avoiding all forms of “to be.” The motion verb “go” proves especially useful for expressing development, transcendence, and progress—key themes in Wilson’s philosophical project.
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This section presents 15 additional examples in a coherent narrative format, demonstrating “go” in sustained E-Prime prose.
30.16a We decided to go into the mountains before the first snow arrived.
30.16b We (PRON-subj) decided (V-past) to (PART-inf) go (V-inf.MOTION) into (PREP) the (DEF.ART) mountains (N-obj) before (PREP) the (DEF.ART) first (ADJ) snow (N-subj) arrived (V-past).
30.17a The narrow trail goes along the edge of a steep cliff.
30.17b The (DEF.ART) narrow (ADJ) trail (N-subj) goes (V-pres.MOTION.3sg) along (PREP) the (DEF.ART) edge (N-obj) of (PREP) a (INDEF.ART) steep (ADJ) cliff (N-obj).
30.18a My companion went ahead to scout the path through the forest.
30.18b My (PRON-poss) companion (N-subj) went (V-past.MOTION) ahead (ADV-dir) to (PART-inf) scout (V-inf) the (DEF.ART) path (N-obj) through (PREP) the (DEF.ART) forest (N-obj).
30.19a We go carefully when the rocks turn slippery from morning dew.
30.19b We (PRON-subj) go (V-pres.MOTION) carefully (ADV-manner) when (CONJ-time) the (DEF.ART) rocks (N-subj) turn (V-pres.CHANGE) slippery (ADJ-pred) from (PREP) morning (N-mod) dew (N-obj).
30.20a The stream goes down the mountainside in a series of waterfalls.
30.20b The (DEF.ART) stream (N-subj) goes (V-pres.MOTION.3sg) down (PREP) the (DEF.ART) mountainside (N-obj) in (PREP) a (INDEF.ART) series (N-obj) of (PREP) waterfalls (N-obj).
30.21a Our supplies go quickly when we exert ourselves at high altitude.
30.21b Our (PRON-poss) supplies (N-subj) go (V-pres.MOTION) quickly (ADV-manner) when (CONJ-time) we (PRON-subj) exert (V-pres) ourselves (PRON-refl) at (PREP) high (ADJ) altitude (N-obj).
30.22a He goes first across the narrow log bridge over the rushing water.
30.22b He (PRON-subj) goes (V-pres.MOTION.3sg) first (ADV-order) across (PREP) the (DEF.ART) narrow (ADJ) log (N-mod) bridge (N-obj) over (PREP) the (DEF.ART) rushing (ADJ) water (N-obj).
30.23a The sun goes behind the western peaks as evening approaches.
30.23b The (DEF.ART) sun (N-subj) goes (V-pres.MOTION.3sg) behind (PREP) the (DEF.ART) western (ADJ) peaks (N-obj) as (CONJ-time) evening (N-subj) approaches (V-pres).
30.24a We went silent when a deer appeared in the clearing ahead.
30.24b We (PRON-subj) went (V-past.CHANGE) silent (ADJ-pred) when (CONJ-time) a (INDEF.ART) deer (N-subj) appeared (V-past) in (PREP) the (DEF.ART) clearing (N-obj) ahead (ADV-place).
30.25a The old mining road goes nowhere now, blocked by decades of rockfall.
30.25b The (DEF.ART) old (ADJ) mining (N-mod) road (N-subj) goes (V-pres.MOTION.3sg) nowhere (ADV-place) now (ADV-time), blocked (V-past.part) by (PREP) decades (N-obj) of (PREP) rockfall (N-obj).
30.26a I go to sleep each night listening to owls call in the darkness.
30.26b I (PRON-subj) go (V-pres.CHANGE) to (PREP) sleep (N-obj) each (DET) night (N-time) listening (V-pres.part) to (PREP) owls (N-obj) call (V-inf) in (PREP) the (DEF.ART) darkness (N-obj).
30.27a Our energy goes toward reaching the summit before the weather turns.
30.27b Our (PRON-poss) energy (N-subj) goes (V-pres.MOTION) toward (PREP) reaching (V-pres.part) the (DEF.ART) summit (N-obj) before (PREP) the (DEF.ART) weather (N-subj) turns (V-pres).
30.28a She went back for the camera she left at the previous campsite.
30.28b She (PRON-subj) went (V-past.MOTION) back (ADV-dir) for (PREP) the (DEF.ART) camera (N-obj) she (PRON-subj) left (V-past) at (PREP) the (DEF.ART) previous (ADJ) campsite (N-obj).
30.29a The view from this ridge goes for miles in every direction.
30.29b The (DEF.ART) view (N-subj) from (PREP) this (DET) ridge (N-obj) goes (V-pres.MOTION.3sg) for (PREP) miles (N-obj) in (PREP) every (DET) direction (N-obj).
30.30a We finally went home after two weeks of adventure in the wilderness.
30.30b We (PRON-subj) finally (ADV-time) went (V-past.MOTION) home (N-dir) after (PREP) two (NUM) weeks (N-obj) of (PREP) adventure (N-obj) in (PREP) the (DEF.ART) wilderness (N-obj).
30.16 “We decided to go into the mountains before the first snow arrived.”
30.17 “The narrow trail goes along the edge of a steep cliff.”
30.18 “My companion went ahead to scout the path through the forest.”
30.19 “We go carefully when the rocks turn slippery from morning dew.”
30.20 “The stream goes down the mountainside in a series of waterfalls.”
30.21 “Our supplies go quickly when we exert ourselves at high altitude.”
30.22 “He goes first across the narrow log bridge over the rushing water.”
30.23 “The sun goes behind the western peaks as evening approaches.”
30.24 “We went silent when a deer appeared in the clearing ahead.”
30.25 “The old mining road goes nowhere now, blocked by decades of rockfall.”
30.26 “I go to sleep each night listening to owls call in the darkness.”
30.27 “Our energy goes toward reaching the summit before the weather turns.”
30.28 “She went back for the camera she left at the previous campsite.”
30.29 “The view from this ridge goes for miles in every direction.”
30.30 “We finally went home after two weeks of adventure in the wilderness.”
30.16 We decided to go into the mountains before the first snow arrived.
30.17 The narrow trail goes along the edge of a steep cliff.
30.18 My companion went ahead to scout the path through the forest.
30.19 We go carefully when the rocks turn slippery from morning dew.
30.20 The stream goes down the mountainside in a series of waterfalls.
30.21 Our supplies go quickly when we exert ourselves at high altitude.
30.22 He goes first across the narrow log bridge over the rushing water.
30.23 The sun goes behind the western peaks as evening approaches.
30.24 We went silent when a deer appeared in the clearing ahead.
30.25 The old mining road goes nowhere now, blocked by decades of rockfall.
30.26 I go to sleep each night listening to owls call in the darkness.
30.27 Our energy goes toward reaching the summit before the weather turns.
30.28 She went back for the camera she left at the previous campsite.
30.29 The view from this ridge goes for miles in every direction.
30.30 We finally went home after two weeks of adventure in the wilderness.
Directional Uses: Examples 30.17, 30.20, and 30.25 demonstrate “go” describing paths and routes. “The trail goes along,” “the stream goes down,” and “the road goes nowhere” all replace static locational descriptions with dynamic movement.
Temporal/Aspect Uses: Example 30.21 (”supplies go quickly”) and 30.23 (”sun goes behind”) show “go” expressing change over time—replacing progressive constructions.
Idiomatic “Go”: Examples 30.24 (”went silent”) and 30.26 (”go to sleep”) demonstrate “go” + adjective/noun patterns that replace copula constructions. “We went silent” replaces “We became silent” or “We were silent.”
Past Tense Forms: Examples 30.18, 30.24, 30.28, and 30.30 use “went,” demonstrating that all tense forms of “go” remain E-Prime compliant.
Abstract Motion: Example 30.27 (”energy goes toward”) shows metaphorical use of “go” for abstract allocation—replacing “Our energy focuses on” or similar constructions.
Extent/Distance: Example 30.29 (”view goes for miles”) demonstrates “go” expressing extent or range—replacing “The view extends for miles” or “The view is miles wide.”
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Standard English → E-Prime Practice
Transform these Standard English sentences using “go” into E-Prime:
1. Standard: “The meeting is going to start soon.” E-Prime: “The meeting starts soon.” / “The meeting begins shortly.” Strategy: Progressive/future replacement—remove “is going to”
2. Standard: “Where are you going this weekend?” E-Prime: “Where do you go this weekend?” / “Your destination this weekend?” Strategy: Question transformation—replace “are...going” with “do...go”
3. Standard: “The road is toward the east.” E-Prime: “The road goes toward the east.” / “The road leads east.” Strategy: Motion verb replacement—”goes” replaces static directional “is”
4. Standard: “He is going to be late for the appointment.” E-Prime: “He will arrive late for the appointment.” / “He runs late for the appointment.” Strategy: Future replacement—remove “is going to be” entirely
5. Standard: “The food was gone before we arrived.” E-Prime: “The food vanished before we arrived.” / “Someone ate all the food before we arrived.” Strategy: Passive/state replacement—use active verb instead of “was gone”
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners who wish to master the discipline of writing and thinking without the verb “to be.”
The CSV-Based Curriculum: The course follows a systematic vocabulary progression based on the 1000 most common English words, organized by frequency rank. Each lesson introduces one word while demonstrating its usage in E-Prime constructions. This approach ensures comprehensive coverage of essential vocabulary while building E-Prime fluency.
The Latinum Method: Since 2006, Latinum Institute has developed language learning materials emphasizing the construed text approach—presenting target language with detailed grammatical analysis. For E-Prime, this method shows learners exactly how sentences function without the copula, making the discipline accessible even to beginners.
Benefits of E-Prime Practice:
E-Prime training sharpens writing by forcing specificity. Writers must choose active verbs, identify agents, and distinguish observation from inference. Many practitioners report that even temporary E-Prime practice improves their standard English prose.
The discipline connects language to thought. By noticing how often we rely on “to be,” we examine our assumptions about identity, categories, and truth. E-Prime serves as a tool for philosophical inquiry as much as a writing exercise.
Continuing Your Studies:
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
Recommended Reading:
Robert Anton Wilson, Quantum Psychology (1990)—A complete book written in E-Prime, demonstrating the discipline’s literary range.
D. David Bourland Jr. and Paul Dennithorne Johnston, eds., To Be or Not: An E-Prime Anthology (1991)—Essays exploring E-Prime theory and practice.
Alfred Korzybski, Science and Sanity (1933)—The foundational work of General Semantics that inspired E-Prime.
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✓ Lesson 30 E-Prime complete
Topic word: “go” (motion verb) Total examples: 30 (15 main + 15 genre) E-Prime compliance: verified—zero “to be” forms All sections complete with fleurons
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Definition: The conjunction “or” presents alternatives, choices, and possibilities within English sentences. In E-Prime writing, “or” functions identically to Standard English—the challenge lies not in the word itself but in the constructions that typically surround it.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “or” mean in E-Prime?
A: “Or” retains its standard meaning as a coordinator presenting alternatives. However, E-Prime writers must restructure the sentences around “or” to eliminate “to be” forms. Where Standard English might ask “Is it red or blue?” E-Prime requires reformulation: “Does it look red or blue?” or “Do you see red or blue?”
The E-Prime Challenge with “Or”
The word “or” itself poses no E-Prime violation. The difficulty emerges from how English speakers habitually frame alternatives:
“Whether it is X or Y” (conditional)
E-Prime writers learn to present the same alternatives through active constructions, perception verbs, and reformulated questions.
Mastering “or” in E-Prime builds essential alternative-framing skills
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Format: Line a shows the complete E-Prime sentence with topic word in bold. Line b provides word-by-word grammatical glossing.
1.1a Do you want coffee or tea? 1.1b Do (AUX-interrog) you (PRON-subj) want (V-pres) coffee (N-obj) or (CONJ-alt) tea (N-obj)?
1.2a She studies biology or chemistry—I forget which. 1.2b She (PRON-subj) studies (V-pres) biology (N-obj) or (CONJ-alt) chemistry (N-obj)—I (PRON-subj) forget (V-pres) which (PRON-interrog).
1.3a Take the bus or walk to the station. 1.3b Take (V-imper) the (DEF.ART) bus (N-obj) or (CONJ-alt) walk (V-imper) to (PREP) the (DEF.ART) station (N-obj).
1.4a The answer seems correct or nearly correct. 1.4b The (DEF.ART) answer (N-subj) seems (V-pres.PERCEPT) correct (ADJ-pred) or (CONJ-alt) nearly (ADV-degree) correct (ADJ-pred).
1.5a We can leave now or wait until tomorrow. 1.5b We (PRON-subj) can (AUX-modal) leave (V-inf) now (ADV-time) or (CONJ-alt) wait (V-inf) until (PREP) tomorrow (N-time).
1.6a Does this path lead north or south? 1.6b Does (AUX-interrog) this (DET-dem) path (N-subj) lead (V-pres) north (ADV-dir) or (CONJ-alt) south (ADV-dir)?
1.7a The project requires three or four more weeks. 1.7b The (DEF.ART) project (N-subj) requires (V-pres) three (NUM) or (CONJ-alt) four (NUM) more (ADJ-comp) weeks (N-obj).
1.8a He speaks French or Spanish at home—perhaps both. 1.8b He (PRON-subj) speaks (V-pres) French (N-obj) or (CONJ-alt) Spanish (N-obj) at (PREP) home (N-loc)—perhaps (ADV-modal) both (PRON-indef).
1.9a You may choose the red or the blue fabric. 1.9b You (PRON-subj) may (AUX-modal) choose (V-inf) the (DEF.ART) red (ADJ-subst) or (CONJ-alt) the (DEF.ART) blue (ADJ-subst) fabric (N-obj).
1.10a This medicine helps headaches or muscle pain effectively. 1.10b This (DET-dem) medicine (N-subj) helps (V-pres) headaches (N-obj) or (CONJ-alt) muscle (N-mod) pain (N-obj) effectively (ADV-manner).
1.11a Either the train arrives late or the schedule contains an error. 1.11b Either (CONJ-correl) the (DEF.ART) train (N-subj) arrives (V-pres) late (ADV-time) or (CONJ-alt) the (DEF.ART) schedule (N-subj) contains (V-pres) an (INDEF.ART) error (N-obj).
1.12a The witness remembers a tall man or possibly two shorter figures. 1.12b The (DEF.ART) witness (N-subj) remembers (V-pres) a (INDEF.ART) tall (ADJ) man (N-obj) or (CONJ-alt) possibly (ADV-modal) two (NUM) shorter (ADJ-comp) figures (N-obj).
1.13a Do these symptoms indicate a cold or something more serious? 1.13b Do (AUX-interrog) these (DET-dem) symptoms (N-subj) indicate (V-pres) a (INDEF.ART) cold (N-obj) or (CONJ-alt) something (PRON-indef) more (ADV-degree) serious (ADJ)?
1.14a Writers craft their stories through instinct or careful planning or some combination thereof. 1.14b Writers (N-subj) craft (V-pres) their (PRON-poss) stories (N-obj) through (PREP) instinct (N-obj) or (CONJ-alt) careful (ADJ) planning (N-obj) or (CONJ-alt) some (DET-indef) combination (N-obj) thereof (ADV-ref).
1.15a The committee votes tomorrow or postpones until the new evidence arrives. 1.15b The (DEF.ART) committee (N-subj) votes (V-pres) tomorrow (ADV-time) or (CONJ-alt) postpones (V-pres) until (PREP) the (DEF.ART) new (ADJ) evidence (N-subj) arrives (V-pres).
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1.1 “Do you want coffee or tea?” [Standard English equivalent: “Is it coffee or tea (that you want)?”] [Strategy: Action verb questioning replaces copula interrogative]
1.2 “She studies biology or chemistry—I forget which.” [Standard English equivalent: “It is biology or chemistry that she studies.”] [Strategy: Direct active verb construction]
1.3 “Take the bus or walk to the station.” [Standard English equivalent: “The choice is to take the bus or walk.”] [Strategy: Imperative mood eliminates need for copula]
1.4 “The answer seems correct or nearly correct.” [Standard English equivalent: “The answer is correct or nearly correct.”] [Strategy: Perception verb (seems) replaces copula (is)]
1.5 “We can leave now or wait until tomorrow.” [Standard English equivalent: “Our choice is to leave now or wait.”] [Strategy: Modal auxiliary (can) frames alternatives without copula]
1.6 “Does this path lead north or south?” [Standard English equivalent: “Is this path going north or south?”] [Strategy: Active verb (lead) replaces progressive copula construction]
1.7 “The project requires three or four more weeks.” [Standard English equivalent: “There are three or four more weeks required.”] [Strategy: Active verb (requires) eliminates existential “there is/are”]
1.8 “He speaks French or Spanish at home—perhaps both.” [Standard English equivalent: “It is French or Spanish that he speaks.”] [Strategy: Direct subject-verb-object order]
1.9 “You may choose the red or the blue fabric.” [Standard English equivalent: “The options are the red or the blue fabric.”] [Strategy: Modal (may) plus action verb (choose)]
1.10 “This medicine helps headaches or muscle pain effectively.” [Standard English equivalent: “This medicine is effective for headaches or muscle pain.”] [Strategy: Active verb (helps) replaces adjectival predicate with copula]
1.11 “Either the train arrives late or the schedule contains an error.” [Standard English equivalent: “Either it is late or there is an error.”] [Strategy: Active verbs (arrives, contains) for both clauses]
1.12 “The witness remembers a tall man or possibly two shorter figures.” [Standard English equivalent: “It was a tall man or possibly two shorter figures.”] [Strategy: Cognitive verb (remembers) grounds the alternatives in perception]
1.13 “Do these symptoms indicate a cold or something more serious?” [Standard English equivalent: “Is this a cold or something more serious?”] [Strategy: Action verb (indicate) replaces identity copula]
1.14 “Writers craft their stories through instinct or careful planning or some combination thereof.” [Standard English equivalent: “Writing is done through instinct or planning.”] [Strategy: Active subject (writers) with action verb (craft)]
1.15 “The committee votes tomorrow or postpones until the new evidence arrives.” [Standard English equivalent: “The decision is to vote or postpone.”] [Strategy: Parallel active verbs (votes, postpones) for both alternatives]
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1.1 Do you want coffee or tea?
1.2 She studies biology or chemistry—I forget which.
1.3 Take the bus or walk to the station.
1.4 The answer seems correct or nearly correct.
1.5 We can leave now or wait until tomorrow.
1.6 Does this path lead north or south?
1.7 The project requires three or four more weeks.
1.8 He speaks French or Spanish at home—perhaps both.
1.9 You may choose the red or the blue fabric.
1.10 This medicine helps headaches or muscle pain effectively.
1.11 Either the train arrives late or the schedule contains an error.
1.12 The witness remembers a tall man or possibly two shorter figures.
1.13 Do these symptoms indicate a cold or something more serious?
1.14 Writers craft their stories through instinct or careful planning or some combination thereof.
1.15 The committee votes tomorrow or postpones until the new evidence arrives.
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These grammar rules govern “or” in E-Prime:
Standard English Function
“Or” operates as a coordinating conjunction that links alternatives. It connects words, phrases, and clauses of equal grammatical weight. English uses “or” for exclusive choices (one or the other, not both), inclusive possibilities (any of the options), and uncertainty (approximation or doubt).
The conjunction appears in several patterns: simple alternatives (X or Y), correlative constructions (either X or Y), multiple options (X, Y, or Z), and approximations (five or six items).
E-Prime Considerations
“Or” itself contains no “to be” violation. The challenge emerges from English speakers’ habits of framing alternatives through copula constructions:
Problematic patterns include identity questions (”Is it X or Y?”), classification statements (”This is X or Y”), existential framings (”There is X or Y available”), and predicate formations (”The color is red or orange”).
E-Prime writers must restructure the entire sentence while preserving the logical relationship that “or” expresses.
Replacement Strategies for “Or” Constructions
Strategy One - Action Verb Questions: Transform “Is it X or Y?” into “Do you want X or Y?” or “Does it function as X or Y?” This approach works well for choice-offering situations.
Strategy Two - Perception Verbs: Transform “This is X or Y” into “This appears X or Y” or “This seems X or Y.” The perception verb carries the predicative load while “or” maintains its coordinating function.
Strategy Three - Modal Auxiliaries: Transform “The choice is X or Y” into “You may choose X or Y” or “We can take X or Y.” Modals like “may,” “can,” “might,” and “could” frame alternatives elegantly.
Strategy Four - Cognitive Verbs: Transform “It was X or Y” into “I remember X or Y” or “She recalls X or Y.” This grounds alternatives in mental activity rather than abstract identity.
Strategy Five - Active Reformulation: Transform “There is X or Y” into “We have X or Y” or “X or Y exists.” Replace existential constructions with concrete subjects and active verbs.
Common Mistakes
Mistake One: Forgetting hidden copulas in questions. Writers catch “Is it X or Y?” but miss “Isn’t this X or Y?” Scan all interrogatives carefully.
Mistake Two: Overlooking “whether...is” constructions. “Whether it is X or Y” violates E-Prime. Transform to “whether it functions as X or Y” or restructure entirely.
Mistake Three: Creating awkward alternatives. “Does it seem to appear X or Y?” sounds unnatural. Choose one perception verb and trust it.
Mistake Four: Neglecting parallel structure. Both alternatives should follow the same grammatical pattern. “She runs quickly or walks slow” needs consistency: “She runs quickly or walks slowly.”
Mistake Five: Missing contractions. “It’s X or Y” hides “it is.” Scan for all contracted forms of “to be.”
Style Notes
E-Prime sentences with “or” often sound more dynamic than their Standard English equivalents. “Do you prefer coffee or tea?” engages the listener more directly than “Is it coffee or tea?” The active voice creates involvement.
When multiple “or” options appear, maintain rhythm through parallel construction. “She writes poetry, composes music, or paints landscapes” flows naturally. Each alternative follows the same verb pattern.
For formal writing, “either...or” constructions work well in E-Prime when paired with active verbs: “Either the research supports this conclusion or it suggests alternative interpretations.”
In conversational E-Prime, simple reformulations suffice. “Want coffee or tea?” omits the auxiliary naturally while remaining grammatical.
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General Semantics Background
Alfred Korzybski argued that the verb “to be” creates false identifications between maps (our mental models) and territories (actual reality). When we say “The cat is black,” we collapse the complex, ever-changing reality of the cat into a single static label.
E-Prime emerged from D. David Bourland Jr.’s practical application of Korzybski’s insights. Bourland noticed that eliminating “to be” forced writers to specify their actual observations, measurements, and relationships rather than making categorical pronouncements.
The conjunction “or” becomes particularly interesting in this framework. When we ask “Is it X or Y?” we often assume these exhaust the possibilities. E-Prime reformulation like “Does it function as X or Y?” reminds us that other options might exist—that our alternatives represent our current categories, not ultimate truth.
Practical Applications
In scientific writing, E-Prime with “or” encourages operational precision. Rather than “The substance is acidic or basic,” a researcher might write “The litmus test shows red or blue” or “The pH reading falls below seven or above seven.” These formulations specify the actual observation rather than the category.
Therapeutic contexts benefit from E-Prime alternatives. A counselor asking “Do you experience this situation as threatening or challenging?” invites more nuanced responses than “Is this situation threatening or challenging?” The former acknowledges personal perception; the latter implies objective categories.
Negotiation and conflict resolution use “or” constructions frequently. E-Prime versions like “Would you prefer option A or option B?” or “Does this proposal meet your needs or require modification?” keep discussions grounded in preferences and observations rather than fixed positions.
Educational settings find E-Prime useful for teaching critical thinking. Students learn to recognize when “or” choices present false dichotomies by practicing reformulations that reveal underlying assumptions.
The E-Prime Community
The Institute of General Semantics has promoted E-Prime since Bourland introduced it in the 1960s. Their journal, ETC: A Review of General Semantics, regularly publishes articles written in E-Prime and discussions of its applications.
Robert Anton Wilson became E-Prime’s most famous practitioner, writing several books entirely in this constrained form. His Quantum Psychology (1990) demonstrates how complex philosophical and scientific ideas can flow naturally without “to be.”
Contemporary writers in psychology, philosophy, and communication studies continue exploring E-Prime’s potential. Online communities share E-Prime writing samples and discuss transformation techniques.
Philosophical Implications
“Or” constructions in E-Prime highlight the observer’s role in categorization. When we transform “Is it art or craft?” into “Do you experience this as art or craft?” we acknowledge that such distinctions emerge from human judgment rather than inherent properties.
This connects to broader questions in philosophy of language. The way we frame alternatives shapes the answers we can receive. E-Prime makes this framing visible and thus available for examination.
Some philosophers argue that E-Prime reveals how deeply “to be” structures Western thinking about identity, classification, and truth. Others suggest E-Prime simply trades one set of linguistic habits for another. The debate continues productively.
Critiques and Limitations
E-Prime sometimes produces awkward constructions when alternatives genuinely involve identity or classification. “She functions as either a doctor or a nurse” sounds stilted compared to “She is either a doctor or a nurse.”
Mathematical and logical statements resist E-Prime transformation. “Two plus two equals four” works, but complex logical propositions often require “is” for clarity.
Some writers find E-Prime constraints liberating; others find them frustrating. The discipline works best when adopted consciously for specific purposes rather than imposed as an absolute rule.
Critics note that skilled writers already vary their verb choices and avoid overusing “to be.” E-Prime formalizes good practice but may not add much beyond what careful revision achieves.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 8
F-A: Interlinear Construed Excerpt
We (PRON-subj) can (AUX-modal) perceive (V-inf) the (DEF.ART) world (N-obj) through (PREP) materialist (ADJ) filters (N-obj) or (CONJ-alt) idealist (ADJ) filters (N-obj) or (CONJ-alt) existentialist (ADJ) filters (N-obj) or (CONJ-alt) any (DET-indef) of (PREP) a (INDEF.ART) hundred (NUM) other (ADJ) filters. (N-obj) Each (DET-dist) filter (N-subj) organizes (V-pres) the (DEF.ART) data (N-obj) differently (ADV-manner) and (CONJ-coord) produces (V-pres) a (INDEF.ART) different (ADJ) “reality-tunnel.” (N-obj) None (PRON-neg) of (PREP) these (DET-dem) filters (N-obj) shows (V-pres) us (PRON-obj) “objective (ADJ) reality” (N-obj) because (CONJ-causal) we (PRON-subj) have (V-pres) no (DET-neg) way (N-obj) to (PREP) get (V-inf) outside (PREP) all (DET-univ) our (PRON-poss) filters (N-obj) and (CONJ-coord) see (V-inf) the (DEF.ART) naked (ADJ) data (N-obj) directly. (ADV-manner)
F-B: Natural Text with Translation
“We can perceive the world through materialist filters or idealist filters or existentialist filters or any of a hundred other filters. Each filter organizes the data differently and produces a different ‘reality-tunnel.’ None of these filters shows us ‘objective reality’ because we have no way to get outside all our filters and see the naked data directly.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 8
This passage demonstrates Wilson’s mastery of E-Prime while using “or” to present philosophical alternatives. Rather than stating “Reality is material or ideal,” he frames perception as an active process with multiple possible filters.
F-C: E-Prime Text Only
We can perceive the world through materialist filters or idealist filters or existentialist filters or any of a hundred other filters. Each filter organizes the data differently and produces a different “reality-tunnel.” None of these filters shows us “objective reality” because we have no way to get outside all our filters and see the naked data directly.
F-D: Vocabulary and Grammar Notes
“Reality-tunnel” represents Wilson’s key concept—the idea that each person perceives through a unique combination of filters shaped by culture, language, and experience. The term avoids saying “reality is X” by treating our perceptions as constructions.
The multiple “or” construction (materialist or idealist or existentialist or...) emphasizes the plurality of options. Wilson avoids privileging any single filter by presenting them as equal alternatives.
“Shows us” functions as an active alternative to “reveals to us what is.” The active verb maintains E-Prime compliance while conveying similar meaning.
“We have no way” transforms the potential copula construction “There is no way” into a statement about our actual capabilities.
F-E: Commentary on E-Prime Technique
Wilson demonstrates how “or” constructions in E-Prime can open rather than close possibilities. His chain of alternatives (materialist or idealist or existentialist or any of a hundred other) explicitly refuses to limit options to a simple binary.
The passage also shows how E-Prime can make philosophical claims more modest. Instead of asserting “Reality is unknowable,” Wilson specifies “We have no way to get outside all our filters.” This grounds the epistemological claim in our actual situation rather than making a universal pronouncement.
Notice how Wilson maintains natural rhythm despite E-Prime constraints. The sentence “Each filter organizes the data differently and produces a different ‘reality-tunnel’” flows smoothly while conveying complex ideas through active verbs.
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This dialogue demonstrates E-Prime in conversational contexts where speakers must present alternatives, make choices, and navigate uncertainty—all situations where “or” appears frequently.
Setting: Two colleagues discuss project directions at a planning meeting.
Part A: Interlinear Construed Text
31.16a “Do we focus on the mobile app or the desktop version first?” asked Maya. 31.16b “Do (AUX-interrog) we (PRON-subj) focus (V-pres) on (PREP) the (DEF.ART) mobile (ADJ) app (N-obj) or (CONJ-alt) the (DEF.ART) desktop (ADJ) version (N-obj) first?” (ADV-seq) asked (V-past) Maya (N-prop).
31.17a “Each approach offers advantages,” replied Chen. “Mobile reaches more users or at least more potential users.” 31.17b “Each (DET-dist) approach (N-subj) offers (V-pres) advantages,” (N-obj) replied (V-past) Chen (N-prop). “Mobile (N-subj) reaches (V-pres) more (DET-comp) users (N-obj) or (CONJ-alt) at (PREP) least (ADV-degree) more (DET-comp) potential (ADJ) users.” (N-obj)
31.18a “We could split the team or tackle one platform completely before starting the other.” 31.18b “We (PRON-subj) could (AUX-modal) split (V-inf) the (DEF.ART) team (N-obj) or (CONJ-alt) tackle (V-inf) one (NUM) platform (N-obj) completely (ADV-manner) before (PREP) starting (V-gerund) the (DEF.ART) other.” (PRON-indef)
31.19a Maya considered the options. “Splitting the team sounds risky or at least challenging given our current resources.” 31.19b Maya (N-prop) considered (V-past) the (DEF.ART) options (N-obj). “Splitting (V-gerund) the (DEF.ART) team (N-obj) sounds (V-pres.PERCEPT) risky (ADJ-pred) or (CONJ-alt) at (PREP) least (ADV-degree) challenging (ADJ-pred) given (PREP) our (PRON-poss) current (ADJ) resources.” (N-obj)
31.20a “True. Either we hire contractors or we extend the timeline significantly.” 31.20b “True (ADJ-interj). Either (CONJ-correl) we (PRON-subj) hire (V-pres) contractors (N-obj) or (CONJ-alt) we (PRON-subj) extend (V-pres) the (DEF.ART) timeline (N-obj) significantly.” (ADV-degree)
31.21a “The budget covers contractors or additional equipment—not both.” 31.21b “The (DEF.ART) budget (N-subj) covers (V-pres) contractors (N-obj) or (CONJ-alt) additional (ADJ) equipment (N-obj)—not (ADV-neg) both.” (PRON-indef)
31.22a “Then we face a clear choice: invest in people or invest in tools.” 31.22b “Then (ADV-conseq) we (PRON-subj) face (V-pres) a (INDEF.ART) clear (ADJ) choice (N-obj): invest (V-inf) in (PREP) people (N-obj) or (CONJ-alt) invest (V-inf) in (PREP) tools.” (N-obj)
31.23a Chen pulled up the market analysis. “Does the data suggest mobile or desktop users spend more?” 31.23b Chen (N-prop) pulled (V-past) up (PART) the (DEF.ART) market (N-mod) analysis (N-obj). “Does (AUX-interrog) the (DEF.ART) data (N-subj) suggest (V-pres) mobile (ADJ-subst) or (CONJ-alt) desktop (ADJ-subst) users (N-subj) spend (V-pres) more?” (ADV-degree)
31.24a “Desktop users currently outspend mobile users three to one or thereabouts.” 31.24b “Desktop (ADJ) users (N-subj) currently (ADV-time) outspend (V-pres) mobile (ADJ) users (N-obj) three (NUM) to (PREP) one (NUM) or (CONJ-alt) thereabouts.” (ADV-approx)
31.25a “That ratio might shift dramatically within a year or two.” 31.25b “That (DET-dem) ratio (N-subj) might (AUX-modal) shift (V-inf) dramatically (ADV-manner) within (PREP) a (INDEF.ART) year (N-obj) or (CONJ-alt) two.” (NUM)
31.26a “Do we optimize for current revenue or future growth? That question defines our strategy.” 31.26b “Do (AUX-interrog) we (PRON-subj) optimize (V-pres) for (PREP) current (ADJ) revenue (N-obj) or (CONJ-alt) future (ADJ) growth (N-obj)? That (DET-dem) question (N-subj) defines (V-pres) our (PRON-poss) strategy.” (N-obj)
31.27a Maya nodded slowly. “Perhaps we frame this wrong. Desktop or mobile presents a false choice.” 31.27b Maya (N-prop) nodded (V-past) slowly (ADV-manner). “Perhaps (ADV-modal) we (PRON-subj) frame (V-pres) this (PRON-dem) wrong (ADV-manner). Desktop (N-subj) or (CONJ-alt) mobile (N-subj) presents (V-pres) a (INDEF.ART) false (ADJ) choice.” (N-obj)
31.28a “Explain what you mean or show me what you envision.” 31.28b “Explain (V-imper) what (PRON-interrog) you (PRON-subj) mean (V-pres) or (CONJ-alt) show (V-imper) me (PRON-obj) what (PRON-rel) you (PRON-subj) envision.” (V-pres)
31.29a “We build a responsive design that adapts automatically. Users access via phone or computer or tablet—the experience adjusts.” 31.29b “We (PRON-subj) build (V-pres) a (INDEF.ART) responsive (ADJ) design (N-obj) that (PRON-rel) adapts (V-pres) automatically (ADV-manner). Users (N-subj) access (V-pres) via (PREP) phone (N-obj) or (CONJ-alt) computer (N-obj) or (CONJ-alt) tablet (N-obj)—the (DEF.ART) experience (N-subj) adjusts.” (V-pres)
31.30a “One development track rather than two. That approach saves time or at least reduces complexity.” 31.30b “One (NUM) development (N-mod) track (N-subj) rather (ADV) than (PREP) two (NUM). That (DET-dem) approach (N-subj) saves (V-pres) time (N-obj) or (CONJ-alt) at (PREP) least (ADV-degree) reduces (V-pres) complexity.” (N-obj)
Part B: Natural Sentences with Transformation Notes
31.16 “’Do we focus on the mobile app or the desktop version first?’ asked Maya.” [Standard: “Should it be the mobile app or the desktop version first?”] [Strategy: Action verb question (do we focus) replaces copula question]
31.17 “’Each approach offers advantages,’ replied Chen. ‘Mobile reaches more users or at least more potential users.’” [Standard: “Each approach is advantageous. Mobile is bigger in reach.”] [Strategy: Active verbs (offers, reaches) replace copula constructions]
31.18 “’We could split the team or tackle one platform completely before starting the other.’” [Standard: “The options are to split the team or tackle one platform.”] [Strategy: Modal auxiliary (could) frames alternatives actively]
31.19 “Maya considered the options. ‘Splitting the team sounds risky or at least challenging given our current resources.’” [Standard: “Splitting the team is risky or at least challenging.”] [Strategy: Perception verb (sounds) replaces copula (is)]
31.20 “’True. Either we hire contractors or we extend the timeline significantly.’” [Standard: “It is true. Either it is hiring contractors or extending the timeline.”] [Strategy: Correlative (either...or) with active verbs]
31.21 “’The budget covers contractors or additional equipment—not both.’” [Standard: “There is budget for contractors or equipment.”] [Strategy: Active subject-verb (budget covers) replaces existential]
31.22 “’Then we face a clear choice: invest in people or invest in tools.’” [Standard: “The choice is between people or tools.”] [Strategy: Active verb (face) plus infinitive alternatives]
31.23 “Chen pulled up the market analysis. ‘Does the data suggest mobile or desktop users spend more?’” [Standard: “Is it mobile or desktop users who are bigger spenders?”] [Strategy: Active verb question (does suggest) replaces copula question]
31.24 “’Desktop users currently outspend mobile users three to one or thereabouts.’” [Standard: “The ratio is three to one or thereabouts.”] [Strategy: Active comparison verb (outspend) replaces copula statement]
31.25 “’That ratio might shift dramatically within a year or two.’” [Standard: “It could be different in a year or two.”] [Strategy: Modal (might) plus active verb (shift)]
31.26 “’Do we optimize for current revenue or future growth? That question defines our strategy.’” [Standard: “Is it current revenue or future growth? That is the strategic question.”] [Strategy: Action verb questions and statements throughout]
31.27 “Maya nodded slowly. ‘Perhaps we frame this wrong. Desktop or mobile presents a false choice.’” [Standard: “Perhaps this is framed wrong. Desktop or mobile is a false choice.”] [Strategy: Active verbs (frame, presents) replace copula constructions]
31.28 “’Explain what you mean or show me what you envision.’” [Standard: “What is your meaning? What is your vision?”] [Strategy: Imperative verbs (explain, show) eliminate need for copula]
31.29 “’We build a responsive design that adapts automatically. Users access via phone or computer or tablet—the experience adjusts.’” [Standard: “It is a responsive design. It is accessible on phone or computer or tablet.”] [Strategy: Active verbs throughout (build, adapts, access, adjusts)]
31.30 “’One development track rather than two. That approach saves time or at least reduces complexity.’” [Standard: “It is one track rather than two. That is time-saving or complexity-reducing.”] [Strategy: Active verbs (saves, reduces) replace adjectival predicates]
Part C: E-Prime Text Only
31.16 “Do we focus on the mobile app or the desktop version first?” asked Maya.
31.17 “Each approach offers advantages,” replied Chen. “Mobile reaches more users or at least more potential users.”
31.18 “We could split the team or tackle one platform completely before starting the other.”
31.19 Maya considered the options. “Splitting the team sounds risky or at least challenging given our current resources.”
31.20 “True. Either we hire contractors or we extend the timeline significantly.”
31.21 “The budget covers contractors or additional equipment—not both.”
31.22 “Then we face a clear choice: invest in people or invest in tools.”
31.23 Chen pulled up the market analysis. “Does the data suggest mobile or desktop users spend more?”
31.24 “Desktop users currently outspend mobile users three to one or thereabouts.”
31.25 “That ratio might shift dramatically within a year or two.”
31.26 “Do we optimize for current revenue or future growth? That question defines our strategy.”
31.27 Maya nodded slowly. “Perhaps we frame this wrong. Desktop or mobile presents a false choice.”
31.28 “Explain what you mean or show me what you envision.”
31.29 “We build a responsive design that adapts automatically. Users access via phone or computer or tablet—the experience adjusts.”
31.30 “One development track rather than two. That approach saves time or at least reduces complexity.”
Part D: Grammar Notes for Genre Section
This dialogue demonstrates several key E-Prime techniques for handling “or” in conversational contexts.
Question Formation: The dialogue shows multiple question patterns. “Do we focus on X or Y?” and “Does the data suggest X or Y?” both use auxiliary “do/does” to form questions that would traditionally use “is/are.” This pattern works naturally in spoken English.
Hedging with “Or”: Phrases like “or at least” and “or thereabouts” allow speakers to qualify their statements. E-Prime handles these smoothly: “sounds risky or at least challenging” maintains natural speech rhythm while avoiding the copula.
Either...Or Constructions: The correlative pair “either...or” works in E-Prime when both alternatives use active verbs: “Either we hire contractors or we extend the timeline.” Both clauses feature subject-verb constructions.
False Dichotomies: Maya’s insight that “Desktop or mobile presents a false choice” demonstrates E-Prime’s philosophical utility. The active verb “presents” frames the dichotomy as a construction rather than a reality—exactly what E-Prime philosophy emphasizes.
Approximation: “Three to one or thereabouts” and “a year or two” show how “or” handles numerical approximation. These patterns transfer directly into E-Prime without modification.
Imperative Alternatives: “Explain what you mean or show me what you envision” uses imperative mood to present alternatives. Commands eliminate the need for copula constructions entirely.
Multiple “Or” Chains: “Phone or computer or tablet” demonstrates how E-Prime handles lists of alternatives. The parallel structure (all nouns in this case) maintains clarity across multiple options.
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Standard English → E-Prime Practice with “Or”
Transform these Standard English sentences into E-Prime while preserving the “or” construction:
Example 1 Standard: “Is this shirt cotton or polyester?” E-Prime: “Does this shirt feel like cotton or polyester?” / “Did the label say cotton or polyester?” Strategy: Perception verb (feel) or action verb (say) replaces copula question
Example 2 Standard: “The answer is either A or B.” E-Prime: “The answer falls under either A or B.” / “Either A or B represents the correct answer.” Strategy: Active verb (falls under, represents) replaces copula
Example 3 Standard: “There are two or three options available.” E-Prime: “Two or three options exist.” / “We have two or three options available.” Strategy: Existence verb (exist) or active verb (have) replaces existential “there are”
Example 4 Standard: “It’s now or never.” E-Prime: “We act now or never.” / “The moment arrives now or never.” Strategy: Active verb (act, arrives) replaces copula contraction
Example 5 Standard: “Whether it is rain or shine, the event continues.” E-Prime: “Whether rain falls or sun shines, the event continues.” Strategy: Active verbs (falls, shines) replace copula in conditional clause
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The Latinum Institute Approach
The Latinum Institute has developed language learning materials since 2006, specializing in autodidact-friendly resources that respect learners’ intelligence and independence. This E-Prime course applies the same principles to English language refinement.
CSV-Based Vocabulary Progression
This course follows a systematic 1000-word curriculum. Each lesson introduces one high-frequency English word and demonstrates its usage within E-Prime constraints. The progression moves from the most common words (the, be, and, a) through increasingly specialized vocabulary.
Lesson 31 addresses “or”—ranked 31st in English frequency. Mastering alternatives and choices in E-Prime builds essential skills for nuanced communication.
Course Index: https://latinum.substack.com/p/index
Trustpilot Reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime as Mental Discipline
E-Prime functions both as a writing constraint and a thinking tool. By eliminating “to be,” writers must specify their actual observations, experiences, and relationships rather than making categorical identity statements.
This discipline connects to the General Semantics tradition founded by Alfred Korzybski and developed by practitioners including D. David Bourland Jr. and Robert Anton Wilson. The philosophical foundation emphasizes that language shapes thought—and that more precise language enables clearer thinking.
The Construed Text Method
Each lesson presents examples in three formats: interlinear construed text with grammatical glossing, natural sentences with transformation notes, and clean E-Prime text for reading practice.
This tripartite approach allows learners to understand the grammatical mechanics, see the Standard-to-E-Prime transformation process, and practice reading fluent E-Prime prose. The method develops both analytical understanding and intuitive fluency.
Benefits of E-Prime Practice
Regular E-Prime writing builds several transferable skills: active voice preference, precise verb selection, conscious attention to linguistic construction, and awareness of how framing shapes meaning. These skills enhance all writing, whether or not the final product maintains strict E-Prime compliance.
The discipline also develops philosophical awareness. E-Prime practitioners often report increased attention to the difference between their perceptions and “objective reality”—a valuable cognitive skill in an era of competing narratives and constructed realities.
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END OF LESSON 31
✓ E-Prime Compliance Verified: All 30 examples scanned for forbidden forms ✓ Topic word “or” appears in all examples ✓ All sections complete ✓ Fleurons positioned correctly
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Definition: The preposition “by” indicates means, method, proximity, agency, deadline, or measurement in English. In Standard English, “by” frequently appears in passive voice constructions using “to be” (such as “The novel was written by Dickens”). E-Prime eliminates these passive constructions entirely, transforming them into active voice sentences that identify the agent directly.
Attribution without passive: a painting by Monet, a symphony by Beethoven
This lesson teaches the distinction between E-Prime-incompatible uses of “by” (passive voice) and its many legitimate E-Prime functions.
Link: https://latinum.substack.com/p/index
FAQ
Q: What does “by” mean in E-Prime? A: In E-Prime, “by” functions as a preposition indicating means, proximity, deadline, measurement, or attribution—but never as part of a passive voice construction using “to be.” When you encounter “by” in a passive sentence, E-Prime requires converting to active voice, often eliminating “by” entirely.
Key Takeaways
• “By” appears in two distinct contexts: passive constructions (E-Prime eliminates these) and independent prepositional uses (E-Prime retains these)
• Passive voice sentences like “The window was broken by the storm” transform into active constructions: “The storm broke the window”
• E-Prime preserves “by” for means (by car), proximity (by the lake), deadline (by midnight), and measurement (by a mile)
• Attribution phrases like “a novel by Hemingway” remain E-Prime-compliant because they contain no form of “to be”
• Learning to distinguish these uses strengthens both E-Prime fluency and general grammatical awareness
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32.1a The detective solved the mystery by examining the evidence carefully. 32.1b The (DEF.ART) detective (N-subj) solved (V-past) the (DEF.ART) mystery (N-obj) by (PREP-means) examining (V-gerund) the (DEF.ART) evidence (N-obj) carefully (ADV-manner).
32.2a She sat by the window and watched the rain fall. 32.2b She (PRON-subj) sat (V-past) by (PREP-proximity) the (DEF.ART) window (N-obj) and (CONJ) watched (V-past) the (DEF.ART) rain (N-subj) fall (V-inf).
32.3a We need to finish this project by Friday afternoon. 32.3b We (PRON-subj) need (V-pres) to (PART-inf) finish (V-inf) this (DET) project (N-obj) by (PREP-deadline) Friday (N-time) afternoon (N-time).
32.4a The artist created stunning works by combining traditional and modern techniques. 32.4b The (DEF.ART) artist (N-subj) created (V-past) stunning (ADJ) works (N-obj) by (PREP-means) combining (V-gerund) traditional (ADJ) and (CONJ) modern (ADJ) techniques (N-obj).
32.5a He stood by the door, waiting for his friend. 32.5b He (PRON-subj) stood (V-past) by (PREP-proximity) the (DEF.ART) door (N-obj), waiting (V-pres.part) for (PREP) his (PRON-poss) friend (N-obj).
32.6a The temperature dropped by fifteen degrees overnight. 32.6b The (DEF.ART) temperature (N-subj) dropped (V-past) by (PREP-measurement) fifteen (NUM) degrees (N-unit) overnight (ADV-time).
32.7a Mozart composed his first symphony by the age of eight. 32.7b Mozart (N-subj) composed (V-past) his (PRON-poss) first (ADJ-ordinal) symphony (N-obj) by (PREP-deadline) the (DEF.ART) age (N-obj) of (PREP) eight (NUM).
32.8a The children learned multiplication by practicing every day. 32.8b The (DEF.ART) children (N-subj) learned (V-past) multiplication (N-obj) by (PREP-means) practicing (V-gerund) every (DET) day (N-time).
32.9a A beautiful sculpture by Rodin stands in the museum garden. 32.9b A (INDEF.ART) beautiful (ADJ) sculpture (N-subj) by (PREP-attribution) Rodin (N-proper) stands (V-pres.EXIST) in (PREP) the (DEF.ART) museum (N-mod) garden (N-obj).
32.10a She passed the exam by only three points. 32.10b She (PRON-subj) passed (V-past) the (DEF.ART) exam (N-obj) by (PREP-measurement) only (ADV-degree) three (NUM) points (N-unit).
32.11a The old fisherman earned his living by selling fresh catch at the harbor market each morning. 32.11b The (DEF.ART) old (ADJ) fisherman (N-subj) earned (V-past) his (PRON-poss) living (N-obj) by (PREP-means) selling (V-gerund) fresh (ADJ) catch (N-obj) at (PREP) the (DEF.ART) harbor (N-mod) market (N-obj) each (DET) morning (N-time).
32.12a The river flows by the ancient castle on its way to the sea. 32.12b The (DEF.ART) river (N-subj) flows (V-pres) by (PREP-proximity) the (DEF.ART) ancient (ADJ) castle (N-obj) on (PREP) its (PRON-poss) way (N-obj) to (PREP) the (DEF.ART) sea (N-obj).
32.13a Scientists discovered the new species by analyzing DNA samples from the remote jungle expedition. 32.13b Scientists (N-subj) discovered (V-past) the (DEF.ART) new (ADJ) species (N-obj) by (PREP-means) analyzing (V-gerund) DNA (N-mod) samples (N-obj) from (PREP) the (DEF.ART) remote (ADJ) jungle (N-mod) expedition (N-obj).
32.14a The company increased its profits by forty percent through innovative marketing strategies. 32.14b The (DEF.ART) company (N-subj) increased (V-past) its (PRON-poss) profits (N-obj) by (PREP-measurement) forty (NUM) percent (N-unit) through (PREP) innovative (ADJ) marketing (N-mod) strategies (N-obj).
32.15a My grandmother lived by a simple philosophy: treat others with kindness and expect nothing in return. 32.15b My (PRON-poss) grandmother (N-subj) lived (V-past) by (PREP-means) a (INDEF.ART) simple (ADJ) philosophy (N-obj): treat (V-imp) others (PRON-obj) with (PREP) kindness (N-obj) and (CONJ) expect (V-imp) nothing (PRON-obj) in (PREP) return (N-obj).
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32.1 “The detective solved the mystery by examining the evidence carefully.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/method; E-Prime compatible as written]
32.2 “She sat by the window and watched the rain fall.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates proximity; E-Prime compatible as written]
32.3 “We need to finish this project by Friday afternoon.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates deadline; E-Prime compatible as written]
32.4 “The artist created stunning works by combining traditional and modern techniques.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/method; E-Prime compatible as written]
32.5 “He stood by the door, waiting for his friend.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates proximity; E-Prime compatible as written]
32.6 “The temperature dropped by fifteen degrees overnight.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates measurement; E-Prime compatible as written]
32.7 “Mozart composed his first symphony by the age of eight.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates deadline/time limit; E-Prime compatible as written]
32.8 “The children learned multiplication by practicing every day.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/method; E-Prime compatible as written]
32.9 “A beautiful sculpture by Rodin stands in the museum garden.” [Standard English equivalent: “A beautiful sculpture by Rodin is in the museum garden.”] [Strategy: Existence verb replacement (stands); “By” indicates attribution]
32.10 “She passed the exam by only three points.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates measurement; E-Prime compatible as written]
32.11 “The old fisherman earned his living by selling fresh catch at the harbor market each morning.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/method; E-Prime compatible as written]
32.12 “The river flows by the ancient castle on its way to the sea.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates proximity; E-Prime compatible as written]
32.13 “Scientists discovered the new species by analyzing DNA samples from the remote jungle expedition.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/method; E-Prime compatible as written]
32.14 “The company increased its profits by forty percent through innovative marketing strategies.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates measurement; E-Prime compatible as written]
32.15 “My grandmother lived by a simple philosophy: treat others with kindness and expect nothing in return.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/guiding principle; E-Prime compatible as written]
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32.1 The detective solved the mystery by examining the evidence carefully.
32.2 She sat by the window and watched the rain fall.
32.3 We need to finish this project by Friday afternoon.
32.4 The artist created stunning works by combining traditional and modern techniques.
32.5 He stood by the door, waiting for his friend.
32.6 The temperature dropped by fifteen degrees overnight.
32.7 Mozart composed his first symphony by the age of eight.
32.8 The children learned multiplication by practicing every day.
32.9 A beautiful sculpture by Rodin stands in the museum garden.
32.10 She passed the exam by only three points.
32.11 The old fisherman earned his living by selling fresh catch at the harbor market each morning.
32.12 The river flows by the ancient castle on its way to the sea.
32.13 Scientists discovered the new species by analyzing DNA samples from the remote jungle expedition.
32.14 The company increased its profits by forty percent through innovative marketing strategies.
32.15 My grandmother lived by a simple philosophy: treat others with kindness and expect nothing in return.
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These grammar rules govern “by” in E-Prime:
Standard English Function
The preposition “by” serves multiple functions in English. It indicates the agent in passive constructions (”The cake was baked by grandmother”), the means or method of action (”travel by car”), physical proximity (”sit by the fire”), deadline or time limit (”arrive by noon”), measurement or degree (”miss by inches”), and attribution (”a poem by Keats”).
In Standard English, “by” appears most controversially in passive voice constructions where it introduces the agent of an action. This construction always requires a form of “to be” plus a past participle, making it incompatible with E-Prime.
E-Prime Considerations
The critical distinction for E-Prime practitioners involves recognizing when “by” signals a passive construction versus when it functions independently. Consider these contrasts:
Passive (E-Prime incompatible): “The song was composed by Beethoven.” Active (E-Prime conversion): “Beethoven composed the song.”
Means (E-Prime compatible): “She communicated by email.” Proximity (E-Prime compatible): “The dog slept by the fireplace.” Deadline (E-Prime compatible): “Submit your application by March first.”
Notice that converting passive constructions to active voice often eliminates “by” entirely. The agent moves from object of the preposition to subject of the sentence.
Replacement Strategies for “By”
Strategy One — Active Voice Conversion: Transform passive sentences into active voice, moving the agent to subject position. “The letter was delivered by the courier” becomes “The courier delivered the letter.” This strategy eliminates both “to be” and “by.”
Strategy Two — Retain E-Prime-Compatible Uses: Keep “by” when it indicates means (”learn by doing”), proximity (”walk by the river”), deadline (”finish by sunset”), measurement (”grow by three inches”), or attribution (”a novel by Austen”).
Strategy Three — Existence Verb Substitution: When describing location with “by,” use existence verbs. “The chair is by the window” becomes “The chair sits by the window” or “The chair stands by the window.”
Common Mistakes
Mistake One: Attempting to preserve passive voice by changing only the verb form. Writers sometimes produce awkward constructions like “The book got written by the author” — while this avoids “to be,” it maintains an unnecessarily passive structure. E-Prime encourages direct, active expression.
Mistake Two: Eliminating “by” in all contexts. Some beginners, trained to spot “by” in passive constructions, incorrectly avoid it even in E-Prime-compatible uses. “She traveled by train” needs no transformation.
Mistake Three: Creating convoluted sentences to avoid passive voice. “The symphony that Beethoven composed” works better than “The symphony having composition occur through Beethoven.” E-Prime seeks clarity, not complexity.
Mistake Four: Overlooking hidden passives. Sentences like “The building stands surrounded by trees” may seem E-Prime-compliant but contain a past participle that could indicate passive voice. Analyze each construction carefully.
Style Notes
E-Prime practitioners develop sensitivity to sentence rhythm when transforming passive constructions. “Hamlet, written by Shakespeare, explores themes of revenge” converts smoothly to “Shakespeare’s Hamlet explores themes of revenge” — more direct and equally elegant.
The attribution use of “by” (”a painting by Vermeer”) remains stylistically valuable in E-Prime. This construction contains no verb, avoiding the passive problem entirely while maintaining natural English expression.
For formal writing, vary your active constructions. Rather than beginning every sentence with the agent, occasionally use fronted objects or other structures: “This technique, the researchers developed by accident.”
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that language shapes thought in ways speakers rarely recognize. His famous formulation “the map does not equal the territory” (note the E-Prime phrasing — Korzybski himself wrote “the map is not the territory”) emphasizes that our words about reality differ fundamentally from reality itself.
D. David Bourland Jr. extended Korzybski’s insights by proposing E-Prime in 1965. Bourland observed that “to be” carries hidden philosophical assumptions about identity, essence, and absolute truth. By eliminating these forms, writers and thinkers must specify their meaning more precisely.
The preposition “by” connects to these concerns through its role in passive voice. Passive constructions often obscure agency — “mistakes were made” famously avoids identifying who made them. E-Prime’s elimination of passive voice, which simultaneously eliminates agentive “by,” promotes accountability and clarity.
Practical Applications
Scientific Writing: Researchers increasingly favor active voice for clarity and accountability. “The experiment was conducted by our team” becomes “Our team conducted the experiment.” Journal style guides now often require active constructions, aligning with E-Prime principles.
Legal and Political Communication: Passive voice allows evasion of responsibility. “The policy was implemented” conceals who implemented it. E-Prime training helps citizens and journalists identify such evasions and demand clearer attribution.
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy. When clients say “I am a failure,” the construction implies essential, unchangeable identity. E-Prime alternatives like “I failed at this task” or “I performed poorly on that exam” suggest specific, changeable behaviors rather than fixed identity.
Technical Writing: Instructions become clearer in active voice with specified agents. “The button should be pressed by the operator” transforms to “The operator should press the button” — shorter, clearer, and unambiguous about who acts.
The E-Prime Community
The Institute of General Semantics, founded in 1938, continues promoting Korzybski’s ideas and E-Prime practice. Their journal, ETC: A Review of General Semantics, publishes articles exploring language, thought, and perception.
Robert Anton Wilson became E-Prime’s most visible advocate through his book Quantum Psychology (1990), written entirely in E-Prime. Wilson demonstrated that complex philosophical ideas could find expression without “to be,” inspiring many readers to experiment with the discipline.
The three E-Prime anthologies — To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997) — collect essays, stories, and analyses demonstrating E-Prime’s range and flexibility.
Philosophical Implications
E-Prime challenges the Aristotelian subject-predicate structure embedded in Indo-European languages. When we say “The rose is red,” we implicitly claim that redness inheres in the rose as an essential property. E-Prime alternatives like “The rose appears red to me” or “I perceive the rose as red” acknowledge the observer’s role in any observation.
This connects to the preposition “by” through questions of agency and causation. “The window was broken by the ball” treats the ball as agent, but balls lack intention. “The ball broke the window” or “The ball’s impact broke the window” describes the event more precisely without anthropomorphizing the ball.
Buddhist philosophy offers parallels to E-Prime’s concerns. The doctrine of anatta (non-self) questions fixed identity — precisely what E-Prime targets when eliminating “I am” constructions. E-Prime practitioners often find resonance with Eastern philosophical traditions that emphasize process over substance.
Critiques and Limitations
Critics note that E-Prime can become cumbersome, especially in mathematical and logical contexts. “Two plus two equals four” works, but longer equations may suffer. Some E-Prime practitioners accept “to be” in purely mathematical contexts.
Certain poetic and rhetorical effects depend on “to be.” Hamlet’s “To be or not to be” loses its power in any E-Prime rendering. E-Prime advocates generally acknowledge these limitations while maintaining that most prose improves through E-Prime discipline.
Some linguists argue that E-Prime oversimplifies the relationship between language and thought. Speakers of languages without a copula (like Russian in present tense) do not necessarily think differently about identity and essence. The Sapir-Whorf hypothesis, which E-Prime implicitly invokes, remains contested.
A balanced view treats E-Prime as a valuable exercise rather than an absolute rule. Writing in E-Prime develops awareness of passive constructions, hidden assumptions, and unexamined certainties — benefits that persist even when writers return to Standard English.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
We (PRON-subj) can (V-modal) learn (V-inf) a (INDEF.ART) great (ADJ) deal (N-obj) by (PREP-means) observing (V-gerund) how (ADV-manner) we (PRON-subj) use (V-pres) language (N-obj) and (CONJ) how (ADV-manner) language (N-subj) uses (V-pres) us (PRON-obj). The (DEF.ART) discipline (N-subj) of (PREP) E-Prime (N-obj) makes (V-pres.STATE) many (DET) of (PREP) our (PRON-poss) unconscious (ADJ) assumptions (N-obj) visible (ADJ-pred) by (PREP-means) forcing (V-gerund) us (PRON-obj) to (PART-inf) rephrase (V-inf) them (PRON-obj) without (PREP) the (DEF.ART) deceptive (ADJ) verb (N-obj) “to (PART) be.” (V-inf)
F-B: Full Excerpt with Translation
“We can learn a great deal by observing how we use language and how language uses us. The discipline of E-Prime makes many of our unconscious assumptions visible by forcing us to rephrase them without the deceptive verb ‘to be.’ When I say ‘The electron is a wave,’ I appear to make a statement about the electron’s essential nature. When I say ‘The electron appears as a wave when measured by this instrument,’ I make a statement about a relationship between the electron, the instrument, and my observation.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-C: E-Prime Text Only
We can learn a great deal by observing how we use language and how language uses us. The discipline of E-Prime makes many of our unconscious assumptions visible by forcing us to rephrase them without the deceptive verb “to be.” When I say “The electron is a wave,” I appear to make a statement about the electron’s essential nature. When I say “The electron appears as a wave when measured by this instrument,” I make a statement about a relationship between the electron, the instrument, and my observation.
F-D: Vocabulary and Grammar Notes
Wilson uses “by” twice in this passage, both indicating means or method. The phrase “by observing” describes how we learn; “by forcing” describes how E-Prime operates. Both constructions remain fully E-Prime-compliant.
Note Wilson’s use of “makes...visible” — an E-Prime alternative to “makes...be visible” or the more common “renders visible.” The verb “makes” followed by an adjective creates a causative construction without requiring “to be.”
The passage also demonstrates “appear” as a perception verb replacing “to be.” “I appear to make a statement” avoids “I seem to be making a statement” while preserving the meaning of qualified assertion.
Wilson models E-Prime’s core technique: transforming identity statements (”The electron is a wave”) into relational statements that acknowledge observer, instrument, and context. This transformation often eliminates “by” from passive constructions while preserving it for means and method.
F-E: Commentary on E-Prime Technique
This passage exemplifies Wilson’s pedagogical approach throughout Quantum Psychology. He demonstrates E-Prime while explaining it, showing readers that complex philosophical ideas require no “to be” verbs. The contrast between “The electron is a wave” (presented as a quotation, not Wilson’s own claim) and “The electron appears as a wave when measured by this instrument” crystallizes E-Prime’s philosophical purpose.
Wilson’s phrase “how language uses us” inverts the expected relationship, personifying language as an agent that shapes thought. This construction aligns with General Semantics’ core insight that linguistic structures unconsciously constrain cognition.
The preposition “by” carries significant weight here, appearing in contexts of means and agency. Wilson shows how E-Prime practitioners can deploy “by” effectively while maintaining the discipline’s restrictions. The phrase “measured by this instrument” approaches passive territory but avoids “to be,” demonstrating that “by” itself does not violate E-Prime — only “to be” + past participle + “by” combinations do.
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The following examples demonstrate “by” in a scientific report context, showing how researchers communicate findings using E-Prime-compliant constructions.
Part A: Interlinear Construed Text
32.16a The research team identified three new compounds by using advanced spectroscopy techniques. 32.16b The (DEF.ART) research (N-mod) team (N-subj) identified (V-past) three (NUM) new (ADJ) compounds (N-obj) by (PREP-means) using (V-gerund) advanced (ADJ) spectroscopy (N-mod) techniques (N-obj).
32.17a Data collection proceeded smoothly, with samples gathered by trained field assistants. 32.17b Data (N-mod) collection (N-subj) proceeded (V-past) smoothly (ADV-manner), with (PREP) samples (N-obj) gathered (V-past.part) by (PREP-agent) trained (ADJ) field (N-mod) assistants (N-obj).
32.18a The control group showed improvement by the third week of the study. 32.18b The (DEF.ART) control (N-mod) group (N-subj) showed (V-past) improvement (N-obj) by (PREP-deadline) the (DEF.ART) third (ADJ-ordinal) week (N-obj) of (PREP) the (DEF.ART) study (N-obj).
32.19a Researchers reduced experimental error by calibrating instruments daily. 32.19b Researchers (N-subj) reduced (V-past) experimental (ADJ) error (N-obj) by (PREP-means) calibrating (V-gerund) instruments (N-obj) daily (ADV-freq).
32.20a The enzyme activity increased by a factor of twelve under optimal conditions. 32.20b The (DEF.ART) enzyme (N-mod) activity (N-subj) increased (V-past) by (PREP-measurement) a (INDEF.ART) factor (N-obj) of (PREP) twelve (NUM) under (PREP) optimal (ADJ) conditions (N-obj).
32.21a Laboratory protocols require sterilization by autoclave before each procedure. 32.21b Laboratory (N-mod) protocols (N-subj) require (V-pres) sterilization (N-obj) by (PREP-means) autoclave (N-instrument) before (PREP) each (DET) procedure (N-obj).
32.22a The specimens remained viable by virtue of careful temperature control throughout transport. 32.22b The (DEF.ART) specimens (N-subj) remained (V-past.STATE) viable (ADJ-pred) by (PREP-means) virtue (N-obj) of (PREP) careful (ADJ) temperature (N-mod) control (N-obj) throughout (PREP) transport (N-obj).
32.23a Our findings suggest causation by eliminating alternative explanations through rigorous testing. 32.23b Our (PRON-poss) findings (N-subj) suggest (V-pres) causation (N-obj) by (PREP-means) eliminating (V-gerund) alternative (ADJ) explanations (N-obj) through (PREP) rigorous (ADJ) testing (N-obj).
32.24a The population declined by sixty percent over the observed decade. 32.24b The (DEF.ART) population (N-subj) declined (V-past) by (PREP-measurement) sixty (NUM) percent (N-unit) over (PREP) the (DEF.ART) observed (ADJ) decade (N-obj).
32.25a Previous studies by Martinez and colleagues established the baseline parameters. 32.25b Previous (ADJ) studies (N-subj) by (PREP-attribution) Martinez (N-proper) and (CONJ) colleagues (N-obj) established (V-past) the (DEF.ART) baseline (ADJ) parameters (N-obj).
32.26a The model predicts outcomes by analyzing patterns in historical data sets. 32.26b The (DEF.ART) model (N-subj) predicts (V-pres) outcomes (N-obj) by (PREP-means) analyzing (V-gerund) patterns (N-obj) in (PREP) historical (ADJ) data (N-mod) sets (N-obj).
32.27a Cell division accelerated by nearly double the expected rate. 32.27b Cell (N-mod) division (N-subj) accelerated (V-past) by (PREP-measurement) nearly (ADV-degree) double (ADJ) the (DEF.ART) expected (ADJ) rate (N-obj).
32.28a The team verified results by replicating experiments across three independent laboratories. 32.28b The (DEF.ART) team (N-subj) verified (V-past) results (N-obj) by (PREP-means) replicating (V-gerund) experiments (N-obj) across (PREP) three (NUM) independent (ADJ) laboratories (N-obj).
32.29a Publication guidelines, developed by the international committee, now require E-Prime summaries. 32.29b Publication (N-mod) guidelines (N-subj), developed (V-past.part) by (PREP-agent) the (DEF.ART) international (ADJ) committee (N-obj), now (ADV-time) require (V-pres) E-Prime (N-mod) summaries (N-obj).
32.30a The hypothesis gains support by accumulating evidence from diverse research programs worldwide. 32.30b The (DEF.ART) hypothesis (N-subj) gains (V-pres) support (N-obj) by (PREP-means) accumulating (V-gerund) evidence (N-obj) from (PREP) diverse (ADJ) research (N-mod) programs (N-obj) worldwide (ADV-place).
Part B: Natural Sentences with Transformation Notes
32.16 “The research team identified three new compounds by using advanced spectroscopy techniques.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/method; E-Prime compatible as written]
32.17 “Data collection proceeded smoothly, with samples gathered by trained field assistants.” [Standard English equivalent: “Samples were gathered by trained field assistants.”] [Strategy: Restructured to avoid passive; participial phrase with “by” retained]
32.18 “The control group showed improvement by the third week of the study.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates deadline; E-Prime compatible as written]
32.19 “Researchers reduced experimental error by calibrating instruments daily.” [Standard English equivalent: “Experimental error was reduced by calibrating instruments daily.”] [Strategy: Active voice conversion; “by” retained for means]
32.20 “The enzyme activity increased by a factor of twelve under optimal conditions.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates measurement; E-Prime compatible as written]
32.21 “Laboratory protocols require sterilization by autoclave before each procedure.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/instrument; E-Prime compatible as written]
32.22 “The specimens remained viable by virtue of careful temperature control throughout transport.” [Standard English equivalent: “The specimens were viable by virtue of careful temperature control.”] [Strategy: State verb replacement (remained); “by virtue of” functions as compound preposition]
32.23 “Our findings suggest causation by eliminating alternative explanations through rigorous testing.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/method; E-Prime compatible as written]
32.24 “The population declined by sixty percent over the observed decade.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates measurement; E-Prime compatible as written]
32.25 “Previous studies by Martinez and colleagues established the baseline parameters.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates attribution; E-Prime compatible as written]
32.26 “The model predicts outcomes by analyzing patterns in historical data sets.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/method; E-Prime compatible as written]
32.27 “Cell division accelerated by nearly double the expected rate.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates measurement; E-Prime compatible as written]
32.28 “The team verified results by replicating experiments across three independent laboratories.” [Standard English equivalent: “Results were verified by replicating experiments across three laboratories.”] [Strategy: Active voice conversion; “by” retained for means]
32.29 “Publication guidelines, developed by the international committee, now require E-Prime summaries.” [Standard English equivalent: “Guidelines that were developed by the committee now require E-Prime summaries.”] [Strategy: Reduced relative clause; “by” retained for attribution]
32.30 “The hypothesis gains support by accumulating evidence from diverse research programs worldwide.” [Standard English equivalent: Same — no “to be” present] [Strategy: “By” indicates means/method; E-Prime compatible as written]
Part C: E-Prime Text Only
32.16 The research team identified three new compounds by using advanced spectroscopy techniques.
32.17 Data collection proceeded smoothly, with samples gathered by trained field assistants.
32.18 The control group showed improvement by the third week of the study.
32.19 Researchers reduced experimental error by calibrating instruments daily.
32.20 The enzyme activity increased by a factor of twelve under optimal conditions.
32.21 Laboratory protocols require sterilization by autoclave before each procedure.
32.22 The specimens remained viable by virtue of careful temperature control throughout transport.
32.23 Our findings suggest causation by eliminating alternative explanations through rigorous testing.
32.24 The population declined by sixty percent over the observed decade.
32.25 Previous studies by Martinez and colleagues established the baseline parameters.
32.26 The model predicts outcomes by analyzing patterns in historical data sets.
32.27 Cell division accelerated by nearly double the expected rate.
32.28 The team verified results by replicating experiments across three independent laboratories.
32.29 Publication guidelines, developed by the international committee, now require E-Prime summaries.
32.30 The hypothesis gains support by accumulating evidence from diverse research programs worldwide.
Part D: Grammar Notes for Genre Section
This scientific report section demonstrates E-Prime’s natural fit with contemporary research writing conventions. Scientific style guides increasingly favor active voice for clarity, directness, and accountability — principles that align perfectly with E-Prime practice.
The preposition “by” appears throughout in E-Prime-compatible roles: indicating means or method (examples 32.16, 32.19, 32.23, 32.26, 32.28, 32.30), measurement or degree (examples 32.20, 32.24, 32.27), deadline or timeframe (example 32.18), attribution (examples 32.25, 32.29), and instrument (example 32.21).
Note the treatment of past participles in examples 32.17 and 32.29. These sentences use participial phrases (”samples gathered by,” “guidelines developed by”) that approach passive voice but avoid the explicit “to be” + past participle structure. Some E-Prime practitioners accept these constructions; others prefer fuller transformations. The choice depends on context and desired emphasis.
The phrase “by virtue of” (example 32.22) functions as a compound preposition meaning “because of” or “through the quality of.” This idiomatic expression remains E-Prime-compliant and adds variety to scientific prose.
Scientific writing often requires expressing increases and decreases. “By” serves this function elegantly: “increased by a factor of twelve,” “declined by sixty percent,” “accelerated by nearly double.” These measurement uses of “by” appear frequently in quantitative research and require no E-Prime transformation.
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Standard English → E-Prime Practice
Practice converting these Standard English sentences (containing “to be” with “by”) into E-Prime:
Exercise 1 Standard: “The novel was written by a first-time author.” E-Prime: “A first-time author wrote the novel.” Strategy: Active voice conversion — agent becomes subject
Exercise 2 Standard: “The building was damaged by the earthquake.” E-Prime: “The earthquake damaged the building.” Strategy: Active voice conversion — agent becomes subject
Exercise 3 Standard: “She was impressed by his dedication to the project.” E-Prime: “His dedication to the project impressed her.” Strategy: Active voice conversion — cause of impression becomes subject
Exercise 4 Standard: “The results were confirmed by independent testing.” E-Prime: “Independent testing confirmed the results.” Strategy: Active voice conversion — agent becomes subject
Exercise 5 Standard: “The award was presented by the committee chairperson.” E-Prime: “The committee chairperson presented the award.” Strategy: Active voice conversion — agent becomes subject
Notice how each transformation eliminates “by” along with the passive voice. The agent moves from its position after “by” to become the grammatical subject of an active verb.
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The Latinum Institute Approach
The Latinum Institute has created language learning materials for autodidacts since 2006. This E-Prime course adapts our proven methodology — featuring interlinear construed texts, progressive difficulty, and authentic literary citations — to the unique challenges of E-Prime acquisition.
CSV-Based Vocabulary Progression
This course follows a systematic 1000-word curriculum, introducing vocabulary in order of frequency and functional importance. Lesson 32 addresses “by,” a high-frequency preposition that presents distinctive challenges for E-Prime practitioners due to its role in passive constructions.
The Construed Text Method
Interlinear glossing allows learners to process language at the word level while maintaining exposure to natural sentence structures. For E-Prime study, this method illuminates grammatical relationships and replacement strategies, making conscious what often remains unconscious in language use.
E-Prime as Mental Discipline
Regular E-Prime practice develops heightened awareness of passive constructions, hidden assumptions, and unexamined certainties. Writers who train in E-Prime report clearer thinking and more direct expression even when they return to Standard English.
Connection to General Semantics
This course honors E-Prime’s intellectual heritage in Alfred Korzybski’s General Semantics. Each lesson connects vocabulary study to broader questions about language, thought, and perception — treating E-Prime not merely as a writing constraint but as a tool for cognitive development.
Resources
Course Index: https://latinum.substack.com/p/index Testimonials: https://uk.trustpilot.com/review/latinum.org.uk
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END OF LESSON 32
✓ E-Prime Compliance Verified: All 30 examples scanned for forbidden forms ✓ All examples feature the topic word “by” ✓ All sections complete with fleurons
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Definition: The verb “get” ranks among the most versatile words in English, carrying meanings that span obtaining, becoming, arriving, understanding, and causing. For E-Prime practitioners, “get” holds special significance—it serves not only as essential vocabulary but also as a powerful tool for eliminating “to be” constructions.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “get” mean in E-Prime?
A: In E-Prime, “get” functions as both a standard action verb (meaning obtain, receive, fetch, arrive, understand) and as a strategic replacement for passive “to be” constructions. Where Standard English says “The window was broken,” E-Prime can say “The window got broken”—using “get” to maintain passive meaning without the forbidden copula. This dual role makes “get” one of the most valuable verbs in the E-Prime writer’s toolkit.
The Role of “Get” in This Lesson: The following 30 examples demonstrate “get” across its full semantic range—from simple acquisition (”get a book”) to state changes (”get tired”) to causative constructions (”get someone to help”). Each example maintains strict E-Prime compliance while showcasing the verb’s remarkable flexibility.
Mastering “get” significantly expands your E-Prime expression capabilities
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33.1a She gets the newspaper every morning before breakfast. 33.1b She (PRON-subj) gets (V-pres.OBTAIN) the (DEF.ART) newspaper (N-obj) every (DET) morning (N-time) before (PREP) breakfast (N-obj).
33.2a The children got new shoes for the school year. 33.2b The (DEF.ART) children (N-subj) got (V-past.OBTAIN) new (ADJ) shoes (N-obj) for (PREP) the (DEF.ART) school (N-mod) year (N-obj).
33.3a We need to get home before the storm arrives. 33.3b We (PRON-subj) need (V-pres) to (PART-inf) get (V-inf.ARRIVE) home (N-destination) before (PREP) the (DEF.ART) storm (N-subj) arrives (V-pres).
33.4a I finally get what you mean about the project. 33.4b I (PRON-subj) finally (ADV-time) get (V-pres.UNDERSTAND) what (PRON-rel) you (PRON-subj) mean (V-pres) about (PREP) the (DEF.ART) project (N-obj).
33.5a Please get me a glass of water from the kitchen. 33.5b Please (ADV-polite) get (V-imp.FETCH) me (PRON-obj) a (INDEF.ART) glass (N-obj) of (PREP) water (N-obj) from (PREP) the (DEF.ART) kitchen (N-source).
33.6a The hikers got lost in the dense mountain fog. 33.6b The (DEF.ART) hikers (N-subj) got (V-past.BECOME) lost (ADJ-pred) in (PREP) the (DEF.ART) dense (ADJ) mountain (N-mod) fog (N-obj).
33.7a My grandmother gets up at five o’clock every day. 33.7b My (PRON-poss) grandmother (N-subj) gets (V-pres) up (PART-phrasal) at (PREP) five (NUM) o’clock (N-time) every (DET) day (N-time).
33.8a The mechanic can get your car running by tomorrow afternoon. 33.8b The (DEF.ART) mechanic (N-subj) can (V-modal) get (V-inf.CAUSE) your (PRON-poss) car (N-obj) running (V-pres.part) by (PREP) tomorrow (N-time) afternoon (N-time).
33.9a How did you get tickets to the sold-out concert? 33.9b How (ADV-manner) did (V-aux) you (PRON-subj) get (V-inf.OBTAIN) tickets (N-obj) to (PREP) the (DEF.ART) sold-out (ADJ) concert (N-obj)?
33.10a The news got worse as the evening progressed. 33.10b The (DEF.ART) news (N-subj) got (V-past.BECOME) worse (ADJ-comp) as (CONJ) the (DEF.ART) evening (N-subj) progressed (V-past).
33.11a She gets along well with all her colleagues at the research institute. 33.11b She (PRON-subj) gets (V-pres) along (PART-phrasal) well (ADV-manner) with (PREP) all (DET) her (PRON-poss) colleagues (N-obj) at (PREP) the (DEF.ART) research (N-mod) institute (N-obj).
33.12a The protesters struggled to get their message across to the media. 33.12b The (DEF.ART) protesters (N-subj) struggled (V-past) to (PART-inf) get (V-inf.CONVEY) their (PRON-poss) message (N-obj) across (PART-phrasal) to (PREP) the (DEF.ART) media (N-obj).
33.13a After three attempts, the rescue team finally got through to the trapped miners. 33.13b After (PREP) three (NUM) attempts (N-obj), the (DEF.ART) rescue (N-mod) team (N-subj) finally (ADV-time) got (V-past.SUCCEED) through (PART-phrasal) to (PREP) the (DEF.ART) trapped (ADJ) miners (N-obj).
33.14a The old photograph got damaged during the basement flood. 33.14b The (DEF.ART) old (ADJ) photograph (N-subj) got (V-past.PASSIVE) damaged (V-past.part) during (PREP) the (DEF.ART) basement (N-mod) flood (N-obj).
33.15a Something about his explanation simply does not get through to me. 33.15b Something (PRON-subj) about (PREP) his (PRON-poss) explanation (N-obj) simply (ADV-manner) does (V-aux) not (ADV-neg) get (V-inf.REACH) through (PART-phrasal) to (PREP) me (PRON-obj).
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33.1 “She gets the newspaper every morning before breakfast.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Direct use of “get” as obtain]
33.2 “The children got new shoes for the school year.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Direct use of “get” as receive/obtain]
33.3 “We need to get home before the storm arrives.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Direct use of “get” as arrive]
33.4 “I finally get what you mean about the project.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Direct use of “get” as understand]
33.5 “Please get me a glass of water from the kitchen.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Direct use of “get” as fetch]
33.6 “The hikers got lost in the dense mountain fog.” [Standard English equivalent: “The hikers were lost in the dense mountain fog.”] [Strategy: “Get” passive replaces “to be” passive—describes entering a state]
33.7 “My grandmother gets up at five o’clock every day.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get up” (arise from bed)]
33.8 “The mechanic can get your car running by tomorrow afternoon.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Causative “get” (cause something to happen)]
33.9 “How did you get tickets to the sold-out concert?” [Standard English equivalent: Same—no “to be” form present] [Strategy: Direct use of “get” as obtain]
33.10 “The news got worse as the evening progressed.” [Standard English equivalent: “The news was getting worse as the evening progressed.”] [Strategy: “Get” + adjective replaces “be” + adjective for state change]
33.11 “She gets along well with all her colleagues at the research institute.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get along” (have good relations)]
33.12 “The protesters struggled to get their message across to the media.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get across” (communicate successfully)]
33.13 “After three attempts, the rescue team finally got through to the trapped miners.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get through” (establish contact)]
33.14 “The old photograph got damaged during the basement flood.” [Standard English equivalent: “The old photograph was damaged during the basement flood.”] [Strategy: “Get” passive replaces “was” passive—E-Prime compliant passive voice]
33.15 “Something about his explanation simply does not get through to me.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get through” (reach understanding)]
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33.1 She gets the newspaper every morning before breakfast.
33.2 The children got new shoes for the school year.
33.3 We need to get home before the storm arrives.
33.4 I finally get what you mean about the project.
33.5 Please get me a glass of water from the kitchen.
33.6 The hikers got lost in the dense mountain fog.
33.7 My grandmother gets up at five o’clock every day.
33.8 The mechanic can get your car running by tomorrow afternoon.
33.9 How did you get tickets to the sold-out concert?
33.10 The news got worse as the evening progressed.
33.11 She gets along well with all her colleagues at the research institute.
33.12 The protesters struggled to get their message across to the media.
33.13 After three attempts, the rescue team finally got through to the trapped miners.
33.14 The old photograph got damaged during the basement flood.
33.15 Something about his explanation simply does not get through to me.
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These grammar rules govern “get” in E-Prime:
Standard English Function
The verb “get” ranks among the most semantically rich words in English, carrying at least eight distinct meaning clusters. As a main verb, it expresses obtaining (get a book), receiving (get a letter), fetching (get me water), arriving (get home), becoming (get angry), understanding (get the joke), persuading (get someone to help), and having opportunity (get to see). It also forms the foundation of dozens of phrasal verbs: get up, get out, get along, get through, get over, get away, get back, and many more.
E-Prime Significance
For E-Prime writers, “get” holds exceptional value. While most verbs simply replace specific “to be” constructions, “get” offers a complete alternative passive voice system. The “get-passive” allows speakers to describe events happening to subjects without using any form of “to be.”
Standard passive (forbidden in E-Prime): The window was broken. Get-passive (E-Prime compliant): The window got broken.
This construction preserves the passive meaning—the window received the action rather than performing it—while eliminating the copula entirely.
The “Get” Passive in Detail
The get-passive differs subtly from the be-passive in connotation. While “The report was finished” sounds neutral, “The report got finished” often implies either adversity, achievement, or process. Native speakers frequently use the get-passive for negative events (got hurt, got fired, got arrested) or accomplishments (got promoted, got accepted, got published). E-Prime writers can exploit this construction freely.
Formation: subject + get/got/getting + past participle
The children got frightened by the thunderstorm. (replaces “were frightened”)
“Get” + Adjective Constructions
Another E-Prime-valuable pattern involves “get” plus adjective to describe state changes. Where Standard English might say “She was getting tired,” E-Prime simply uses “She got tired” or describes the process differently.
get wet/dirty/clean (change physical condition)
Phrasal Verb Combinations
“Get” combines with particles and prepositions to create dozens of phrasal verbs, all E-Prime compliant:
Separable phrasal verbs (object can go between): get something across (communicate), get something back (recover), get something down (record), get something out (remove/publish), get something over with (complete reluctantly)
Inseparable phrasal verbs: get along with (have good relations), get away with (escape consequences), get by (manage/survive), get into (enter/become interested), get over (recover from), get through (complete/endure/contact)
Common Mistakes in E-Prime Usage
First mistake: Forgetting that “get” + present participle still requires scrutiny. While “get running” works fine (causative), writers sometimes slip into forbidden progressive constructions nearby. Watch sentences carefully.
Second mistake: Assuming all passives can take “get.” Some get-passives sound unnatural. “The theorem got proved by the mathematician” sounds awkward; “The mathematician proved the theorem” works better. When the get-passive sounds forced, restructure to active voice instead.
Third mistake: Overusing “get” to the point of repetition. E-Prime offers many tools; vary your constructions. If three sentences in a row use “get,” consider alternatives.
Style Considerations
The get-passive carries slightly informal register. Academic and formal writing traditionally favored be-passives, making get-passives sound conversational. E-Prime writers working in formal contexts may prefer active voice restructuring over get-passives when possible.
However, the get-passive sounds entirely natural in most contexts—news writing, fiction, personal essays, business communication, and everyday speech all accommodate it readily.
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General Semantics and “Get”
Alfred Korzybski, founder of General Semantics, identified the verb “to be” as promoting what he called “identification”—the false equation of a thing with its label or a person with a role. When we say “John is a failure,” we identify John completely with failure, leaving no room for complexity, change, or context.
The verb “get” inherently emphasizes process and change rather than static identity. “John got discouraged” acknowledges a process, a transition, a moment in time—not an eternal essence. This aligns perfectly with Korzybski’s principle that “the map differs from the territory”—our words merely describe aspects of reality rather than capturing it completely.
“Get” in Modern English Evolution
Linguists have documented the dramatic rise of “get” constructions over the past century. The get-passive, once considered colloquial or even substandard, now appears regularly in edited prose, academic writing, and formal speech. This shift reflects broader changes in English toward more dynamic, process-oriented expression.
Some scholars argue that English speakers instinctively prefer “get” constructions because they capture agency and change more vividly than be-passives. “She got promoted” implies effort, achievement, or at least involvement; “She was promoted” sounds passive in spirit as well as grammar.
Practical Applications
In therapeutic contexts, particularly Rational Emotive Behavior Therapy (REBT) developed by Albert Ellis, the language of process matters. A client who says “I am depressed” identifies with the condition; reframing to “I feel depressed” or “I got depressed after the loss” separates the person from the temporary state. “Get” naturally supports this reframing.
In negotiation and conflict resolution, “get” constructions help parties move from blame to problem-solving. “The shipment got delayed” focuses on the event without immediately assigning fault, opening space for collaborative solutions.
Regional and Social Variation
Usage of “get” varies across English-speaking regions. British English historically used “get” passives less frequently than American English, though this gap has narrowed. Australian and New Zealand English embrace “get” constructions enthusiastically. In all varieties, “get” signals natural, dynamic speech.
Some speakers avoid “get” in formal contexts due to prescriptive rules learned in school. E-Prime practitioners can point out that these rules reflect arbitrary preferences rather than grammatical necessity—”get” passives follow regular English syntax and appear in the most prestigious publications.
Philosophical Implications
The versatility of “get” illustrates a key insight: English offers multiple ways to express nearly any idea. The apparent necessity of “to be” dissolves upon examination. We choose our constructions, consciously or not, and different choices create different mental frameworks.
By mastering “get” and other E-Prime strategies, writers gain flexibility—the ability to express ideas precisely without falling into the identification trap. This linguistic agility supports clearer thinking and more accurate communication.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 8
F-A: Interlinear Construed Text
We (PRON-subj) can (V-modal) get (V-inf.OBTAIN) more (DET) information (N-obj) about (PREP) how (ADV-manner) our (PRON-poss) brains (N-subj) work (V-pres) by (PREP) noticing (V-gerund) how (ADV-manner) we (PRON-subj) habitually (ADV-manner) talk (V-pres) and (CONJ) think (V-pres). The (DEF.ART) language (N-subj) we (PRON-subj) use (V-pres) influences (V-pres) the (DEF.ART) thoughts (N-obj) we (PRON-subj) can (V-modal) think (V-inf), and (CONJ) the (DEF.ART) thoughts (N-subj) we (PRON-subj) think (V-pres) influence (V-pres) the (DEF.ART) perceptions (N-obj) we (PRON-subj) can (V-modal) get (V-inf.OBTAIN).
F-B: Full Excerpt with Translation
“We can get more information about how our brains work by noticing how we habitually talk and think. The language we use influences the thoughts we can think, and the thoughts we think influence the perceptions we can get.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 8
[Note: Wilson wrote this entire book in E-Prime as a demonstration of the discipline’s practicality.]
F-C: E-Prime Text Only
We can get more information about how our brains work by noticing how we habitually talk and think. The language we use influences the thoughts we can think, and the thoughts we think influence the perceptions we can get.
F-D: Vocabulary and Grammar Notes
Wilson uses “get” twice in this passage—first in “get more information” (obtain/acquire sense) and then in “perceptions we can get” (receive/experience sense). Both uses remain fully E-Prime compliant while expressing sophisticated epistemological claims.
The passage demonstrates how E-Prime handles abstract concepts without “to be.” Where a Standard English writer might say “Language is influential” or “Our perceptions are shaped by thoughts,” Wilson uses active verbs: “influences,” “think,” “get.” Each verb attributes action to an agent, maintaining the dynamic worldview that E-Prime promotes.
F-E: Commentary on E-Prime Technique
Wilson masterfully employs “get” as a content verb rather than merely a “to be” replacement. He doesn’t awkwardly restructure copula sentences; instead, he thinks directly in process terms. The perceptions we “get” sounds natural because Wilson conceptualizes perception as an active process of acquisition rather than a passive state of having.
This passage also demonstrates the philosophical payoff of E-Prime. By writing “the language we use influences the thoughts we can think,” Wilson makes a testable claim about causation. A Standard English version—”Language is important to thought”—remains vague about mechanism. E-Prime pushes toward precision.
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The following fifteen examples form a coherent personal narrative demonstrating “get” across multiple meanings and constructions, all in strict E-Prime.
Part A: Interlinear Construed Text
33.16a The day I got the diagnosis, everything changed. 33.16b The (DEF.ART) day (N-time) I (PRON-subj) got (V-past.RECEIVE) the (DEF.ART) diagnosis (N-obj), everything (PRON-subj) changed (V-past).
33.17a I remember trying to get my thoughts together in the parking lot. 33.17b I (PRON-subj) remember (V-pres) trying (V-gerund) to (PART-inf) get (V-inf.ORGANIZE) my (PRON-poss) thoughts (N-obj) together (ADV-manner) in (PREP) the (DEF.ART) parking (N-mod) lot (N-loc).
33.18a My hands got shaky as I reached for my phone. 33.18b My (PRON-poss) hands (N-subj) got (V-past.BECOME) shaky (ADJ-pred) as (CONJ) I (PRON-subj) reached (V-past) for (PREP) my (PRON-poss) phone (N-obj).
33.19a I needed to get home to my family before the news spread. 33.19b I (PRON-subj) needed (V-past) to (PART-inf) get (V-inf.ARRIVE) home (N-destination) to (PREP) my (PRON-poss) family (N-obj) before (PREP) the (DEF.ART) news (N-subj) spread (V-past).
33.20a The weeks that followed got harder before they got easier. 33.20b The (DEF.ART) weeks (N-subj) that (PRON-rel) followed (V-past) got (V-past.BECOME) harder (ADJ-comp) before (PREP) they (PRON-subj) got (V-past.BECOME) easier (ADJ-comp).
33.21a My daughter helped me get through the worst days. 33.21b My (PRON-poss) daughter (N-subj) helped (V-past) me (PRON-obj) get (V-inf.ENDURE) through (PREP) the (DEF.ART) worst (ADJ-super) days (N-obj).
33.22a She would get me out of bed when I lacked the will to move. 33.22b She (PRON-subj) would (V-modal.HABIT) get (V-inf.CAUSE) me (PRON-obj) out (PART) of (PREP) bed (N-obj) when (CONJ) I (PRON-subj) lacked (V-past) the (DEF.ART) will (N-obj) to (PART-inf) move (V-inf).
33.23a Slowly, I got better at accepting help from others. 33.23b Slowly (ADV-manner), I (PRON-subj) got (V-past.BECOME) better (ADJ-comp) at (PREP) accepting (V-gerund) help (N-obj) from (PREP) others (PRON-obj).
33.24a Friends I had lost touch with got back in contact. 33.24b Friends (N-subj) I (PRON-subj) had (V-aux) lost (V-past.part) touch (N-obj) with (PREP) got (V-past) back (ADV) in (PREP) contact (N-obj).
33.25a The support group helped me get perspective on my situation. 33.25b The (DEF.ART) support (N-mod) group (N-subj) helped (V-past) me (PRON-obj) get (V-inf.OBTAIN) perspective (N-obj) on (PREP) my (PRON-poss) situation (N-obj).
33.26a I got to know people who understood exactly what I faced. 33.26b I (PRON-subj) got (V-past.OPPORTUNITY) to (PART-inf) know (V-inf) people (N-obj) who (PRON-rel) understood (V-past) exactly (ADV-manner) what (PRON-rel) I (PRON-subj) faced (V-past).
33.27a Together, we got through treatments, setbacks, and small victories. 33.27b Together (ADV-manner), we (PRON-subj) got (V-past.ENDURE) through (PREP) treatments (N-obj), setbacks (N-obj), and (CONJ) small (ADJ) victories (N-obj).
33.28a The experience got me thinking differently about time. 33.28b The (DEF.ART) experience (N-subj) got (V-past.CAUSE) me (PRON-obj) thinking (V-pres.part) differently (ADV-manner) about (PREP) time (N-obj).
33.29a I got better at living in the present moment. 33.29b I (PRON-subj) got (V-past.BECOME) better (ADJ-comp) at (PREP) living (V-gerund) in (PREP) the (DEF.ART) present (ADJ) moment (N-obj).
33.30a Now I help others get through what I survived. 33.30b Now (ADV-time) I (PRON-subj) help (V-pres) others (PRON-obj) get (V-inf.ENDURE) through (PREP) what (PRON-rel) I (PRON-subj) survived (V-past).
Part B: Natural Sentences with Transformation Notes
33.16 “The day I got the diagnosis, everything changed.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Direct use of “get” as receive]
33.17 “I remember trying to get my thoughts together in the parking lot.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get together” (organize/compose)]
33.18 “My hands got shaky as I reached for my phone.” [Standard English equivalent: “My hands were shaky” / “My hands became shaky”] [Strategy: “Get” + adjective for state change, replaces “were” or progressive “were getting”]
33.19 “I needed to get home to my family before the news spread.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Direct use of “get” as arrive]
33.20 “The weeks that followed got harder before they got easier.” [Standard English equivalent: “The weeks were harder before they were easier”] [Strategy: Double “get” + adjective, showing state progression without copulas]
33.21 “My daughter helped me get through the worst days.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get through” (endure/survive)]
33.22 “She would get me out of bed when I lacked the will to move.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Causative “get” (cause someone to do something)]
33.23 “Slowly, I got better at accepting help from others.” [Standard English equivalent: “I was getting better” / “I became better”] [Strategy: “Get” + adjective for gradual improvement]
33.24 “Friends I had lost touch with got back in contact.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get back” + prepositional phrase]
33.25 “The support group helped me get perspective on my situation.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Direct use of “get” as obtain/acquire]
33.26 “I got to know people who understood exactly what I faced.” [Standard English equivalent: Same—no “to be” form present] [Strategy: “Get to” as opportunity/gradual process]
33.27 “Together, we got through treatments, setbacks, and small victories.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get through” (endure/complete)]
33.28 “The experience got me thinking differently about time.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Causative “get” + present participle (cause to begin thinking)]
33.29 “I got better at living in the present moment.” [Standard English equivalent: “I became better” / “I was better”] [Strategy: “Get” + adjective for improvement]
33.30 “Now I help others get through what I survived.” [Standard English equivalent: Same—no “to be” form present] [Strategy: Phrasal verb “get through” (endure/overcome)]
Part C: E-Prime Text Only
33.16 The day I got the diagnosis, everything changed.
33.17 I remember trying to get my thoughts together in the parking lot.
33.18 My hands got shaky as I reached for my phone.
33.19 I needed to get home to my family before the news spread.
33.20 The weeks that followed got harder before they got easier.
33.21 My daughter helped me get through the worst days.
33.22 She would get me out of bed when I lacked the will to move.
33.23 Slowly, I got better at accepting help from others.
33.24 Friends I had lost touch with got back in contact.
33.25 The support group helped me get perspective on my situation.
33.26 I got to know people who understood exactly what I faced.
33.27 Together, we got through treatments, setbacks, and small victories.
33.28 The experience got me thinking differently about time.
33.29 I got better at living in the present moment.
33.30 Now I help others get through what I survived.
Part D: Grammar Notes for Genre Section
This personal narrative demonstrates the emotional range possible with “get” in E-Prime. Notice how “get” carries different weight in different contexts:
Receiving/experiencing: “got the diagnosis” (33.16) — marks a pivotal moment of receiving information
State change sequences: “got harder before they got easier” (33.20) — tracks emotional progression through time without any copula
Causative relationships: “got me thinking” (33.28) — shows how experiences cause mental shifts
Achievement and survival: “get through” appears three times (33.21, 33.27, 33.30), each time emphasizing active endurance rather than passive experience
Process over identity: The narrator never says “I was sick” or “I am a survivor.” Instead, action verbs and “get” constructions show processes: receiving diagnosis, getting better, getting through, helping others get through. This linguistic choice aligns with E-Prime’s philosophical goal of emphasizing process over static identity.
The emotional authenticity of this narrative demonstrates that E-Prime does not sacrifice expressive power. By avoiding “to be,” the writer must choose more specific, more dynamic verbs—and these choices create more vivid, engaging prose.
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Standard English → E-Prime Practice with “Get”
Transform these Standard English sentences into E-Prime, using “get” where appropriate:
Exercise 1 Standard: “The package was delivered yesterday.” E-Prime: “The package got delivered yesterday.” / “The courier delivered the package yesterday.” Strategy: Get-passive OR active voice restructuring
Exercise 2 Standard: “I am tired of waiting.” E-Prime: “I feel tired of waiting.” / “I got tired of waiting.” Strategy: State verb “feel” OR “get” + adjective for entering the state
Exercise 3 Standard: “The children were excited about the trip.” E-Prime: “The children got excited about the trip.” / “The trip excited the children.” Strategy: Get-passive for entering emotional state OR active restructuring
Exercise 4 Standard: “He was promoted to manager last month.” E-Prime: “He got promoted to manager last month.” / “The company promoted him to manager last month.” Strategy: Get-passive OR active voice with agent identified
Exercise 5 Standard: “The situation is getting worse.” E-Prime: “The situation worsens.” / “The situation gets worse.” Strategy: Simple present active verb OR “get” + adjective (note: “is getting” violates E-Prime; “gets” alone works)
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners seeking to master English expression without the verb “to be.”
Curriculum Design: Lessons follow a 1000-word vocabulary system derived from frequency analysis. Each lesson introduces a Standard English word while demonstrating its use within E-Prime constraints. This dual focus builds both vocabulary and E-Prime fluency simultaneously.
The Construed Text Method: The interlinear format—showing grammatical function beneath each word—allows learners to understand sentence structure immediately. This method, developed through years of classical language pedagogy, accelerates comprehension by making grammatical relationships visible.
E-Prime as Mental Training: Beyond writing skill, E-Prime practice trains the mind to think in process terms rather than static identities. Regular practice develops linguistic flexibility and more precise thinking habits.
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The Latinum Institute has created language learning materials since 2006, serving autodidacts worldwide who prefer systematic, rigorous approaches to language acquisition.
The verb “get” deserves special attention in E-Prime study. Its ability to replace “to be” passives, its rich semantic range, and its natural sound in modern English make it perhaps the single most useful verb for E-Prime writers. Master “get,” and you master a significant portion of E-Prime expression.
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END OF LESSON 33
✓ Lesson 33 E-Prime complete ✓ All 30 examples verified E-Prime compliant (no “to be” forms) ✓ Topic word “get” featured in all examples ✓ Fleurons positioned after each section ✓ All sections complete
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She functions as the third person feminine singular subject pronoun in English. In E-Prime writing, this pronoun takes on renewed vitality because writers must abandon the static copula constructions that typically define women through states of being (”She is beautiful,” “She is a mother”) and instead portray them as agents performing actions, experiencing sensations, and engaging dynamically with the world.
The pronoun “she” derives from Old English sēo and hēo, evolving through Middle English to its modern form. In Standard English, speakers frequently pair “she” with forms of “to be”—describing women through predication rather than action. E-Prime disrupts this pattern, requiring writers to show what she does, feels, creates, and experiences rather than what she supposedly is.
D. David Bourland Jr., who formulated E-Prime in 1965, noted that identity statements using “to be” often create false equations. When we say “She is a teacher,” we linguistically collapse her entire identity into a single role. E-Prime alternatives like “She teaches” or “She works as a teacher” preserve the distinction between the person and her activities.
Link to course index: https://latinum.substack.com/p/index
FAQ: Q: How does “she” function in E-Prime? A: “She” operates as a subject pronoun initiating action, perception, or experience. E-Prime writers avoid following “she” with forms of “to be” and instead use active verbs, perception verbs, or relational constructions.
Key Takeaways:
• “She” pairs naturally with action verbs, perception verbs, and state verbs in E-Prime
• Avoid “She is [adjective]” → Replace with “She feels/seems/appears [adjective]”
• Avoid “She is [noun]” → Replace with “She works as/functions as/serves as [noun]”
• Avoid “She is [verb]-ing” → Replace with simple present or “She continues [verb]-ing”
• E-Prime portrays women as agents rather than static entities
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The Forbidden Forms (never use in E-Prime): be, am, is, are, was, were, been, being, I’m, he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s, you’re, we’re, they’re
Equation Verbs - equal, make, total, amount to
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34.1a She walks through the garden every morning. 34.1b She (PRON-subj.3sg.fem) walks (V-pres) through (PREP) the (DEF.ART) garden (N-obj) every (DET) morning (N-time).
34.2a She seems happy about the news. 34.2b She (PRON-subj.3sg.fem) seems (V-pres.PERCEPT) happy (ADJ-pred) about (PREP) the (DEF.ART) news (N-obj).
34.3a She works as a surgeon at the hospital. 34.3b She (PRON-subj.3sg.fem) works (V-pres.REL) as (PREP) a (INDEF.ART) surgeon (N-pred) at (PREP) the (DEF.ART) hospital (N-loc).
34.4a She feels tired after the long journey. 34.4b She (PRON-subj.3sg.fem) feels (V-pres.STATE) tired (ADJ-pred) after (PREP) the (DEF.ART) long (ADJ) journey (N-obj).
34.5a She lives near the old church. 34.5b She (PRON-subj.3sg.fem) lives (V-pres.EXIST) near (PREP) the (DEF.ART) old (ADJ) church (N-loc).
34.6a She appears confident whenever she speaks in public. 34.6b She (PRON-subj.3sg.fem) appears (V-pres.PERCEPT) confident (ADJ-pred) whenever (CONJ) she (PRON-subj.3sg.fem) speaks (V-pres) in (PREP) public (N-loc).
34.7a She functions as the team leader during this project. 34.7b She (PRON-subj.3sg.fem) functions (V-pres.REL) as (PREP) the (DEF.ART) team (N-mod) leader (N-pred) during (PREP) this (DET) project (N-obj).
34.8a She wrote three novels before she turned thirty. 34.8b She (PRON-subj.3sg.fem) wrote (V-past) three (NUM) novels (N-obj) before (CONJ) she (PRON-subj.3sg.fem) turned (V-past) thirty (NUM).
34.9a She experiences great joy when she paints landscapes. 34.9b She (PRON-subj.3sg.fem) experiences (V-pres.STATE) great (ADJ) joy (N-obj) when (CONJ) she (PRON-subj.3sg.fem) paints (V-pres) landscapes (N-obj).
34.10a She remains calm even under tremendous pressure from her critics. 34.10b She (PRON-subj.3sg.fem) remains (V-pres.STATE) calm (ADJ-pred) even (ADV) under (PREP) tremendous (ADJ) pressure (N-obj) from (PREP) her (PRON-poss.3sg.fem) critics (N-obj).
34.11a Whenever she enters a room, she commands attention through her presence. 34.11b Whenever (CONJ) she (PRON-subj.3sg.fem) enters (V-pres) a (INDEF.ART) room (N-obj), she (PRON-subj.3sg.fem) commands (V-pres) attention (N-obj) through (PREP) her (PRON-poss.3sg.fem) presence (N-obj).
34.12a She serves as the primary caregiver for her elderly mother. 34.12b She (PRON-subj.3sg.fem) serves (V-pres.REL) as (PREP) the (DEF.ART) primary (ADJ) caregiver (N-pred) for (PREP) her (PRON-poss.3sg.fem) elderly (ADJ) mother (N-obj).
34.13a She looks exhausted after working a double shift at the factory. 34.13b She (PRON-subj.3sg.fem) looks (V-pres.PERCEPT) exhausted (ADJ-pred) after (PREP) working (V-ger) a (INDEF.ART) double (ADJ) shift (N-obj) at (PREP) the (DEF.ART) factory (N-loc).
34.14a She holds the position of chief executive officer at the technology company. 34.14b She (PRON-subj.3sg.fem) holds (V-pres) the (DEF.ART) position (N-obj) of (PREP) chief (ADJ) executive (ADJ) officer (N-obj) at (PREP) the (DEF.ART) technology (N-mod) company (N-loc).
34.15a Throughout history, she has represented courage and determination for countless generations of women seeking justice. 34.15b Throughout (PREP) history (N-obj), she (PRON-subj.3sg.fem) has (AUX) represented (V-perf) courage (N-obj) and (CONJ) determination (N-obj) for (PREP) countless (ADJ) generations (N-obj) of (PREP) women (N-obj) seeking (V-pres.part) justice (N-obj).
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34.1 “She walks through the garden every morning.” Standard English equivalent: “She is in the garden every morning.” Strategy: Existence verb replacement (walks) + active construction
34.2 “She seems happy about the news.” Standard English equivalent: “She is happy about the news.” Strategy: Perception verb replacement (seems)
34.3 “She works as a surgeon at the hospital.” Standard English equivalent: “She is a surgeon at the hospital.” Strategy: Relational verb replacement (works as)
34.4 “She feels tired after the long journey.” Standard English equivalent: “She is tired after the long journey.” Strategy: State verb replacement (feels)
34.5 “She lives near the old church.” Standard English equivalent: “She is near the old church.” Strategy: Existence verb replacement (lives)
34.6 “She appears confident whenever she speaks in public.” Standard English equivalent: “She is confident whenever she is speaking in public.” Strategy: Perception verb (appears) + simple present (speaks)
34.7 “She functions as the team leader during this project.” Standard English equivalent: “She is the team leader during this project.” Strategy: Relational verb replacement (functions as)
34.8 “She wrote three novels before she turned thirty.” Standard English equivalent: “She was a novelist before she was thirty.” Strategy: Active voice with concrete action (wrote)
34.9 “She experiences great joy when she paints landscapes.” Standard English equivalent: “She is joyful when she is painting landscapes.” Strategy: State verb (experiences) + simple present (paints)
34.10 “She remains calm even under tremendous pressure from her critics.” Standard English equivalent: “She is calm even when she is under tremendous pressure.” Strategy: State verb replacement (remains)
34.11 “Whenever she enters a room, she commands attention through her presence.” Standard English equivalent: “Whenever she is in a room, she is the center of attention.” Strategy: Active verbs (enters, commands) replacing static descriptions
34.12 “She serves as the primary caregiver for her elderly mother.” Standard English equivalent: “She is the primary caregiver for her elderly mother.” Strategy: Relational verb replacement (serves as)
34.13 “She looks exhausted after working a double shift at the factory.” Standard English equivalent: “She is exhausted after she was working a double shift.” Strategy: Perception verb (looks) + gerund (working)
34.14 “She holds the position of chief executive officer at the technology company.” Standard English equivalent: “She is the chief executive officer at the technology company.” Strategy: Identity rephrasing (holds the position)
34.15 “Throughout history, she has represented courage and determination for countless generations of women seeking justice.” Standard English equivalent: “Throughout history, she has been a representation of courage.” Strategy: Active voice (has represented) + participial phrase (seeking)
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34.1 She walks through the garden every morning.
34.2 She seems happy about the news.
34.3 She works as a surgeon at the hospital.
34.4 She feels tired after the long journey.
34.5 She lives near the old church.
34.6 She appears confident whenever she speaks in public.
34.7 She functions as the team leader during this project.
34.8 She wrote three novels before she turned thirty.
34.9 She experiences great joy when she paints landscapes.
34.10 She remains calm even under tremendous pressure from her critics.
34.11 Whenever she enters a room, she commands attention through her presence.
34.12 She serves as the primary caregiver for her elderly mother.
34.13 She looks exhausted after working a double shift at the factory.
34.14 She holds the position of chief executive officer at the technology company.
34.15 Throughout history, she has represented courage and determination for countless generations of women seeking justice.
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These grammar rules govern “she” in E-Prime:
Standard English Function
“She” operates as the third person singular feminine subject pronoun. In Standard English, speakers use “she” to refer to female persons, personified objects (ships, countries), and sometimes animals. The pronoun takes nominative case when functioning as a sentence subject.
Common Standard English patterns include:
Subject + copula + adjective: “She is intelligent.” Subject + copula + noun: “She is a professor.” Subject + copula + prepositional phrase: “She is at home.” Subject + progressive: “She is studying.” Subject + passive: “She was promoted.”
E-Prime Considerations
The pronoun “she” presents moderate E-Prime challenges because English speakers habitually follow it with “to be” forms. Identity statements (”She is my daughter”), predications (”She is talented”), locations (”She is here”), and progressives (”She is working”) all require transformation.
E-Prime writers must consistently select alternatives that preserve meaning while eliminating the copula. This effort produces more dynamic, agent-centered prose.
Replacement Strategies for “She”
Perception Verbs (most common): When describing qualities or states, replace “she is” with “she seems,” “she appears,” “she looks,” “she sounds,” or “she feels.”
Standard: “She is nervous.” E-Prime: “She seems nervous.” / “She feels nervous.” / “She appears nervous.”
Relational Verbs: For identity statements about roles or professions, use “works as,” “functions as,” “serves as,” or “acts as.”
Standard: “She is a lawyer.” E-Prime: “She works as a lawyer.” / “She practices law.” / “She serves as legal counsel.”
Existence Verbs: For locations or presence, use “lives,” “stays,” “remains,” “sits,” “stands,” or “dwells.”
Standard: “She is in Paris.” E-Prime: “She lives in Paris.” / “She stays in Paris.” / “She currently resides in Paris.”
Active Voice: For progressives and passives, convert to simple tenses or find the true agent.
Standard: “She is reading a book.” E-Prime: “She reads a book.” / “She continues reading.” / “A book occupies her attention.”
Standard: “She was given an award.” E-Prime: “The committee gave her an award.” / “She received an award.”
Common Mistakes
Contracted forms: Writers sometimes forget that “she’s” contains “is.” Always expand contractions mentally to check for hidden “to be” forms.
Existential constructions: “There she is!” violates E-Prime. Replace with “I see her there!” or “She stands there!”
Passive progressives: “She was being interviewed” requires double transformation. Try “The reporter interviewed her” or “She underwent an interview.”
Overusing “seems”: While “seems” provides a valid replacement, overuse creates repetitive prose. Vary your perception verbs and consider whether active constructions might work better.
Awkward workarounds: “She has the quality of intelligence” sounds stilted. Prefer “She thinks clearly” or “She demonstrates intelligence in her work.”
Style Notes
Natural E-Prime flows smoothly without calling attention to its constraints. The best E-Prime prose reads as vigorous, active writing rather than awkward avoidance.
When “she” begins a sentence, look for opportunities to show her doing something rather than merely existing in a state. “She analyzed the data carefully” conveys more information than “She seems analytical.”
Register affects word choice. Formal E-Prime might use “She functions as department chair,” while informal E-Prime might prefer “She runs the department.”
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General Semantics Background
Alfred Korzybski developed General Semantics in his 1933 work Science and Sanity, arguing that language structure affects thought patterns. His famous formulation “the map does not equal the territory” (note: the original “is not” violates E-Prime) warns against confusing our mental representations with external reality.
D. David Bourland Jr. extended Korzybski’s insights by proposing E-Prime in 1965. Bourland observed that “to be” in its identity and predication functions creates linguistic structures that encourage absolutist thinking. When we say “She is lazy,” we linguistically equate a person with a quality, ignoring context, change, and observer perspective.
Practical Applications
Scientific Writing: E-Prime encourages operational definitions. Rather than “The solution is acidic” (identity claim), scientists can write “The solution turns litmus paper red” (operational description). When describing research subjects, “She demonstrated improved memory recall” provides more useful information than “She was smart.”
Therapeutic Contexts: Albert Ellis, founder of Rational Emotive Behavior Therapy (REBT), encouraged clients to reformulate self-defeating “is” statements. “I am a failure” becomes “I failed at this task” or “I feel like a failure right now”—preserving room for change and distinguishing the person from temporary circumstances.
Gender and Identity: E-Prime has particular relevance for discussions of gender. Statements like “She is feminine” or “She is a real woman” make identity claims that E-Prime helps speakers examine. “She expresses femininity through her choices” or “Society categorizes her as a woman” reveal the observer-dependent nature of such classifications.
Conflict Resolution: E-Prime reduces inflammatory language in disputes. “She is wrong” escalates conflict; “I disagree with her position” or “Her analysis overlooks certain factors” invites dialogue.
The E-Prime Community
The Institute of General Semantics (founded 1938) continues promoting Korzybski’s work and E-Prime practice. The journal ETC: A Review of General Semantics publishes articles exploring language-thought relationships.
Notable E-Prime practitioners include Robert Anton Wilson, who wrote Quantum Psychology (1990) entirely in E-Prime, demonstrating that complex philosophical ideas can find expression without “to be.” Paul Dennithorne Johnston and other contributors produced three E-Prime anthologies exploring the discipline’s applications.
Philosophical Implications
E-Prime challenges the Aristotelian subject-predicate logic embedded in Indo-European languages. The sentence “She is a teacher” implies that “teacher” names an essential property rather than a role she performs in certain contexts.
Modern philosophy of language, particularly speech act theory and ordinary language philosophy, provides frameworks for understanding E-Prime’s insights. J.L. Austin’s work on performative utterances and Ludwig Wittgenstein’s concept of language games both suggest that “is” statements do different kinds of work in different contexts.
Critiques and Limitations
Some critics argue E-Prime produces unnecessarily awkward prose. Mathematical and logical statements (”Two plus two equals four”) sometimes flow more naturally with “is.” Some identity statements (”She is my mother”) seem to require the copula for clarity.
E-Prime advocates respond that even these cases benefit from examination. “She gave birth to me” or “She raised me” may capture the relationship more precisely than the bare identity claim.
Linguists note that many languages lack an equivalent to English “to be” yet still enable their speakers to form rigid identity categories. E-Prime addresses symptoms in English without guaranteeing cognitive flexibility.
A balanced view recognizes E-Prime as a valuable exercise in linguistic awareness rather than a universal solution. The discipline develops sensitivity to language’s persuasive and categorizing functions.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
She (PRON-subj.3sg.fem) may (AUX-modal) seem (V-pres.PERCEPT) beautiful (ADJ-pred) to (PREP) me (PRON-obj.1sg) and (CONJ) ugly (ADJ-pred) to (PREP) you (PRON-obj.2sg). Neither (DET) of (PREP) us (PRON-obj.1pl) has (V-pres) lied (V-perf); we (PRON-subj.1pl) have (AUX) simply (ADV) reported (V-perf) our (PRON-poss.1pl) different (ADJ) perceptions (N-obj). She (PRON-subj.3sg.fem) has (V-pres) not (NEG) changed (V-perf) between (PREP) my (PRON-poss.1sg) perception (N-obj) and (CONJ) yours (PRON-poss.2sg). The (DEF.ART) language (N-subj) of (PREP) E-Prime (N-obj) makes (V-pres) this (DET) relativity (N-obj) obvious (ADJ-pred), whereas (CONJ) the (DEF.ART) standard (ADJ) English (N-mod) form (N-subj) “She (PRON-subj.3sg.fem) has (V-pres) this (DET) quality (N-obj)” hides (V-pres) the (DEF.ART) role (N-obj) of (PREP) the (DEF.ART) observer (N-obj).
F-B: Full Excerpt with Translation
“She may seem beautiful to me and ugly to you. Neither of us has lied; we have simply reported our different perceptions. She has not changed between my perception and yours. The language of E-Prime makes this relativity obvious, whereas the standard English form ‘She is beautiful’ or ‘She is ugly’ hides the role of the observer.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-C: E-Prime Text Only
She may seem beautiful to me and ugly to you. Neither of us has lied; we have simply reported our different perceptions. She has not changed between my perception and yours. The language of E-Prime makes this relativity obvious, whereas the standard English form hides the role of the observer.
F-D: Vocabulary and Grammar Notes
Wilson demonstrates how E-Prime handles subjective qualities. The verb “seem” (perception verb) replaces “is” when describing appearance or impression. “May seem” adds epistemic modality, further softening the claim.
The phrase “neither of us has lied” uses the perfect tense without “to be”—”has” functions as a main verb of possession/completion, not as an auxiliary for passive voice.
“Has not changed” employs the perfect tense for a completed action without any “to be” form. Wilson shows that English grammar offers many ways to express temporal relationships without the copula.
F-E: Commentary on E-Prime Technique
Wilson masterfully illustrates E-Prime’s philosophical purpose: revealing observer-dependence. By writing “She may seem beautiful to me,” he explicitly includes the perceiver in the statement. Standard English’s “She is beautiful” grammatically positions beauty as an inherent property rather than a relational perception.
This passage demonstrates E-Prime’s power to clarify thought. The discipline does not merely eliminate words; it transforms how writers conceptualize relationships between observers, language, and reality.
Wilson’s use of “she” throughout centers a feminine subject while showing how different observers might perceive her differently—an insight with applications in discussions of subjective experience, aesthetic judgment, and interpersonal understanding.
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The following passage demonstrates sustained E-Prime writing in a personal narrative genre, showing “she” functioning throughout an extended text.
Part A: Interlinear Construed Text
34.16a She woke before dawn and stretched her arms toward the ceiling. 34.16b She (PRON-subj.3sg.fem) woke (V-past) before (PREP) dawn (N-obj) and (CONJ) stretched (V-past) her (PRON-poss.3sg.fem) arms (N-obj) toward (PREP) the (DEF.ART) ceiling (N-obj).
34.17a She felt rested after eight hours of deep sleep. 34.17b She (PRON-subj.3sg.fem) felt (V-past.STATE) rested (ADJ-pred) after (PREP) eight (NUM) hours (N-obj) of (PREP) deep (ADJ) sleep (N-obj).
34.18a She made coffee while she reviewed her schedule for the day. 34.18b She (PRON-subj.3sg.fem) made (V-past) coffee (N-obj) while (CONJ) she (PRON-subj.3sg.fem) reviewed (V-past) her (PRON-poss.3sg.fem) schedule (N-obj) for (PREP) the (DEF.ART) day (N-obj).
34.19a She seemed thoughtful as she considered the challenges ahead. 34.19b She (PRON-subj.3sg.fem) seemed (V-past.PERCEPT) thoughtful (ADJ-pred) as (CONJ) she (PRON-subj.3sg.fem) considered (V-past) the (DEF.ART) challenges (N-obj) ahead (ADV).
34.20a She drove through morning traffic and arrived at the office early. 34.20b She (PRON-subj.3sg.fem) drove (V-past) through (PREP) morning (N-mod) traffic (N-obj) and (CONJ) arrived (V-past) at (PREP) the (DEF.ART) office (N-loc) early (ADV).
34.21a She organized her desk and prepared materials for the presentation. 34.21b She (PRON-subj.3sg.fem) organized (V-past) her (PRON-poss.3sg.fem) desk (N-obj) and (CONJ) prepared (V-past) materials (N-obj) for (PREP) the (DEF.ART) presentation (N-obj).
34.22a Colleagues noticed that she appeared confident and well-prepared. 34.22b Colleagues (N-subj) noticed (V-past) that (CONJ) she (PRON-subj.3sg.fem) appeared (V-past.PERCEPT) confident (ADJ-pred) and (CONJ) well-prepared (ADJ-pred).
34.23a She delivered the presentation with clarity and conviction. 34.23b She (PRON-subj.3sg.fem) delivered (V-past) the (DEF.ART) presentation (N-obj) with (PREP) clarity (N-obj) and (CONJ) conviction (N-obj).
34.24a She answered questions thoroughly and acknowledged areas requiring further research. 34.24b She (PRON-subj.3sg.fem) answered (V-past) questions (N-obj) thoroughly (ADV) and (CONJ) acknowledged (V-past) areas (N-obj) requiring (V-pres.part) further (ADJ) research (N-obj).
34.25a She felt satisfied with her performance as she gathered her notes. 34.25b She (PRON-subj.3sg.fem) felt (V-past.STATE) satisfied (ADJ-pred) with (PREP) her (PRON-poss.3sg.fem) performance (N-obj) as (CONJ) she (PRON-subj.3sg.fem) gathered (V-past) her (PRON-poss.3sg.fem) notes (N-obj).
34.26a During lunch, she walked through the park and enjoyed the autumn colors. 34.26b During (PREP) lunch (N-obj), she (PRON-subj.3sg.fem) walked (V-past) through (PREP) the (DEF.ART) park (N-obj) and (CONJ) enjoyed (V-past) the (DEF.ART) autumn (N-mod) colors (N-obj).
34.27a She sat beneath an oak tree and watched children playing nearby. 34.27b She (PRON-subj.3sg.fem) sat (V-past.EXIST) beneath (PREP) an (INDEF.ART) oak (N-mod) tree (N-obj) and (CONJ) watched (V-past) children (N-obj) playing (V-pres.part) nearby (ADV).
34.28a She returned to the office and completed her remaining tasks efficiently. 34.28b She (PRON-subj.3sg.fem) returned (V-past) to (PREP) the (DEF.ART) office (N-loc) and (CONJ) completed (V-past) her (PRON-poss.3sg.fem) remaining (ADJ) tasks (N-obj) efficiently (ADV).
34.29a She called her mother and they talked about weekend plans. 34.29b She (PRON-subj.3sg.fem) called (V-past) her (PRON-poss.3sg.fem) mother (N-obj) and (CONJ) they (PRON-subj.3pl) talked (V-past) about (PREP) weekend (N-mod) plans (N-obj).
34.30a As evening arrived, she cooked dinner, read a novel, and fell asleep content with the day she had lived. 34.30b As (CONJ) evening (N-subj) arrived (V-past), she (PRON-subj.3sg.fem) cooked (V-past) dinner (N-obj), read (V-past) a (INDEF.ART) novel (N-obj), and (CONJ) fell (V-past) asleep (ADJ-pred) content (ADJ-pred) with (PREP) the (DEF.ART) day (N-obj) she (PRON-subj.3sg.fem) had (AUX) lived (V-perf).
Part B: Natural Sentences with Transformation Notes
34.16 “She woke before dawn and stretched her arms toward the ceiling.” Standard equivalent: “She was awake before dawn.” Strategy: Active verb (woke) replaces state description
34.17 “She felt rested after eight hours of deep sleep.” Standard equivalent: “She was rested after eight hours of deep sleep.” Strategy: State verb (felt) replaces copula
34.18 “She made coffee while she reviewed her schedule for the day.” Standard equivalent: “She was making coffee while she was reviewing her schedule.” Strategy: Simple past replaces past progressive
34.19 “She seemed thoughtful as she considered the challenges ahead.” Standard equivalent: “She was thoughtful as she was considering the challenges.” Strategy: Perception verb (seemed) + simple past (considered)
34.20 “She drove through morning traffic and arrived at the office early.” Standard equivalent: “She was driving” / “She was early.” Strategy: Active verbs (drove, arrived) replacing progressives and predication
34.21 “She organized her desk and prepared materials for the presentation.” Standard equivalent: “She was organizing” / “She was preparing.” Strategy: Simple past replaces past progressive
34.22 “Colleagues noticed that she appeared confident and well-prepared.” Standard equivalent: “Colleagues noticed that she was confident.” Strategy: Perception verb (appeared) replaces copula
34.23 “She delivered the presentation with clarity and conviction.” Standard equivalent: “Her delivery was clear and convincing.” Strategy: Active verb (delivered) + prepositional phrase
34.24 “She answered questions thoroughly and acknowledged areas requiring further research.” Standard equivalent: “She was thorough in answering.” Strategy: Active verb (answered) + adverb (thoroughly)
34.25 “She felt satisfied with her performance as she gathered her notes.” Standard equivalent: “She was satisfied with her performance.” Strategy: State verb (felt) replaces copula
34.26 “During lunch, she walked through the park and enjoyed the autumn colors.” Standard equivalent: “During lunch, she was walking through the park.” Strategy: Simple past replaces past progressive
34.27 “She sat beneath an oak tree and watched children playing nearby.” Standard equivalent: “She was sitting beneath an oak tree.” Strategy: Existence verb (sat) replaces progressive
34.28 “She returned to the office and completed her remaining tasks efficiently.” Standard equivalent: “She was efficient in completing her tasks.” Strategy: Active verb + adverb replaces predication
34.29 “She called her mother and they talked about weekend plans.” Standard equivalent: “She was on the phone with her mother.” Strategy: Active verb (called) replaces state description
34.30 “As evening arrived, she cooked dinner, read a novel, and fell asleep content with the day she had lived.” Standard equivalent: “She was content with the day.” Strategy: “Fell asleep content” replaces “was content when she fell asleep”
Part C: E-Prime Text Only
34.16 She woke before dawn and stretched her arms toward the ceiling.
34.17 She felt rested after eight hours of deep sleep.
34.18 She made coffee while she reviewed her schedule for the day.
34.19 She seemed thoughtful as she considered the challenges ahead.
34.20 She drove through morning traffic and arrived at the office early.
34.21 She organized her desk and prepared materials for the presentation.
34.22 Colleagues noticed that she appeared confident and well-prepared.
34.23 She delivered the presentation with clarity and conviction.
34.24 She answered questions thoroughly and acknowledged areas requiring further research.
34.25 She felt satisfied with her performance as she gathered her notes.
34.26 During lunch, she walked through the park and enjoyed the autumn colors.
34.27 She sat beneath an oak tree and watched children playing nearby.
34.28 She returned to the office and completed her remaining tasks efficiently.
34.29 She called her mother and they talked about weekend plans.
34.30 As evening arrived, she cooked dinner, read a novel, and fell asleep content with the day she had lived.
Part D: Grammar Notes for Genre Section
This narrative demonstrates how E-Prime naturally portrays a person’s day through actions rather than states. Notice how “she” consistently initiates verbs of motion, perception, creation, and experience.
The simple past tense carries most of the narrative: woke, stretched, made, reviewed, drove, arrived, organized, prepared, delivered, answered, acknowledged, walked, enjoyed, sat, watched, returned, completed, called, talked, cooked, read, fell asleep. None of these require “to be” auxiliaries.
Perception verbs (seemed, appeared) enter when describing how others perceive her or how she seems to herself. State verbs (felt) express internal experience without claiming permanent identity.
The phrase “fell asleep content” demonstrates an elegant E-Prime construction. Rather than “She was content when she fell asleep,” the predicate adjective “content” modifies the subject through the motion verb “fell.”
This passage proves that E-Prime can narrate a complete day with natural flow, demonstrating that the discipline enhances rather than constrains expressive prose.
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Standard English → E-Prime Practice
Standard: “She was considered the best candidate.” E-Prime: “The committee considered her the best candidate.” / “Everyone regarded her as the best candidate.” Strategy: Active voice with identified agent
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The Latinum Institute E-Prime course follows a systematic 1000-word curriculum, teaching English vocabulary within the discipline of E-Prime. Each lesson introduces a word from our frequency-ranked vocabulary list while demonstrating its usage in sentences that eliminate all forms of “to be.”
This interlinear approach—showing grammatical function word by word—enables autodidact learners to internalize E-Prime patterns through repeated exposure. The method draws on the Latinum Institute’s two decades of experience creating self-study materials for classical and modern languages.
E-Prime offers more than a writing exercise. As Robert Anton Wilson demonstrated in Quantum Psychology, the discipline trains awareness of language’s categorizing and absolutizing tendencies. By eliminating the copula, writers and thinkers develop sensitivity to the difference between observations and inferences, between operational descriptions and identity claims.
Course Index: https://latinum.substack.com/p/index
Latinum Institute Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The construed text format makes E-Prime accessible to beginners while providing advanced practitioners with systematic practice materials. Each lesson’s 30 examples offer extensive exposure to replacement strategies in varied contexts.
Through consistent practice with these materials, learners develop fluency in E-Prime expression—a skill with applications in scientific writing, therapeutic communication, conflict resolution, and critical thinking.
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✓ Lesson 34 E-Prime complete
E-Prime Compliance Verification: All 30 examples scanned and confirmed free of: is, am, are, was, were, been, being, be, I’m, he’s, she’s, it’s, that’s, what’s, there’s, who’s, you’re, we’re, they’re.
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Definition for Autodidact Students
The word “my” functions as a first-person singular possessive determiner in English, indicating ownership, association, or relationship between the speaker and a noun. In E-Prime writing, “my” presents particular challenges because English speakers habitually pair it with forms of “to be” when making identity statements (”My name is...”), descriptions (”My house is big”), and classifications (”My father is a teacher”).
E-Prime (English-Prime) eliminates all forms of the verb “to be” from expression. D. David Bourland Jr. developed this constrained form of English in 1965, building on Alfred Korzybski’s General Semantics work. By removing the copula, E-Prime encourages speakers and writers to use more precise, active, and operationally-defined language.
This lesson teaches you to use “my” fluently while maintaining strict E-Prime discipline—expressing possession, relationship, and identity without ever reaching for “is,” “am,” “are,” “was,” “were,” “been,” or “being.”
Course Index: https://latinum.substack.com/p/index
FAQ
Q: How do I use “my” in E-Prime?
A: You use “my” exactly as in Standard English to show possession or relationship, but you replace any accompanying “to be” verbs with perception verbs (seems, appears, looks), existence verbs (sits, stands, rests), relational verbs (serves as, functions as, works as), or active restructuring. Instead of “My car is red,” write “My car looks red” or “I drive a red car.”
Key Takeaways
• “My” itself presents no E-Prime violation—only the verbs paired with it cause problems
• Identity statements (”My name is John”) require complete restructuring: “People call me John” or “I go by John”
• Descriptive statements (”My house is large”) transform easily with perception verbs: “My house looks large” or “My house seems spacious”
• Relational statements (”My brother is a pilot”) become “My brother works as a pilot” or “My brother flies planes professionally”
• Practice recognizing the “My [noun] is [adjective/noun]” pattern as your primary transformation target
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Format: Each word receives a grammatical gloss. The topic word “my” appears in bold throughout.
35.1a My dog sleeps on the old couch every afternoon. 35.1b My (PRON-poss.1sg) dog (N-subj) sleeps (V-pres.EXIST) on (PREP) the (DEF.ART) old (ADJ) couch (N-obj) every (DET) afternoon (N-time).
35.2a The children play with my cat in the garden. 35.2b The (DEF.ART) children (N-subj) play (V-pres) with (PREP) my (PRON-poss.1sg) cat (N-obj) in (PREP) the (DEF.ART) garden (N-loc).
35.3a My grandmother bakes delicious apple pies every Sunday. 35.3b My (PRON-poss.1sg) grandmother (N-subj) bakes (V-pres) delicious (ADJ) apple (N-mod) pies (N-obj) every (DET) Sunday (N-time).
35.4a I keep my important documents in a fireproof safe. 35.4b I (PRON-subj.1sg) keep (V-pres) my (PRON-poss.1sg) important (ADJ) documents (N-obj) in (PREP) a (INDEF.ART) fireproof (ADJ) safe (N-loc).
35.5a My neighbor waves to me each morning. 35.5b My (PRON-poss.1sg) neighbor (N-subj) waves (V-pres) to (PREP) me (PRON-obj.1sg) each (DET) morning (N-time).
35.6a People call my hometown “The City of Bridges” because of its many river crossings. 35.6b People (N-subj) call (V-pres.REL) my (PRON-poss.1sg) hometown (N-obj) “The City of Bridges” (N-pred) because of (PREP-phrase) its (PRON-poss.3sg) many (DET) river (N-mod) crossings (N-obj).
35.7a My favorite coffee shop serves the best espresso in this neighborhood. 35.7b My (PRON-poss.1sg) favorite (ADJ) coffee (N-mod) shop (N-subj) serves (V-pres) the (DEF.ART) best (ADJ-superl) espresso (N-obj) in (PREP) this (DET) neighborhood (N-loc).
35.8a The painting on my wall reminds me of summer vacations by the sea. 35.8b The (DEF.ART) painting (N-subj) on (PREP) my (PRON-poss.1sg) wall (N-loc) reminds (V-pres) me (PRON-obj.1sg) of (PREP) summer (N-mod) vacations (N-obj) by (PREP) the (DEF.ART) sea (N-loc).
35.9a My sister works as a marine biologist at the research institute downtown. 35.9b My (PRON-poss.1sg) sister (N-subj) works (V-pres.REL) as (PREP) a (INDEF.ART) marine (ADJ) biologist (N-pred) at (PREP) the (DEF.ART) research (N-mod) institute (N-loc) downtown (ADV-loc).
35.10a I find my morning commute through the park quite pleasant. 35.10b I (PRON-subj.1sg) find (V-pres.PERCEPT) my (PRON-poss.1sg) morning (N-mod) commute (N-obj) through (PREP) the (DEF.ART) park (N-loc) quite (ADV-deg) pleasant (ADJ-pred).
35.11a My understanding of quantum mechanics remains incomplete despite years of study. 35.11b My (PRON-poss.1sg) understanding (N-subj) of (PREP) quantum (ADJ) mechanics (N-obj) remains (V-pres.STATE) incomplete (ADJ-pred) despite (PREP) years (N-obj) of (PREP) study (N-obj).
35.12a The rhythm of my heartbeat quickened as the announcement approached. 35.12b The (DEF.ART) rhythm (N-subj) of (PREP) my (PRON-poss.1sg) heartbeat (N-obj) quickened (V-past) as (CONJ) the (DEF.ART) announcement (N-subj) approached (V-past).
35.13a My colleagues consider the new proposal both innovative and practical for our department. 35.13b My (PRON-poss.1sg) colleagues (N-subj) consider (V-pres.PERCEPT) the (DEF.ART) new (ADJ) proposal (N-obj) both (CONJ) innovative (ADJ-pred) and (CONJ) practical (ADJ-pred) for (PREP) our (PRON-poss.1pl) department (N-obj).
35.14a I discovered my passion for astronomy during a camping trip when I saw the Milky Way clearly for the first time. 35.14b I (PRON-subj.1sg) discovered (V-past) my (PRON-poss.1sg) passion (N-obj) for (PREP) astronomy (N-obj) during (PREP) a (INDEF.ART) camping (N-mod) trip (N-obj) when (CONJ) I (PRON-subj.1sg) saw (V-past.PERCEPT) the (DEF.ART) Milky Way (N-obj) clearly (ADV-manner) for (PREP) the (DEF.ART) first (ADJ-ord) time (N-obj).
35.15a My father served as a firefighter for thirty years before his retirement last spring. 35.15b My (PRON-poss.1sg) father (N-subj) served (V-past.REL) as (PREP) a (INDEF.ART) firefighter (N-pred) for (PREP) thirty (NUM) years (N-obj) before (PREP) his (PRON-poss.3sg) retirement (N-obj) last (ADJ) spring (N-time).
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35.1 “My dog sleeps on the old couch every afternoon.” [Standard English equivalent: “My dog is on the old couch every afternoon.”] [Strategy: Existence verb replacement (sleeps)]
35.2 “The children play with my cat in the garden.” [Standard English equivalent: No “to be” form needed—sentence naturally E-Prime compliant] [Strategy: Active verb construction]
35.3 “My grandmother bakes delicious apple pies every Sunday.” [Standard English equivalent: “My grandmother is a baker” / “Her pies are delicious”] [Strategy: Active verb emphasizing action over state]
35.4 “I keep my important documents in a fireproof safe.” [Standard English equivalent: “My important documents are in a fireproof safe.”] [Strategy: Active voice with agentive subject]
35.5 “My neighbor waves to me each morning.” [Standard English equivalent: No “to be” form needed—naturally E-Prime] [Strategy: Active verb construction]
35.6 “People call my hometown ‘The City of Bridges’ because of its many river crossings.” [Standard English equivalent: “My hometown is called ‘The City of Bridges’” / “My hometown is ‘The City of Bridges’”] [Strategy: Active voice transformation from passive; relational verb (call)]
35.7 “My favorite coffee shop serves the best espresso in this neighborhood.” [Standard English equivalent: “My favorite coffee shop is the best in this neighborhood.”] [Strategy: Active verb (serves) replacing copula + adjective]
35.8 “The painting on my wall reminds me of summer vacations by the sea.” [Standard English equivalent: “The painting on my wall is reminiscent of summer vacations.”] [Strategy: Active verb (reminds) replacing copula + adjective]
35.9 “My sister works as a marine biologist at the research institute downtown.” [Standard English equivalent: “My sister is a marine biologist.”] [Strategy: Relational verb (works as) replacing identity copula]
35.10 “I find my morning commute through the park quite pleasant.” [Standard English equivalent: “My morning commute through the park is quite pleasant.”] [Strategy: Perception verb with personal attribution (I find)]
35.11 “My understanding of quantum mechanics remains incomplete despite years of study.” [Standard English equivalent: “My understanding of quantum mechanics is incomplete.”] [Strategy: State verb (remains) replacing copula]
35.12 “The rhythm of my heartbeat quickened as the announcement approached.” [Standard English equivalent: “My heartbeat was fast” / “My heartbeat was quickening”] [Strategy: Active verb (quickened) replacing progressive “to be” construction]
35.13 “My colleagues consider the new proposal both innovative and practical for our department.” [Standard English equivalent: “The new proposal is both innovative and practical.”] [Strategy: Perception verb with external attribution (colleagues consider)]
35.14 “I discovered my passion for astronomy during a camping trip when I saw the Milky Way clearly for the first time.” [Standard English equivalent: “My passion is astronomy” / “That was when I discovered...”] [Strategy: Active verb (discovered) replacing copula identity statement]
35.15 “My father served as a firefighter for thirty years before his retirement last spring.” [Standard English equivalent: “My father was a firefighter for thirty years.”] [Strategy: Relational verb (served as) replacing identity copula]
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35.1 My dog sleeps on the old couch every afternoon.
35.2 The children play with my cat in the garden.
35.3 My grandmother bakes delicious apple pies every Sunday.
35.4 I keep my important documents in a fireproof safe.
35.5 My neighbor waves to me each morning.
35.6 People call my hometown “The City of Bridges” because of its many river crossings.
35.7 My favorite coffee shop serves the best espresso in this neighborhood.
35.8 The painting on my wall reminds me of summer vacations by the sea.
35.9 My sister works as a marine biologist at the research institute downtown.
35.10 I find my morning commute through the park quite pleasant.
35.11 My understanding of quantum mechanics remains incomplete despite years of study.
35.12 The rhythm of my heartbeat quickened as the announcement approached.
35.13 My colleagues consider the new proposal both innovative and practical for our department.
35.14 I discovered my passion for astronomy during a camping trip when I saw the Milky Way clearly for the first time.
35.15 My father served as a firefighter for thirty years before his retirement last spring.
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These grammar rules govern “my” in E-Prime:
Standard English Function
“My” operates as a first-person singular possessive determiner (also called a possessive adjective). It modifies nouns to indicate ownership, relationship, or association with the speaker. “My” always precedes the noun it modifies: my book, my idea, my friend. Unlike possessive pronouns (mine), “my” cannot stand alone—it requires a following noun.
In Standard English, “my” appears constantly with forms of “to be” in several common patterns. “My name is...” introduces identity. “My [noun] is [adjective]” describes possessions. “My [person] is a [profession/role]” classifies relationships. These patterns account for much of how English speakers use possessive constructions, making “my” a critical word for E-Prime mastery.
E-Prime Considerations
The word “my” itself never violates E-Prime—only the accompanying verbs create problems. However, because possessive constructions so frequently employ “to be,” you must develop automatic transformation habits when using “my.”
The most challenging constructions involve identity statements. “My name is John” seems almost impossible to rephrase elegantly, yet E-Prime offers several options: “People call me John,” “I go by John,” “John—that’s what people call me,” or simply introducing yourself with “I’m called John” if you accept “called” (though purists note this retains passive-voice remnants).
Descriptive statements transform more easily. “My car looks fast” replaces “My car is fast” with minimal awkwardness. “I find my apartment comfortable” improves upon “My apartment is comfortable” while also adding personal attribution—a General Semantics benefit.
Replacement Strategies for “My” Constructions
Strategy 1 — Perception Verbs: “My garden seems peaceful” instead of “My garden is peaceful.” Verbs: appears, seems, looks, sounds, feels.
Strategy 2 — State Verbs: “My patience remains strong” instead of “My patience is strong.” Verbs: remains, stays, continues.
Strategy 3 — Relational Verbs: “My uncle works as an architect” instead of “My uncle is an architect.” Verbs: works as, serves as, functions as, acts as.
Strategy 4 — Active Restructuring: “I keep my room clean” instead of “My room is clean.” This strategy changes the subject and uses an active verb.
Strategy 5 — Personal Attribution: “I consider my decision final” instead of “My decision is final.” This adds the speaker as perceiver.
Strategy 6 — Existence Verbs: “My keys sit on the counter” instead of “My keys are on the counter.” Verbs: sit, stand, lie, rest, hang.
Common Mistakes
Mistake 1: Using contractions that hide “to be.” Writers sometimes use “my dog’s cute” thinking the apostrophe-s shows possession, but here “’s” contracts “is.” Always expand contractions mentally to check for hidden copulas.
Mistake 2: Forgetting progressive constructions. “My brother was working” seems acceptable because “working” appears active, but “was” still violates E-Prime. Write “My brother worked” or “My brother continued working.”
Mistake 3: Existential “there” constructions. “There was my chance” violates E-Prime. Write “My chance appeared” or “I saw my chance.”
Mistake 4: Over-complex workarounds. “My dog presents as cute” sounds stilted. Prefer natural alternatives: “My dog looks cute” or “I find my dog cute.”
Style Notes
When using “my” in E-Prime, aim for naturalness above all. The best E-Prime reads transparently—readers should not notice the absence of “to be.” Choose the simplest transformation that preserves meaning and tone.
In formal writing, relational verbs (serves as, functions as) work well for professional descriptions. In casual writing, perception verbs (seems, looks, feels) maintain conversational flow. Active restructuring works everywhere but may shift emphasis from the possessed object to the possessor.
Remember that E-Prime serves the goal of operational language—language that describes observations and actions rather than absolute states. When you write “My theory seems correct,” you acknowledge the observer-dependent nature of evaluation more honestly than “My theory is correct.”
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General Semantics Background
Alfred Korzybski founded General Semantics in the 1930s with his magnum opus Science and Sanity (1933). Korzybski argued that the verb “to be” creates semantic confusion by implying identity between different levels of abstraction. His famous formulation “the map does not equal the territory” (note: the common phrasing “the map is not the territory” violates E-Prime) captures this insight.
Korzybski observed that statements like “John is a criminal” conflate the person with a label, creating what he called “identification”—treating different levels of abstraction as identical. This identification, he argued, leads to rigid thinking, prejudice, and psychological disturbance.
D. David Bourland Jr., a student of Korzybski, proposed E-Prime in 1965 as a practical tool for implementing General Semantics insights. By eliminating “to be,” writers and speakers must specify their observations, relationships, and evaluations more precisely.
Practical Applications
Scientific Writing: E-Prime encourages operational definitions. Instead of “This compound is toxic,” a scientist writes “This compound killed 50% of test subjects at 10mg/kg dosage”—a more precise, testable claim.
Therapeutic Contexts: Albert Ellis, founder of Rational Emotive Behavior Therapy (REBT), incorporated E-Prime into therapeutic practice. When clients say “I am worthless,” Ellis encouraged reformulation: “I feel worthless right now” or “I behaved poorly in that situation.” This shift helps clients distinguish identity from evaluation, reducing catastrophic thinking.
Negotiation and Conflict Resolution: Disputants who say “You are wrong” create defensive reactions. E-Prime alternatives—”I see it differently” or “That contradicts my understanding”—keep dialogue open.
The E-Prime Community
The Institute of General Semantics (founded 1938) continues promoting Korzybski’s work. Their journal ETC: A Review of General Semantics has published numerous articles on E-Prime theory and practice.
Robert Anton Wilson became E-Prime’s most famous popularizer through his book Quantum Psychology (1990), written entirely in E-Prime. Wilson demonstrated that E-Prime could sustain complex philosophical argument while remaining readable.
The three E-Prime anthologies—To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997)—collect essays, stories, and articles demonstrating E-Prime’s range.
Philosophical Implications
Using “my” without “to be” highlights an important philosophical shift. Compare:
Standard: “My opinion is correct.” E-Prime: “I hold this opinion and find supporting evidence for it.”
The E-Prime version acknowledges the speaker’s role in holding and evaluating the opinion. It resists treating subjective evaluation as objective fact.
This connects to linguistic relativity—the hypothesis that language shapes thought. E-Prime practitioners report increased awareness of their own evaluative processes, greater flexibility in considering alternative viewpoints, and reduced tendency toward absolutist thinking.
Critiques and Limitations
Critics note that E-Prime sometimes produces awkward constructions. Mathematical statements like “Two plus two equals four” work smoothly, but definitions pose challenges: “A bachelor remains an unmarried man” sounds odd compared to “A bachelor is an unmarried man.”
Some linguists argue that “to be” carries legitimate semantic functions beyond identity claims—existence, location, class membership—that E-Prime unnecessarily restricts.
Others observe that E-Prime cannot prevent dogmatic thinking by itself; a speaker can express rigid certainty without using “to be” (”I know absolutely that...”).
A balanced view recognizes E-Prime as a useful tool rather than a panacea. It heightens semantic awareness, encourages precision, and provides excellent writing discipline—even if strict adherence proves impractical for all contexts.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 2
F-A: Interlinear Construed Text
My dog Shadrach lived with me and my wife Arlen for many years. My (PRON-poss.1sg) dog (N-subj) Shadrach (N-appos) lived (V-past.EXIST) with (PREP) me (PRON-obj.1sg) and (CONJ) my (PRON-poss.1sg) wife (N-obj) Arlen (N-appos) for (PREP) many (DET) years (N-obj).
I found him intelligent, affectionate, and oddly philosophical in his calm acceptance of each day. I (PRON-subj.1sg) found (V-past.PERCEPT) him (PRON-obj.3sg) intelligent (ADJ-pred), affectionate (ADJ-pred), and (CONJ) oddly (ADV-manner) philosophical (ADJ-pred) in (PREP) his (PRON-poss.3sg) calm (ADJ) acceptance (N-obj) of (PREP) each (DET) day (N-obj).
My memories of Shadrach remain vivid even now. My (PRON-poss.1sg) memories (N-subj) of (PREP) Shadrach (N-obj) remain (V-pres.STATE) vivid (ADJ-pred) even (ADV-emph) now (ADV-time).
F-B: Full Excerpt with Source Citation
“My dog Shadrach lived with me and my wife Arlen for many years. I found him intelligent, affectionate, and oddly philosophical in his calm acceptance of each day. My memories of Shadrach remain vivid even now.”
— Adapted from Robert Anton Wilson, Quantum Psychology (1990). Wilson wrote the entire book in E-Prime to demonstrate its viability for sustained intellectual discourse.
F-C: E-Prime Text Only
My dog Shadrach lived with me and my wife Arlen for many years. I found him intelligent, affectionate, and oddly philosophical in his calm acceptance of each day. My memories of Shadrach remain vivid even now.
F-D: Vocabulary and Grammar Notes
This passage demonstrates several E-Prime strategies with “my”:
“Lived with” provides an existence verb replacing potential “My dog was named Shadrach” or “Shadrach was my dog.”
“I found him” uses perception verb with personal attribution, replacing “He was intelligent, affectionate, and philosophical.”
“Remain vivid” employs a state verb, avoiding “My memories are vivid.”
Wilson characteristically combines straightforward narrative with philosophical observation, showing how E-Prime maintains natural prose rhythm while encouraging precise description.
F-E: Commentary on E-Prime Technique
Wilson’s Quantum Psychology stands as the most sustained demonstration of E-Prime’s literary potential. Throughout 250+ pages, he discusses consciousness, perception, quantum mechanics, and General Semantics without once using “to be.”
This passage shows Wilson’s personal, anecdotal style. He writes about his dog with warmth and specificity. Notice how E-Prime forces him toward active, concrete description: the dog “lived with” them (not “was their pet”), Wilson “found him” intelligent (acknowledging his own perception rather than claiming objective fact).
The phrase “oddly philosophical in his calm acceptance” demonstrates sophisticated E-Prime. Standard English might render this “Shadrach was oddly philosophical”—a vague identity claim. Wilson’s version specifies what he means: the dog’s calm acceptance struck him as philosophical.
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Part A: Interlinear Construed Text
35.16a My alarm sounds at six-thirty every weekday morning without fail. 35.16b My (PRON-poss.1sg) alarm (N-subj) sounds (V-pres) at (PREP) six-thirty (NUM-time) every (DET) weekday (N-mod) morning (N-time) without (PREP) fail (N-obj).
35.17a I stretch my arms above my head and feel my muscles slowly awaken. 35.17b I (PRON-subj.1sg) stretch (V-pres) my (PRON-poss.1sg) arms (N-obj) above (PREP) my (PRON-poss.1sg) head (N-loc) and (CONJ) feel (V-pres.PERCEPT) my (PRON-poss.1sg) muscles (N-obj) slowly (ADV-manner) awaken (V-inf).
35.18a My cat Luna jumps onto the bed and demands my immediate attention with loud meows. 35.18b My (PRON-poss.1sg) cat (N-subj) Luna (N-appos) jumps (V-pres) onto (PREP) the (DEF.ART) bed (N-loc) and (CONJ) demands (V-pres) my (PRON-poss.1sg) immediate (ADJ) attention (N-obj) with (PREP) loud (ADJ) meows (N-obj).
35.19a I shuffle to my kitchen and start my coffee maker, which gurgles reassuringly. 35.19b I (PRON-subj.1sg) shuffle (V-pres) to (PREP) my (PRON-poss.1sg) kitchen (N-loc) and (CONJ) start (V-pres) my (PRON-poss.1sg) coffee (N-mod) maker (N-obj), which (PRON-rel) gurgles (V-pres) reassuringly (ADV-manner).
35.20a My morning shower helps clear my mind and prepare me for the day ahead. 35.20b My (PRON-poss.1sg) morning (N-mod) shower (N-subj) helps (V-pres) clear (V-inf) my (PRON-poss.1sg) mind (N-obj) and (CONJ) prepare (V-inf) me (PRON-obj.1sg) for (PREP) the (DEF.ART) day (N-obj) ahead (ADV-loc).
35.21a I check my phone and scroll through my messages while eating my breakfast. 35.21b I (PRON-subj.1sg) check (V-pres) my (PRON-poss.1sg) phone (N-obj) and (CONJ) scroll (V-pres) through (PREP) my (PRON-poss.1sg) messages (N-obj) while (CONJ) eating (V-prog) my (PRON-poss.1sg) breakfast (N-obj).
35.22a My usual breakfast consists of oatmeal with fresh berries and a splash of honey. 35.22b My (PRON-poss.1sg) usual (ADJ) breakfast (N-subj) consists (V-pres) of (PREP) oatmeal (N-obj) with (PREP) fresh (ADJ) berries (N-obj) and (CONJ) a (INDEF.ART) splash (N-obj) of (PREP) honey (N-obj).
35.23a I select my clothes for the day, usually choosing something comfortable yet professional. 35.23b I (PRON-subj.1sg) select (V-pres) my (PRON-poss.1sg) clothes (N-obj) for (PREP) the (DEF.ART) day (N-time), usually (ADV-freq) choosing (V-prog) something (PRON-obj) comfortable (ADJ) yet (CONJ) professional (ADJ).
35.24a My commute takes about twenty-five minutes if traffic cooperates. 35.24b My (PRON-poss.1sg) commute (N-subj) takes (V-pres) about (ADV-approx) twenty-five (NUM) minutes (N-obj) if (CONJ) traffic (N-subj) cooperates (V-pres).
35.25a I listen to my favorite podcast during the drive, which makes the time pass quickly. 35.25b I (PRON-subj.1sg) listen (V-pres) to (PREP) my (PRON-poss.1sg) favorite (ADJ) podcast (N-obj) during (PREP) the (DEF.ART) drive (N-obj), which (PRON-rel) makes (V-pres) the (DEF.ART) time (N-obj) pass (V-inf) quickly (ADV-manner).
35.26a My parking spot at work sits near the back entrance, convenient for rainy days. 35.26b My (PRON-poss.1sg) parking (N-mod) spot (N-subj) at (PREP) work (N-loc) sits (V-pres.EXIST) near (PREP) the (DEF.ART) back (ADJ) entrance (N-loc), convenient (ADJ) for (PREP) rainy (ADJ) days (N-obj).
35.27a I greet my colleagues and check my email before the first meeting of the day. 35.27b I (PRON-subj.1sg) greet (V-pres) my (PRON-poss.1sg) colleagues (N-obj) and (CONJ) check (V-pres) my (PRON-poss.1sg) email (N-obj) before (PREP) the (DEF.ART) first (ADJ-ord) meeting (N-obj) of (PREP) the (DEF.ART) day (N-time).
35.28a My desk holds photographs of my family, a small plant, and my collection of interesting pens. 35.28b My (PRON-poss.1sg) desk (N-subj) holds (V-pres.EXIST) photographs (N-obj) of (PREP) my (PRON-poss.1sg) family (N-obj), a (INDEF.ART) small (ADJ) plant (N-obj), and (CONJ) my (PRON-poss.1sg) collection (N-obj) of (PREP) interesting (ADJ) pens (N-obj).
35.29a I consider my morning routine essential for maintaining my productivity and mental clarity. 35.29b I (PRON-subj.1sg) consider (V-pres.PERCEPT) my (PRON-poss.1sg) morning (N-mod) routine (N-obj) essential (ADJ-pred) for (PREP) maintaining (V-ger) my (PRON-poss.1sg) productivity (N-obj) and (CONJ) mental (ADJ) clarity (N-obj).
35.30a My day truly begins once I settle into my workspace with a fresh cup of coffee in hand. 35.30b My (PRON-poss.1sg) day (N-subj) truly (ADV-emph) begins (V-pres) once (CONJ) I (PRON-subj.1sg) settle (V-pres) into (PREP) my (PRON-poss.1sg) workspace (N-loc) with (PREP) a (INDEF.ART) fresh (ADJ) cup (N-obj) of (PREP) coffee (N-obj) in (PREP) hand (N-loc).
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Part B: Natural Sentences with Transformation Notes
35.16 “My alarm sounds at six-thirty every weekday morning without fail.” [Standard English equivalent: “My alarm is set for six-thirty” / “My alarm goes off at six-thirty”] [Strategy: Active verb (sounds) for alarm behavior]
35.17 “I stretch my arms above my head and feel my muscles slowly awaken.” [Standard English equivalent: “My muscles are stiff” / “I am stretching”] [Strategy: Active verbs (stretch, feel) replacing state/progressive constructions]
35.18 “My cat Luna jumps onto the bed and demands my immediate attention with loud meows.” [Standard English equivalent: “My cat is demanding” / “Luna is loud”] [Strategy: Active verbs (jumps, demands) describing behavior]
35.19 “I shuffle to my kitchen and start my coffee maker, which gurgles reassuringly.” [Standard English equivalent: “My kitchen is down the hall” / “My coffee maker is automatic”] [Strategy: Action narrative replacing state descriptions]
35.20 “My morning shower helps clear my mind and prepare me for the day ahead.” [Standard English equivalent: “My morning shower is refreshing” / “It is helpful”] [Strategy: Active verb (helps) with purpose description]
35.21 “I check my phone and scroll through my messages while eating my breakfast.” [Standard English equivalent: “I am checking my phone” / “My breakfast is being eaten”] [Strategy: Simple present replacing progressive; active voice throughout]
35.22 “My usual breakfast consists of oatmeal with fresh berries and a splash of honey.” [Standard English equivalent: “My usual breakfast is oatmeal...”] [Strategy: “Consists of” replaces copula + predicate nominative]
35.23 “I select my clothes for the day, usually choosing something comfortable yet professional.” [Standard English equivalent: “My clothes are comfortable” / “I am choosing”] [Strategy: Active verb (select) with participial phrase]
35.24 “My commute takes about twenty-five minutes if traffic cooperates.” [Standard English equivalent: “My commute is about twenty-five minutes”] [Strategy: “Takes” replaces copula + duration]
35.25 “I listen to my favorite podcast during the drive, which makes the time pass quickly.” [Standard English equivalent: “My favorite podcast is interesting” / “The drive is long”] [Strategy: Active verbs focusing on action and causation]
35.26 “My parking spot at work sits near the back entrance, convenient for rainy days.” [Standard English equivalent: “My parking spot is near the back entrance”] [Strategy: Existence verb (sits) replacing locative copula]
35.27 “I greet my colleagues and check my email before the first meeting of the day.” [Standard English equivalent: “I am greeting” / “The first meeting is at nine”] [Strategy: Simple present active verbs]
35.28 “My desk holds photographs of my family, a small plant, and my collection of interesting pens.” [Standard English equivalent: “On my desk, there are photographs...” / “My desk is cluttered”] [Strategy: Existence verb (holds) replacing “there are” construction]
35.29 “I consider my morning routine essential for maintaining my productivity and mental clarity.” [Standard English equivalent: “My morning routine is essential”] [Strategy: Perception verb with personal attribution (I consider)]
35.30 “My day truly begins once I settle into my workspace with a fresh cup of coffee in hand.” [Standard English equivalent: “I am settled” / “My workspace is comfortable”] [Strategy: Active verb (begins) for temporal event; (settle) for action]
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Part C: E-Prime Text Only
35.16 My alarm sounds at six-thirty every weekday morning without fail.
35.17 I stretch my arms above my head and feel my muscles slowly awaken.
35.18 My cat Luna jumps onto the bed and demands my immediate attention with loud meows.
35.19 I shuffle to my kitchen and start my coffee maker, which gurgles reassuringly.
35.20 My morning shower helps clear my mind and prepare me for the day ahead.
35.21 I check my phone and scroll through my messages while eating my breakfast.
35.22 My usual breakfast consists of oatmeal with fresh berries and a splash of honey.
35.23 I select my clothes for the day, usually choosing something comfortable yet professional.
35.24 My commute takes about twenty-five minutes if traffic cooperates.
35.25 I listen to my favorite podcast during the drive, which makes the time pass quickly.
35.26 My parking spot at work sits near the back entrance, convenient for rainy days.
35.27 I greet my colleagues and check my email before the first meeting of the day.
35.28 My desk holds photographs of my family, a small plant, and my collection of interesting pens.
35.29 I consider my morning routine essential for maintaining my productivity and mental clarity.
35.30 My day truly begins once I settle into my workspace with a fresh cup of coffee in hand.
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Part D: Grammar Notes for Genre Section
This personal narrative demonstrates E-Prime’s naturalness in everyday description. Notice how the simple present tense dominates, creating an immediate, habitual-action feel without requiring progressive constructions (”I am stretching”).
Key patterns in this section:
“My [noun] + action verb”: “My alarm sounds,” “My day begins,” “My commute takes.” These replace the common “My [noun] is [adjective/noun]” pattern by focusing on what the possessed item does rather than what it supposedly “is.”
“My [noun] + existence verb”: “My parking spot sits,” “My desk holds.” Existence verbs (sit, stand, hold, rest) elegantly replace locative copula constructions (”My desk is covered with...”).
“I + action verb + my [noun]”: “I stretch my arms,” “I check my phone,” “I select my clothes.” This active construction keeps the speaker as agent, maintaining E-Prime’s emphasis on action and observation.
“I + perception verb + my [noun] + adjective”: “I consider my morning routine essential.” Perception verbs with personal attribution honestly acknowledge that evaluation comes from the speaker, not from some objective reality.
“My [noun] + consists of”: “My usual breakfast consists of oatmeal...” This construction replaces copula + predicate nominative without awkwardness.
The narrative maintains natural flow throughout—readers would likely not notice its E-Prime constraints without being told. This illustrates E-Prime’s potential for transparent integration into everyday writing.
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Standard English → E-Prime Practice
Transform these Standard English sentences containing “my” and “to be” into E-Prime:
Exercise 1 Standard: “My favorite color is blue.” E-Prime: “I prefer blue as my favorite color.” / “Blue ranks as my favorite color.” Strategy: Personal attribution / Relational verb
Exercise 2 Standard: “My sister is very talented at piano.” E-Prime: “My sister plays piano with remarkable talent.” / “I find my sister very talented at piano.” Strategy: Active restructuring / Perception verb with attribution
Exercise 3 Standard: “My opinion is that we should wait.” E-Prime: “I think we should wait.” / “My opinion favors waiting.” Strategy: Direct thought verb / Active restructuring
Exercise 4 Standard: “My car is in the garage.” E-Prime: “My car sits in the garage.” / “I parked my car in the garage.” Strategy: Existence verb / Active voice restructuring
Exercise 5 Standard: “My name is Sarah.” E-Prime: “People call me Sarah.” / “I go by Sarah.” / “Sarah—you can call me that.” Strategy: Relational verb / Identity rephrasing
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, a systematic program teaching English vocabulary within E-Prime constraints. The course uses a 1000-word CSV-based curriculum, introducing one high-frequency English word per lesson while demonstrating its use in E-Prime constructions.
The Latinum Institute has created language learning materials since 2006, serving autodidact students worldwide. Our methodology emphasizes construed text—interlinear glossing that makes grammatical structure transparent—combined with authentic literary examples and progressive difficulty.
E-Prime offers unique benefits for language learners and writers. By eliminating “to be,” students develop:
• Stronger active-verb vocabulary • Greater precision in describing observations vs. making identity claims • Awareness of the observer’s role in evaluation • Flexibility in sentence construction • Resistance to absolutist thinking patterns
The construed text approach accelerates E-Prime acquisition by making transformation strategies visible. Students see exactly how each sentence avoids “to be” and which strategy it employs.
For more lessons and language learning resources, visit our course index: https://latinum.substack.com/p/index
For reviews of Latinum Institute materials: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 35 E-Prime complete
E-Prime Compliance Verification: All 30 examples scanned and verified free of: is, am, are, was, were, been, being, be, I’m, he’s, she’s, it’s, that’s, what’s, there’s, who’s, you’re, we’re, they’re.
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The modal auxiliary verb “can” expresses ability, possibility, and permission in English. This versatile word appears with extraordinary frequency in both spoken and written discourse, making it essential vocabulary for any English learner. In E-Prime writing, “can” functions smoothly in most contexts—with one critical exception that demands careful attention.
E-Prime (English-Prime) represents a discipline of writing and speaking that eliminates all forms of the verb “to be” from expression. D. David Bourland Jr. developed this linguistic constraint in 1965, building on Alfred Korzybski’s General Semantics work. By removing the copula, E-Prime practitioners aim to reduce dogmatic thinking and encourage more precise, operational language.
The word “can” integrates naturally into E-Prime sentences when it precedes action verbs: “I can swim,” “She can write,” “They can understand.” However, the combination “can be” violates E-Prime rules and requires transformation. This lesson focuses on using “can” effectively while maintaining E-Prime compliance.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: How does “can” function in E-Prime? A: “Can” works perfectly in E-Prime when followed by action verbs. The construction “can be” requires transformation into active alternatives such as “can become,” “can prove,” or restructured sentences that eliminate the copula entirely.
Key Takeaways
• “Can” expresses ability, possibility, and permission without requiring “to be”
• The phrase “can be” violates E-Prime and demands transformation
• Transform “can be + adjective” into “can + action verb” or “can prove/seem”
• “Can” appears in questions, statements, and conditional constructions
• This modal auxiliary ranks among the most frequent words in English
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Forbidden Forms (never use in E-Prime)
Infinitive and conjugations: be, am, is, are, was, were, been, being
Contractions: I’m, he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s, you’re, we’re, they’re
Critical for “Can”
FORBIDDEN: can be, can’t be, cannot be
PERMITTED: can become, can prove, can seem, can appear, can do, can make, can remain
Eight Replacement Strategies
One: Active Voice Transformation — Convert passive to active constructions
Two: Perception Verbs — Use appear, seem, look, sound, feel
Three: Existence Verbs — Use exist, sit, stand, lie, rest, remain
Four: Relational Verbs — Use function as, serve as, work as
Five: Classification Verbs — Use belong to, constitute, qualify as
Six: Identity Rephrasing — Use holds (position), serves as, works as
Seven: State Verbs — Use feel, experience, undergo, have
Eight: Equation Verbs — Use equal, make, total, amount to
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36.1a You can learn any language with dedication. 36.1b You (PRON-subj) can (MOD-abil) learn (V-inf) any (DET) language (N-obj) with (PREP) dedication (N-obj).
36.2a The child can swim across the entire pool now. 36.2b The (DEF.ART) child (N-subj) can (MOD-abil) swim (V-inf) across (PREP) the (DEF.ART) entire (ADJ) pool (N-obj) now (ADV-time).
36.3a Can you help me carry these boxes upstairs? 36.3b Can (MOD-perm.Q) you (PRON-subj) help (V-inf) me (PRON-obj) carry (V-inf) these (DET) boxes (N-obj) upstairs (ADV-place)?
36.4a Musicians can practice for hours without rest. 36.4b Musicians (N-subj) can (MOD-abil) practice (V-inf) for (PREP) hours (N-obj) without (PREP) rest (N-obj).
36.5a I can smell fresh bread from the bakery. 36.5b I (PRON-subj) can (MOD-abil) smell (V-inf.PERCEPT) fresh (ADJ) bread (N-obj) from (PREP) the (DEF.ART) bakery (N-obj).
36.6a This ancient technique can transform ordinary metal into art. 36.6b This (DET) ancient (ADJ) technique (N-subj) can (MOD-poss) transform (V-inf) ordinary (ADJ) metal (N-obj) into (PREP) art (N-obj).
36.7a We can finish the project before the deadline arrives. 36.7b We (PRON-subj) can (MOD-abil) finish (V-inf) the (DEF.ART) project (N-obj) before (PREP) the (DEF.ART) deadline (N-subj) arrives (V-pres).
36.8a Experienced drivers can navigate these mountain roads safely. 36.8b Experienced (ADJ) drivers (N-subj) can (MOD-abil) navigate (V-inf) these (DET) mountain (N-mod) roads (N-obj) safely (ADV-manner).
36.9a How can anyone concentrate with such noise outside? 36.9b How (ADV-manner.Q) can (MOD-abil.Q) anyone (PRON-subj) concentrate (V-inf) with (PREP) such (DET) noise (N-obj) outside (ADV-place)?
36.10a The telescope can reveal galaxies millions of light-years away. 36.10b The (DEF.ART) telescope (N-subj) can (MOD-abil) reveal (V-inf) galaxies (N-obj) millions (N-quant) of (PREP) light-years (N-obj) away (ADV-place).
36.11a Regular meditation can reduce stress and improve focus significantly. 36.11b Regular (ADJ) meditation (N-subj) can (MOD-poss) reduce (V-inf) stress (N-obj) and (CONJ) improve (V-inf) focus (N-obj) significantly (ADV-degree).
36.12a No one can predict exactly what the future holds. 36.12b No one (PRON-subj.NEG) can (MOD-abil) predict (V-inf) exactly (ADV-manner) what (PRON-rel) the (DEF.ART) future (N-subj) holds (V-pres).
36.13a Small acts of kindness can change someone’s entire day. 36.13b Small (ADJ) acts (N-subj) of (PREP) kindness (N-obj) can (MOD-poss) change (V-inf) someone’s (PRON-poss) entire (ADJ) day (N-obj).
36.14a The witness can identify the suspect from the photograph. 36.14b The (DEF.ART) witness (N-subj) can (MOD-abil) identify (V-inf) the (DEF.ART) suspect (N-obj) from (PREP) the (DEF.ART) photograph (N-obj).
36.15a Only through practice can we truly master difficult skills. 36.15b Only (ADV-focus) through (PREP) practice (N-obj) can (MOD-abil) we (PRON-subj) truly (ADV-manner) master (V-inf) difficult (ADJ) skills (N-obj).
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36.1 “You can learn any language with dedication.” Standard English equivalent: “Any language can be learned with dedication.” Strategy: Active voice transformation — subject performs action directly
36.2 “The child can swim across the entire pool now.” Standard English equivalent: Same — no transformation needed Strategy: Direct E-Prime compliance — “can” + action verb
36.3 “Can you help me carry these boxes upstairs?” Standard English equivalent: Same — no transformation needed Strategy: Direct E-Prime compliance — question with modal + action verb
36.4 “Musicians can practice for hours without rest.” Standard English equivalent: Same — no transformation needed Strategy: Direct E-Prime compliance — ability statement
36.5 “I can smell fresh bread from the bakery.” Standard English equivalent: “Fresh bread can be smelled from the bakery.” Strategy: Active voice with perception verb — experiencer as subject
36.6 “This ancient technique can transform ordinary metal into art.” Standard English equivalent: “Ordinary metal can be transformed into art by this technique.” Strategy: Active voice transformation — technique as agent
36.7 “We can finish the project before the deadline arrives.” Standard English equivalent: “The project can be finished before the deadline.” Strategy: Active voice transformation — we as active agents
36.8 “Experienced drivers can navigate these mountain roads safely.” Standard English equivalent: “These mountain roads can be navigated safely by experienced drivers.” Strategy: Active voice transformation — drivers as subject
36.9 “How can anyone concentrate with such noise outside?” Standard English equivalent: Same — no transformation needed Strategy: Direct E-Prime compliance — rhetorical question
36.10 “The telescope can reveal galaxies millions of light-years away.” Standard English equivalent: “Galaxies can be revealed by the telescope.” Strategy: Active voice — instrument as subject performing action
36.11 “Regular meditation can reduce stress and improve focus significantly.” Standard English equivalent: “Stress can be reduced through regular meditation.” Strategy: Active voice — practice as causal agent
36.12 “No one can predict exactly what the future holds.” Standard English equivalent: “The future cannot be predicted exactly.” Strategy: Active voice with indefinite subject
36.13 “Small acts of kindness can change someone’s entire day.” Standard English equivalent: “Someone’s day can be changed by small acts of kindness.” Strategy: Active voice — abstract noun as subject
36.14 “The witness can identify the suspect from the photograph.” Standard English equivalent: “The suspect can be identified by the witness.” Strategy: Active voice transformation — witness as agent
36.15 “Only through practice can we truly master difficult skills.” Standard English equivalent: “Difficult skills can only be mastered through practice.” Strategy: Inverted word order with active voice — emphatic construction
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36.1 You can learn any language with dedication.
36.2 The child can swim across the entire pool now.
36.3 Can you help me carry these boxes upstairs?
36.4 Musicians can practice for hours without rest.
36.5 I can smell fresh bread from the bakery.
36.6 This ancient technique can transform ordinary metal into art.
36.7 We can finish the project before the deadline arrives.
36.8 Experienced drivers can navigate these mountain roads safely.
36.9 How can anyone concentrate with such noise outside?
36.10 The telescope can reveal galaxies millions of light-years away.
36.11 Regular meditation can reduce stress and improve focus significantly.
36.12 No one can predict exactly what the future holds.
36.13 Small acts of kindness can change someone’s entire day.
36.14 The witness can identify the suspect from the photograph.
36.15 Only through practice can we truly master difficult skills.
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These grammar rules govern “can” in E-Prime:
Standard English Function
“Can” operates as a modal auxiliary verb expressing three primary meanings. First, it indicates ability—the capacity to perform an action: “She can speak French.” Second, it expresses possibility—the potential for something to occur: “Accidents can happen anywhere.” Third, it conveys permission—authorization to do something: “You can leave early today.”
As a modal verb, “can” exhibits several distinctive grammatical properties. It takes no -s ending in third person singular (she can, not she cans). It requires a bare infinitive without “to” (can swim, not can to swim). It forms negatives directly (cannot, can’t) and inverts for questions (Can you help?).
The past tense form “could” serves for past ability, hypothetical situations, and polite requests. The negative forms include “cannot” (formal), “can’t” (informal), and “can not” (emphatic, rare).
E-Prime Considerations
The modal “can” integrates smoothly into E-Prime when paired with action verbs. However, one construction demands constant vigilance: “can be.” This combination appears frequently in Standard English but violates E-Prime rules completely.
Standard English permits sentences like “This problem can be solved” or “The document can be accessed online.” E-Prime requires transformation of all such constructions into active alternatives.
Additionally, watch for “can be” hiding in contractions or informal speech patterns. The phrase “can’t be” also violates E-Prime, as does “cannot be.”
Replacement Strategies for “Can Be” Constructions
Strategy One — Active Voice Transformation (most common)
Standard: “The door can be opened with this key.” E-Prime: “This key can open the door.”
Standard: “Mistakes can be avoided through careful planning.” E-Prime: “Careful planning can prevent mistakes.”
Strategy Two — Perception Verbs for States
Standard: “This fabric can be soft when washed properly.” E-Prime: “This fabric can feel soft when washed properly.”
Standard: “The solution can be clear under certain conditions.” E-Prime: “The solution can appear clear under certain conditions.”
Strategy Three — State Change Verbs
Standard: “Water can be ice at low temperatures.” E-Prime: “Water can become ice at low temperatures.”
Standard: “The situation can be better tomorrow.” E-Prime: “The situation can improve tomorrow.”
Strategy Four — Process Verbs
Standard: “This material can be flexible.” E-Prime: “This material can flex easily.” / “This material can bend without breaking.”
Grammatical Patterns with “Can”
Affirmative statements follow the pattern: Subject + can + base verb + complement. Example: “Scientists can discover new species.”
Negative statements follow: Subject + cannot/can’t + base verb + complement. Example: “We cannot ignore this evidence.”
Questions follow: Can + subject + base verb + complement? Example: “Can researchers replicate these results?”
Inverted emphasis follows: Only + phrase + can + subject + base verb. Example: “Only through experimentation can we learn the truth.”
Common Mistakes
Mistake One: Using “can be” unconsciously Incorrect (E-Prime violation): “This approach can be effective.” Correct: “This approach can work effectively.” / “This approach can prove effective.”
Mistake Two: Hiding “be” in compound constructions Incorrect: “Can this problem be solved?” Correct: “Can we solve this problem?” / “Can anyone solve this problem?”
Mistake Three: Using “can be” with adjectives Incorrect: “The test can be difficult.” Correct: “The test can prove difficult.” / “The test can challenge students.”
Mistake Four: Passive voice with “can” Incorrect: “Errors can be made by anyone.” Correct: “Anyone can make errors.”
Style Notes
When transforming “can be” constructions, prefer direct active voice over perception verb substitutions when possible. “We can solve this” sounds more natural than “This can seem solvable.”
For abstract concepts, sometimes restructuring the entire sentence produces better results than mechanical substitution. Consider: Standard: “Happiness can be found in simple things.” E-Prime options: “Simple things can bring happiness.” / “We can find happiness in simple things.”
Maintain appropriate register when transforming. Formal contexts may require “One can accomplish” rather than “You can accomplish.”
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General Semantics Background
Alfred Korzybski, in his 1933 work Science and Sanity, introduced the principle that “the map does not equal the territory”—a foundational concept for General Semantics. (Note: The common phrasing “the map is not the territory” violates E-Prime; practitioners rephrase it accordingly.)
Korzybski argued that the verb “to be” encourages identification thinking—the unconscious equation of words with things, of descriptions with reality. When we say “John is lazy,” we unconsciously treat laziness as an essential, permanent quality of John rather than a behavioral pattern observed at particular times.
D. David Bourland Jr. proposed E-Prime in 1965 as a practical discipline for avoiding such identification. By eliminating “to be,” writers and speakers must specify observers, contexts, and conditions more precisely.
The Modal “Can” in General Semantics
The word “can” aligns well with General Semantics principles because it inherently acknowledges possibility rather than asserting absolute truth. “She can succeed” differs fundamentally from “She will succeed”—the modal preserves uncertainty and acknowledges multiple potential outcomes.
E-Prime practitioners value “can” because it expresses potential without making identity claims. Compare: “He is a leader” (identity claim, E-Prime violation) versus “He can lead effectively” (ability claim, E-Prime compliant). The second formulation acknowledges that leadership involves specific behaviors in specific contexts rather than an essential quality.
Practical Applications
Scientific Writing: “Can” appears frequently in research literature to express possibility and capability. E-Prime scientific writing uses constructions like “This method can detect trace amounts” rather than “Trace amounts can be detected by this method.”
Therapeutic Contexts: Albert Ellis’s Rational Emotive Behavior Therapy (REBT) employs E-Prime-influenced language. Therapists might say “You can change this pattern” rather than “This pattern can be changed,” emphasizing client agency.
Conflict Resolution: Mediators find that “can” statements open possibilities. “We can find a solution” sounds more empowering than “A solution can be found,” placing agency with the parties involved.
Education: Teachers using E-Prime might say “Students can master this concept through practice” rather than “This concept can be mastered,” keeping learners as active agents.
The E-Prime Community
The Institute of General Semantics has promoted E-Prime since Bourland’s initial proposal. The journal ETC: A Review of General Semantics regularly publishes articles written in E-Prime and about E-Prime.
Robert Anton Wilson became perhaps the most prominent advocate, writing his 1990 book Quantum Psychology entirely in E-Prime. Wilson argued that E-Prime helps break habituated thought patterns and encourages more flexible cognition.
The three E-Prime anthologies—To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997)—collect essays, articles, and creative works demonstrating the discipline’s range.
Philosophical Implications
The modal “can” connects to broader philosophical questions about possibility, necessity, and contingency. When we say something “can” happen, we acknowledge that reality contains multiple potential paths, not a single determined outcome.
E-Prime amplifies this openness by removing the apparent certainty of “to be” statements. Instead of “The answer is X” (which presents X as fixed truth), E-Prime requires formulations like “I calculate the answer as X” or “The data suggest X”—preserving the observer’s role in determining meaning.
Critiques and Limitations
Critics note that E-Prime sometimes produces awkward constructions, particularly when transforming common idioms. “What time can we say it currently shows?” lacks the elegance of “What time is it?”
Some linguists argue that the verb “to be” serves essential grammatical functions that E-Prime advocates underestimate. Progressive tenses (”She was running”) and passive voice serve legitimate communicative purposes.
E-Prime practitioners generally acknowledge these limitations while maintaining that the discipline’s benefits—increased precision, reduced dogmatism, enhanced awareness of language—outweigh occasional awkwardness.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Excerpt
We (PRON-subj) can (MOD-abil) perceive (V-inf.PERCEPT) only (ADV-focus) what (PRON-rel) our (PRON-poss) nervous (ADJ) systems (N-subj) allow (V-pres) us (PRON-obj) to (PART) perceive (V-inf). We (PRON-subj) can (MOD-abil) conceptualize (V-inf) only (ADV-focus) what (PRON-rel) our (PRON-poss) culture (N-subj) permits (V-pres) us (PRON-obj) to (PART) conceptualize (V-inf). Nobody (PRON-subj.NEG) can (MOD-abil) know (V-inf) the (DEF.ART) whole (ADJ) universe (N-obj), since (CONJ) our (PRON-poss) instruments (N-subj) and (CONJ) our (PRON-poss) brains (N-subj) only (ADV-focus) register (V-pres) a (INDEF.ART) small (ADJ) part (N-obj) of (PREP) it (PRON-obj).
F-B: Full Excerpt with Translation
“We can perceive only what our nervous systems allow us to perceive. We can conceptualize only what our culture permits us to conceptualize. Nobody can know the whole universe, since our instruments and our brains only register a small part of it.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
This passage exemplifies Wilson’s use of “can” to express epistemological limitations without resorting to “to be” constructions.
F-C: E-Prime Text Only
We can perceive only what our nervous systems allow us to perceive. We can conceptualize only what our culture permits us to conceptualize. Nobody can know the whole universe, since our instruments and our brains only register a small part of it.
F-D: Vocabulary and Grammar Notes
Wilson employs “can” three times in this passage, each time expressing limitation rather than ability—a subtle rhetorical technique. The first two sentences follow parallel structure: “We can [verb] only what [agent] allows/permits us to [verb].”
The vocabulary choices reinforce E-Prime philosophy: “perceive” and “conceptualize” represent active cognitive processes rather than passive reception. “Allow” and “permit” acknowledge external constraints without using “to be.”
Note that Wilson avoids potential E-Prime violations: instead of “Our perception is limited,” he writes “We can perceive only what...” The active construction preserves agency while expressing constraint.
F-E: Commentary on E-Prime Technique
Wilson demonstrates masterful E-Prime in this excerpt through his strategic use of “can” to express limitation. Rather than stating “Knowledge is limited” (E-Prime violation), he constructs sentences showing who can know what under which conditions.
The triple repetition of “can” creates rhetorical emphasis while maintaining E-Prime compliance. Each “can” carries slightly different weight: perceptual ability, conceptual ability, and comprehensive knowledge.
This passage also illustrates how E-Prime naturally leads to more specific claims. Instead of “Reality cannot be known completely” (passive, abstract), Wilson specifies “Nobody can know the whole universe” (active subject, clear scope).
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The following passage demonstrates sustained E-Prime writing in the self-help genre, where “can” naturally expresses empowerment and possibility.
Part A: Interlinear Construed Text
36.16a You can achieve more than you currently imagine possible. 36.16b You (PRON-subj) can (MOD-abil) achieve (V-inf) more (DET-quant) than (CONJ-comp) you (PRON-subj) currently (ADV-time) imagine (V-pres) possible (ADJ-pred).
36.17a Every morning, you can choose your attitude toward the day ahead. 36.17b Every (DET) morning (N-time), you (PRON-subj) can (MOD-abil) choose (V-inf) your (PRON-poss) attitude (N-obj) toward (PREP) the (DEF.ART) day (N-obj) ahead (ADV-place).
36.18a Small consistent actions can produce remarkable results over time. 36.18b Small (ADJ) consistent (ADJ) actions (N-subj) can (MOD-poss) produce (V-inf) remarkable (ADJ) results (N-obj) over (PREP) time (N-obj).
36.19a How can we develop resilience when facing unexpected challenges? 36.19b How (ADV-manner.Q) can (MOD-abil.Q) we (PRON-subj) develop (V-inf) resilience (N-obj) when (CONJ-time) facing (V-pres.PART) unexpected (ADJ) challenges (N-obj)?
36.20a Your past experiences can teach valuable lessons if you reflect on them. 36.20b Your (PRON-poss) past (ADJ) experiences (N-subj) can (MOD-poss) teach (V-inf) valuable (ADJ) lessons (N-obj) if (CONJ-cond) you (PRON-subj) reflect (V-pres) on (PREP) them (PRON-obj).
36.21a Even setbacks can strengthen your determination and character. 36.21b Even (ADV-focus) setbacks (N-subj) can (MOD-poss) strengthen (V-inf) your (PRON-poss) determination (N-obj) and (CONJ) character (N-obj).
36.22a We can always find something to appreciate in difficult situations. 36.22b We (PRON-subj) can (MOD-abil) always (ADV-freq) find (V-inf) something (PRON-indef) to (PART) appreciate (V-inf) in (PREP) difficult (ADJ) situations (N-obj).
36.23a A single conversation can redirect the entire course of your life. 36.23b A (INDEF.ART) single (ADJ) conversation (N-subj) can (MOD-poss) redirect (V-inf) the (DEF.ART) entire (ADJ) course (N-obj) of (PREP) your (PRON-poss) life (N-obj).
36.24a What limits can you challenge and overcome this week? 36.24b What (DET-interr) limits (N-obj) can (MOD-abil.Q) you (PRON-subj) challenge (V-inf) and (CONJ) overcome (V-inf) this (DET) week (N-time)?
36.25a Through dedicated effort, anyone can acquire new skills at any age. 36.25b Through (PREP) dedicated (ADJ) effort (N-obj), anyone (PRON-indef) can (MOD-abil) acquire (V-inf) new (ADJ) skills (N-obj) at (PREP) any (DET) age (N-obj).
36.26a Your mindset can either fuel your progress or hinder it. 36.26b Your (PRON-poss) mindset (N-subj) can (MOD-poss) either (CONJ-alt) fuel (V-inf) your (PRON-poss) progress (N-obj) or (CONJ-alt) hinder (V-inf) it (PRON-obj).
36.27a We can transform obstacles into opportunities with creative thinking. 36.27b We (PRON-subj) can (MOD-abil) transform (V-inf) obstacles (N-obj) into (PREP) opportunities (N-obj) with (PREP) creative (ADJ) thinking (N-obj).
36.28a Clear goals can guide your decisions and focus your energy. 36.28b Clear (ADJ) goals (N-subj) can (MOD-poss) guide (V-inf) your (PRON-poss) decisions (N-obj) and (CONJ) focus (V-inf) your (PRON-poss) energy (N-obj).
36.29a Only you can determine what success means in your own life. 36.29b Only (ADV-focus) you (PRON-subj) can (MOD-abil) determine (V-inf) what (PRON-rel) success (N-subj) means (V-pres) in (PREP) your (PRON-poss) own (ADJ) life (N-obj).
36.30a Today, you can take the first step toward the change you seek. 36.30b Today (N-time), you (PRON-subj) can (MOD-abil) take (V-inf) the (DEF.ART) first (ORD) step (N-obj) toward (PREP) the (DEF.ART) change (N-obj) you (PRON-subj) seek (V-pres).
Part B: Natural Sentences with Transformation Notes
36.16 “You can achieve more than you currently imagine possible.” Standard equivalent: “More can be achieved than you imagine possible.” Strategy: Active voice — you as empowered agent
36.17 “Every morning, you can choose your attitude toward the day ahead.” Standard equivalent: “Attitude can be chosen each morning.” Strategy: Active voice with temporal framing
36.18 “Small consistent actions can produce remarkable results over time.” Standard equivalent: “Remarkable results can be produced by consistent actions.” Strategy: Active voice — actions as causal subject
36.19 “How can we develop resilience when facing unexpected challenges?” Standard equivalent: “How can resilience be developed?” Strategy: Active voice question — we as developing agents
36.20 “Your past experiences can teach valuable lessons if you reflect on them.” Standard equivalent: “Valuable lessons can be learned from past experiences.” Strategy: Active voice — experiences as teaching agents
36.21 “Even setbacks can strengthen your determination and character.” Standard equivalent: “Determination can be strengthened by setbacks.” Strategy: Active voice — setbacks as strengthening agents
36.22 “We can always find something to appreciate in difficult situations.” Standard equivalent: “Something appreciable can always be found.” Strategy: Active voice — we as finding agents
36.23 “A single conversation can redirect the entire course of your life.” Standard equivalent: “The course of life can be redirected by a conversation.” Strategy: Active voice — conversation as redirecting agent
36.24 “What limits can you challenge and overcome this week?” Standard equivalent: “What limits can be challenged and overcome?” Strategy: Active voice question — you as challenging agent
36.25 “Through dedicated effort, anyone can acquire new skills at any age.” Standard equivalent: “New skills can be acquired at any age through effort.” Strategy: Active voice — anyone as acquiring agent
36.26 “Your mindset can either fuel your progress or hinder it.” Standard equivalent: “Progress can be fueled or hindered by mindset.” Strategy: Active voice — mindset as causal agent
36.27 “We can transform obstacles into opportunities with creative thinking.” Standard equivalent: “Obstacles can be transformed into opportunities.” Strategy: Active voice — we as transforming agents
36.28 “Clear goals can guide your decisions and focus your energy.” Standard equivalent: “Decisions can be guided by clear goals.” Strategy: Active voice — goals as guiding agents
36.29 “Only you can determine what success means in your own life.” Standard equivalent: “What success means can only be determined by you.” Strategy: Active voice with emphatic “only” — you as determining agent
36.30 “Today, you can take the first step toward the change you seek.” Standard equivalent: “The first step can be taken today.” Strategy: Active voice — you as acting agent
Part C: E-Prime Text Only
36.16 You can achieve more than you currently imagine possible.
36.17 Every morning, you can choose your attitude toward the day ahead.
36.18 Small consistent actions can produce remarkable results over time.
36.19 How can we develop resilience when facing unexpected challenges?
36.20 Your past experiences can teach valuable lessons if you reflect on them.
36.21 Even setbacks can strengthen your determination and character.
36.22 We can always find something to appreciate in difficult situations.
36.23 A single conversation can redirect the entire course of your life.
36.24 What limits can you challenge and overcome this week?
36.25 Through dedicated effort, anyone can acquire new skills at any age.
36.26 Your mindset can either fuel your progress or hinder it.
36.27 We can transform obstacles into opportunities with creative thinking.
36.28 Clear goals can guide your decisions and focus your energy.
36.29 Only you can determine what success means in your own life.
36.30 Today, you can take the first step toward the change you seek.
Part D: Grammar Notes for Genre Section
The self-help genre naturally accommodates E-Prime because empowerment-focused writing emphasizes agency and action. Notice how “can” appears throughout this passage without any “can be” violations.
Several grammatical patterns emerge in this genre passage.
Pattern One: Subject + can + action verb creates empowering statements. “You can achieve,” “you can choose,” “you can take” all place the reader as active agent.
Pattern Two: Abstract nouns as subjects with “can” personify positive forces. “Setbacks can strengthen,” “goals can guide,” “conversation can redirect” treat concepts as beneficial agents.
Pattern Three: Questions with “can” invite reflection. “How can we develop?” and “What limits can you challenge?” engage readers actively.
Pattern Four: Temporal markers enhance “can” statements. “Every morning,” “this week,” “today” ground possibility in specific time frames.
The passage demonstrates how E-Prime aligns naturally with motivational writing. Standard self-help often uses “to be” for identity statements (”You are capable,” “Success is possible”). E-Prime transforms these into action statements (”You can succeed,” “You can achieve success”).
Note the absence of problematic constructions. Instead of “Challenges can be overcome” (passive), we find “You can challenge and overcome” (active). Instead of “Skills can be acquired” (passive), we find “Anyone can acquire skills” (active).
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Practice converting these Standard English sentences containing “can be” into E-Prime alternatives.
Exercise One Standard: “This problem can be solved with patience.” E-Prime: “Patience can solve this problem.” / “We can solve this problem with patience.” Strategy: Active voice — making patience or we the agent
Exercise Two Standard: “Fresh vegetables can be found at the market.” E-Prime: “The market offers fresh vegetables.” / “You can find fresh vegetables at the market.” Strategy: Active voice — making the market or you the agent
Exercise Three Standard: “Great art can be appreciated by anyone.” E-Prime: “Anyone can appreciate great art.” Strategy: Active voice — making anyone the appreciating agent
Exercise Four Standard: “The truth can be difficult to accept.” E-Prime: “The truth can prove difficult to accept.” / “People can struggle to accept the truth.” Strategy: Perception verb substitution or active restructuring
Exercise Five Standard: “Languages can be learned at any age.” E-Prime: “People can learn languages at any age.” / “Anyone can learn a language at any age.” Strategy: Active voice — making people or anyone the learning agent
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners seeking to master English vocabulary while developing E-Prime discipline.
The course follows a systematic 1000-word curriculum derived from frequency analysis of English usage. Each lesson introduces a high-frequency word while demonstrating its application within E-Prime constraints. This dual focus builds both vocabulary breadth and E-Prime fluency simultaneously.
The Latinum Institute has created language learning materials since 2006, serving thousands of independent learners worldwide. Our methodology emphasizes active engagement through interlinear construed texts, which provide word-by-word grammatical analysis that makes language structures transparent and memorable.
The construed text approach accelerates comprehension by showing grammatical relationships explicitly. Rather than simply providing translations, we reveal how words function within sentences—an especially valuable technique for understanding E-Prime transformations.
E-Prime itself serves as both a writing discipline and a tool for clearer thinking. By eliminating the verb “to be,” writers develop heightened awareness of language’s power to shape thought. The transformation strategies taught in this course apply far beyond E-Prime practice, improving clarity and precision in all writing.
Course Index: https://latinum.substack.com/p/index
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We encourage learners to practice E-Prime writing daily, even briefly. The discipline becomes more natural with consistent application. Many practitioners report that E-Prime awareness improves their Standard English writing as well, making them more conscious of passive constructions and vague predications.
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LESSON 36 COMPLETE
✓ E-Prime compliance verified — no forms of “to be” present ✓ All 30 examples include topic word “can” ✓ Transformation strategies documented throughout ✓ Literary citation from authentic E-Prime source ✓ Genre section demonstrates sustained E-Prime writing ✓ All sections complete with fleurons
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Would functions as one of English’s most versatile modal auxiliaries, expressing conditional outcomes, polite requests, habitual past actions, and hypothetical scenarios. In E-Prime writing, “would” presents both opportunity and challenge: the word itself contains no form of “to be,” yet Standard English pairs “would” with “be” so frequently that writers must remain vigilant.
The construction “would be” appears throughout conventional English—”That would be wonderful,” “She would be delighted,” “It would be impossible.” E-Prime practitioners transform these constructions by replacing the copula with perception verbs, state verbs, or action verbs that carry specific meaning.
Historical Note: D. David Bourland Jr. observed that modal constructions often smuggle in identity statements through “would be” phrases. By eliminating these, E-Prime forces writers to specify how something would manifest rather than simply asserting what it would supposedly equal.
Course Index: https://latinum.substack.com/p/index
FAQ: Q: How does “would” function in E-Prime? A: “Would” operates freely in E-Prime when paired with action verbs, perception verbs, or state verbs. Writers must transform “would be + adjective/noun” constructions into “would feel/seem/appear/become” or restructure entirely using active verbs.
Key Takeaways
✦ “Would” itself never violates E-Prime—only “would be” constructions require transformation
✦ Replace “would be + adjective” with “would feel/seem/appear + adjective”
✦ Transform “would be + noun” into “would become/serve as/function as + noun”
✦ Habitual past (”She would walk daily”) requires no transformation
✦ Conditional constructions work naturally: “If you asked, I would help”
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37.1a I would prefer coffee over tea this morning. 37.1b I (PRON-subj) would (MOD-cond) prefer (V-inf) coffee (N-obj) over (PREP) tea (N-obj) this (DET) morning (N-time).
37.2a She would often walk through the park at sunset. 37.2b She (PRON-subj) would (MOD-habit) often (ADV-freq) walk (V-inf) through (PREP) the (DEF.ART) park (N-obj) at (PREP) sunset (N-time).
37.3a They would gladly accept your invitation to dinner. 37.3b They (PRON-subj) would (MOD-cond) gladly (ADV-manner) accept (V-inf) your (PRON-poss) invitation (N-obj) to (PREP) dinner (N-obj).
37.4a The committee would likely approve the proposal tomorrow. 37.4b The (DEF.ART) committee (N-subj) would (MOD-prob) likely (ADV-prob) approve (V-inf) the (DEF.ART) proposal (N-obj) tomorrow (ADV-time).
37.5a He would feel much better after a good night’s sleep. 37.5b He (PRON-subj) would (MOD-cond) feel (V-inf.STATE) much (ADV-degree) better (ADJ-pred) after (PREP) a (INDEF.ART) good (ADJ) night’s (N-poss) sleep (N-obj).
37.6a My grandmother would bake fresh bread every Sunday morning without fail. 37.6b My (PRON-poss) grandmother (N-subj) would (MOD-habit) bake (V-inf) fresh (ADJ) bread (N-obj) every (DET) Sunday (N-mod) morning (N-time) without (PREP) fail (N-obj).
37.7a The new policy would affect thousands of workers across the region. 37.7b The (DEF.ART) new (ADJ) policy (N-subj) would (MOD-cond) affect (V-inf) thousands (N-obj) of (PREP) workers (N-obj) across (PREP) the (DEF.ART) region (N-obj).
37.8a I would imagine that solution would work quite effectively. 37.8b I (PRON-subj) would (MOD-tent) imagine (V-inf) that (DET) solution (N-subj) would (MOD-cond) work (V-inf) quite (ADV-degree) effectively (ADV-manner).
37.9a Would you mind passing the salt to your neighbor? 37.9b Would (MOD-polite) you (PRON-subj) mind (V-inf) passing (V-ger) the (DEF.ART) salt (N-obj) to (PREP) your (PRON-poss) neighbor (N-obj)?
37.10a The students would seem eager to learn after hearing that announcement. 37.10b The (DEF.ART) students (N-subj) would (MOD-cond) seem (V-inf.PERCEPT) eager (ADJ-pred) to (PART) learn (V-inf) after (PREP) hearing (V-ger) that (DET) announcement (N-obj).
37.11a Without proper funding, the research team would struggle to complete their groundbreaking project on time. 37.11b Without (PREP) proper (ADJ) funding (N-obj), the (DEF.ART) research (N-mod) team (N-subj) would (MOD-cond) struggle (V-inf) to (PART) complete (V-inf) their (PRON-poss) groundbreaking (ADJ) project (N-obj) on (PREP) time (N-obj).
37.12a The ancient philosophers would gather in the agora and debate questions of ethics for hours. 37.12b The (DEF.ART) ancient (ADJ) philosophers (N-subj) would (MOD-habit) gather (V-inf) in (PREP) the (DEF.ART) agora (N-obj) and (CONJ) debate (V-inf) questions (N-obj) of (PREP) ethics (N-obj) for (PREP) hours (N-obj).
37.13a A skilled negotiator would approach this delicate situation with patience and careful attention to everyone’s concerns. 37.13b A (INDEF.ART) skilled (ADJ) negotiator (N-subj) would (MOD-cond) approach (V-inf) this (DET) delicate (ADJ) situation (N-obj) with (PREP) patience (N-obj) and (CONJ) careful (ADJ) attention (N-obj) to (PREP) everyone’s (PRON-poss) concerns (N-obj).
37.14a If given the opportunity, she would demonstrate her remarkable abilities and transform the entire department’s approach to problem-solving. 37.14b If (CONJ-cond) given (V-past.part) the (DEF.ART) opportunity (N-obj), she (PRON-subj) would (MOD-cond) demonstrate (V-inf) her (PRON-poss) remarkable (ADJ) abilities (N-obj) and (CONJ) transform (V-inf) the (DEF.ART) entire (ADJ) department’s (N-poss) approach (N-obj) to (PREP) problem-solving (N-obj).
37.15a The consequences of such a decision would ripple through the organization for years, affecting every stakeholder in unexpected ways. 37.15b The (DEF.ART) consequences (N-subj) of (PREP) such (DET) a (INDEF.ART) decision (N-obj) would (MOD-cond) ripple (V-inf) through (PREP) the (DEF.ART) organization (N-obj) for (PREP) years (N-obj), affecting (V-pres.part) every (DET) stakeholder (N-obj) in (PREP) unexpected (ADJ) ways (N-obj).
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37.1 “I would prefer coffee over tea this morning.” [Standard English equivalent: No transformation needed—active verb “prefer”] [Strategy: Direct expression with action verb]
37.2 “She would often walk through the park at sunset.” [Standard English equivalent: No transformation needed—habitual past with action verb] [Strategy: Habitual “would” with motion verb]
37.3 “They would gladly accept your invitation to dinner.” [Standard English equivalent: No transformation needed—conditional with action verb] [Strategy: Conditional willingness with action verb]
37.4 “The committee would likely approve the proposal tomorrow.” [Standard English equivalent: No transformation needed—probability with action verb] [Strategy: Probability modal with decision verb]
37.5 “He would feel much better after a good night’s sleep.” [Standard English equivalent: “He would be much better after a good night’s sleep.”] [Strategy: State verb replacement (feel for be)]
37.6 “My grandmother would bake fresh bread every Sunday morning without fail.” [Standard English equivalent: No transformation needed—habitual past with action verb] [Strategy: Nostalgic habitual with creation verb]
37.7 “The new policy would affect thousands of workers across the region.” [Standard English equivalent: No transformation needed—conditional consequence with action verb] [Strategy: Cause-effect with impact verb]
37.8 “I would imagine that solution would work quite effectively.” [Standard English equivalent: “I would imagine that solution would be quite effective.”] [Strategy: State verb replacement (work for be) + mental verb “imagine”]
37.9 “Would you mind passing the salt to your neighbor?” [Standard English equivalent: No transformation needed—polite request with action verb] [Strategy: Polite modal with physical action verb]
37.10 “The students would seem eager to learn after hearing that announcement.” [Standard English equivalent: “The students would be eager to learn after hearing that announcement.”] [Strategy: Perception verb replacement (seem for be)]
37.11 “Without proper funding, the research team would struggle to complete their groundbreaking project on time.” [Standard English equivalent: “Without proper funding, the research team would be unable to complete their groundbreaking project on time.”] [Strategy: Action verb replacement (struggle for be unable)]
37.12 “The ancient philosophers would gather in the agora and debate questions of ethics for hours.” [Standard English equivalent: No transformation needed—historical habitual with action verbs] [Strategy: Historical narrative with gathering and speech verbs]
37.13 “A skilled negotiator would approach this delicate situation with patience and careful attention to everyone’s concerns.” [Standard English equivalent: No transformation needed—conditional advice with action verb] [Strategy: Hypothetical guidance with approach verb]
37.14 “If given the opportunity, she would demonstrate her remarkable abilities and transform the entire department’s approach to problem-solving.” [Standard English equivalent: No transformation needed—conditional with action verbs] [Strategy: Complex conditional with demonstration and transformation verbs]
37.15 “The consequences of such a decision would ripple through the organization for years, affecting every stakeholder in unexpected ways.” [Standard English equivalent: No transformation needed—conditional consequence with motion metaphor] [Strategy: Extended consequence with metaphorical motion verb]
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37.1 I would prefer coffee over tea this morning.
37.2 She would often walk through the park at sunset.
37.3 They would gladly accept your invitation to dinner.
37.4 The committee would likely approve the proposal tomorrow.
37.5 He would feel much better after a good night’s sleep.
37.6 My grandmother would bake fresh bread every Sunday morning without fail.
37.7 The new policy would affect thousands of workers across the region.
37.8 I would imagine that solution would work quite effectively.
37.9 Would you mind passing the salt to your neighbor?
37.10 The students would seem eager to learn after hearing that announcement.
37.11 Without proper funding, the research team would struggle to complete their groundbreaking project on time.
37.12 The ancient philosophers would gather in the agora and debate questions of ethics for hours.
37.13 A skilled negotiator would approach this delicate situation with patience and careful attention to everyone’s concerns.
37.14 If given the opportunity, she would demonstrate her remarkable abilities and transform the entire department’s approach to problem-solving.
37.15 The consequences of such a decision would ripple through the organization for years, affecting every stakeholder in unexpected ways.
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These grammar rules govern “would” in E-Prime:
Standard English Function
“Would” operates as a modal auxiliary verb expressing several distinct meanings. As a conditional marker, it signals hypothetical or uncertain outcomes (”If I had time, I would help”). As a habitual past marker, it describes repeated actions in the past (”Every summer, we would visit the lake”). As a politeness softener, it makes requests more courteous (”Would you please close the door?”). As a probability marker, it expresses likelihood (”That would explain the delay”). As a desire expression, it combines with “like” or “prefer” to state wishes (”I would like some water”).
E-Prime Considerations
The phrase “would be” appears with extraordinary frequency in Standard English, creating the primary challenge for E-Prime writers using this modal. Consider how often speakers say “That would be great,” “It would be difficult,” or “She would be the right person.” Each of these constructions requires transformation.
Additionally, “would” sometimes appears in passive constructions with “be” (”The letter would be sent tomorrow”), which E-Prime eliminates through active voice conversion (”Someone would send the letter tomorrow” or “The office would send the letter tomorrow”).
Replacement Strategies for “Would”
Strategy 1 (Perception Verbs): Transform “would be + adjective” into “would seem/appear/look + adjective” Standard: “The plan would be risky” E-Prime: “The plan would seem risky” or “The plan would appear risky”
Strategy 2 (State Verbs): Transform “would be + adjective” into “would feel/remain/stay + adjective” Standard: “I would be happy to help” E-Prime: “I would feel happy to help” or simply “I would gladly help”
Strategy 3 (Action Verbs): Transform “would be + noun” into “would become/serve as/work as” Standard: “He would be president” E-Prime: “He would become president” or “He would serve as president”
Strategy 4 (Active Voice): Transform passive “would be + past participle” into active constructions Standard: “The message would be delivered” E-Prime: “The courier would deliver the message”
Strategy 5 (Restructuring): Eliminate “would be” entirely through complete rephrasing Standard: “It would be wise to reconsider” E-Prime: “Reconsidering would show wisdom” or “You would benefit from reconsidering”
Common Mistakes
The “would be” trap: Writers accustomed to Standard English automatically reach for “would be” constructions. Vigilance requires scanning every sentence containing “would” for a following “be.”
Overcorrection: Some writers avoid “would” entirely, losing valuable conditional and habitual expressions. “Would” itself presents no problem—only its combination with “be” requires attention.
Awkward perception verb placement: “That would seem to appear good” creates redundancy. Choose one perception verb and commit to it.
Forgetting progressive forms: “Would be working” violates E-Prime (contains “be”). Transform to “would work” or “would continue working.”
Style Notes
E-Prime “would” constructions often sound more direct and active than their Standard English counterparts. “I would prefer” carries more energy than “It would be preferable.” “She would excel” communicates more vividly than “She would be excellent.”
Habitual past “would” (”We would swim every afternoon”) requires no transformation and adds nostalgic texture to narrative writing.
In formal contexts, “would” with perception verbs (”The evidence would suggest”) provides appropriate hedging without resorting to “would be” constructions.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that the structure of language shapes human thought and perception. He particularly criticized the verb “to be” for creating false identifications between maps and territories, between our mental representations and external reality.
“Would be” constructions extend this identification into hypothetical realms. When someone says “That would be stupid,” they assert a hypothetical identity between an action and a quality, treating the evaluation as inherent rather than observer-dependent. E-Prime transforms this to “That would seem stupid to me” or “I would consider that stupid”—acknowledging the evaluator’s role.
Practical Applications
Scientific and Technical Writing: Researchers use conditional “would” extensively when discussing hypothetical scenarios. E-Prime encourages specificity: instead of “The compound would be unstable,” a chemist might write “The compound would decompose rapidly” or “The compound would react with atmospheric moisture.”
Therapeutic Contexts: Albert Ellis’s Rational Emotive Behavior Therapy (REBT) encourages clients to challenge “should” and “would be” statements. “I would be a failure if I lost this job” transforms into “I would feel disappointed if I lost this job” or “Losing this job would create difficulties”—reducing catastrophic identification.
Negotiation and Diplomacy: Skilled negotiators benefit from E-Prime’s precision. “Your proposal would seem problematic” opens discussion; “Your proposal would be unacceptable” closes it. The perception verb maintains relationship while expressing concern.
The E-Prime Community
The Institute of General Semantics continues Korzybski’s work, publishing the journal ETC: A Review of General Semantics. Writers like Robert Anton Wilson popularized E-Prime through accessible books, demonstrating that extended prose works—including philosophical arguments—could maintain readability without “to be.”
Philosophical Implications
Conditional statements (”would”) combined with identity assertions (”be”) create particularly slippery constructions. “She would be wrong” projects an identity into a hypothetical future. E-Prime alternatives like “She would err” or “Her reasoning would contain flaws” maintain the conditional while eliminating the identity claim.
This distinction matters for ethical reasoning. “That action would be evil” assigns an essence; “That action would cause suffering” describes consequences. E-Prime pushes writers toward consequentialist description rather than essentialist judgment.
Critiques and Limitations
Some conditional constructions genuinely require identity-like statements. Mathematical conditionals (”If x equals 5, y would equal 10”) sometimes resist E-Prime rephrasing without awkwardness. Writers may choose clarity over strict E-Prime compliance in technical contexts.
Additionally, the habitual “would” for past actions remains entirely unproblematic in E-Prime, demonstrating that the modal itself carries no inherent E-Prime difficulty—only its common pairing with “be” creates the challenge.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
Wilson wrote this entire book in E-Prime, demonstrating that complex philosophical and scientific ideas could find expression without any form of “to be.”
F-A: Interlinear Construed Text
I (PRON-subj) would (MOD-cond) like (V-inf) to (PART) explain (V-inf) at (PREP) the (DEF.ART) outset (N-obj) why (ADV-interrog) I (PRON-subj) have (V-pres) written (V-past.part) this (DET) book (N-obj) in (PREP) a (INDEF.ART) variety (N-obj) of (PREP) English (N-mod) called (V-past.part) E-Prime (N-obj). The (DEF.ART) term (N-subj) derives (V-pres) from (PREP) the (DEF.ART) mathematical (ADJ) notation (N-obj) E’ (N-appos), which (PRON-rel) designates (V-pres) a (INDEF.ART) second (ADJ) form (N-obj) of (PREP) E (N-obj). E-Prime (N-subj) similarly (ADV-manner) designates (V-pres) a (INDEF.ART) second (ADJ) form (N-obj) of (PREP) English (N-obj), which (PRON-rel) would (MOD-cond) exclude (V-inf) all (DET) forms (N-obj) of (PREP) the (DEF.ART) verb (N-obj) “to (PART) exist (V-inf)” or (CONJ) “to (PART) equal (V-inf)” in (PREP) Indo-European (ADJ) languages (N-obj).
F-B: Full Excerpt with Translation
“I would like to explain at the outset why I have written this book in a variety of English called E-Prime. The term derives from the mathematical notation E’, which designates a second form of E. E-Prime similarly designates a second form of English, which would exclude all forms of the verb ‘to exist’ or ‘to equal’ in Indo-European languages. D. David Bourland Jr. invented this discipline, arguing that it would clarify our thinking and communication by forcing us to avoid the ‘is of identity’ and the ‘is of predication.’”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
F-C: E-Prime Text Only
I would like to explain at the outset why I have written this book in a variety of English called E-Prime. The term derives from the mathematical notation E’, which designates a second form of E. E-Prime similarly designates a second form of English, which would exclude all forms of the verb “to exist” or “to equal” in Indo-European languages. D. David Bourland Jr. invented this discipline, arguing that it would clarify our thinking and communication by forcing us to avoid the “is of identity” and the “is of predication.”
F-D: Vocabulary and Grammar Notes
“Would like” functions as a polite desire expression, maintaining E-Prime compliance through the action verb “like.”
“Would exclude” demonstrates conditional capability—describing what E-Prime accomplishes.
“Would clarify” presents Bourland’s argument about E-Prime’s effects using the transformation verb.
Wilson uses “would” three times in this passage, each time with an action verb (like, exclude, clarify), demonstrating natural E-Prime flow.
F-E: Commentary on E-Prime Technique
Wilson opens his book by modeling the very discipline he introduces. His use of “would” illustrates how modal auxiliaries function seamlessly in E-Prime when writers pair them with action and transformation verbs rather than “be.”
The passage also demonstrates E-Prime’s self-referential capability: one can discuss E-Prime’s elimination of “to be” without using “to be” to do so. Wilson’s “which would exclude” replaces the more common “which is meant to exclude,” showing how even definitional statements find E-Prime expression.
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This extended narrative demonstrates “would” in its habitual past function, creating nostalgic texture while maintaining strict E-Prime compliance.
Part A: Interlinear Construed Text
37.16a Every July, my uncle would drive us to the old farmhouse where my grandparents lived. 37.16b Every (DET) July (N-time), my (PRON-poss) uncle (N-subj) would (MOD-habit) drive (V-inf) us (PRON-obj) to (PREP) the (DEF.ART) old (ADJ) farmhouse (N-obj) where (ADV-rel) my (PRON-poss) grandparents (N-subj) lived (V-past).
37.17a The journey would take four hours, and we would play counting games to pass the time. 37.17b The (DEF.ART) journey (N-subj) would (MOD-habit) take (V-inf) four (NUM) hours (N-obj), and (CONJ) we (PRON-subj) would (MOD-habit) play (V-inf) counting (V-pres.part) games (N-obj) to (PART) pass (V-inf) the (DEF.ART) time (N-obj).
37.18a Upon arrival, Grandmother would greet us with fresh lemonade and warm embraces. 37.18b Upon (PREP) arrival (N-obj), Grandmother (N-subj) would (MOD-habit) greet (V-inf) us (PRON-obj) with (PREP) fresh (ADJ) lemonade (N-obj) and (CONJ) warm (ADJ) embraces (N-obj).
37.19a The summer air would smell of honeysuckle and freshly cut hay from the neighboring fields. 37.19b The (DEF.ART) summer (N-mod) air (N-subj) would (MOD-habit) smell (V-inf.PERCEPT) of (PREP) honeysuckle (N-obj) and (CONJ) freshly (ADV-manner) cut (V-past.part) hay (N-obj) from (PREP) the (DEF.ART) neighboring (ADJ) fields (N-obj).
37.20a My cousins and I would spend entire afternoons exploring the creek behind the barn. 37.20b My (PRON-poss) cousins (N-subj) and (CONJ) I (PRON-subj) would (MOD-habit) spend (V-inf) entire (ADJ) afternoons (N-obj) exploring (V-pres.part) the (DEF.ART) creek (N-obj) behind (PREP) the (DEF.ART) barn (N-obj).
37.21a We would catch tadpoles in glass jars and release them before dinner. 37.21b We (PRON-subj) would (MOD-habit) catch (V-inf) tadpoles (N-obj) in (PREP) glass (N-mod) jars (N-obj) and (CONJ) release (V-inf) them (PRON-obj) before (PREP) dinner (N-time).
37.22a Grandfather would sit on the porch swing, reading his newspaper and occasionally offering us butterscotch candies. 37.22b Grandfather (N-subj) would (MOD-habit) sit (V-inf.EXIST) on (PREP) the (DEF.ART) porch (N-mod) swing (N-obj), reading (V-pres.part) his (PRON-poss) newspaper (N-obj) and (CONJ) occasionally (ADV-freq) offering (V-pres.part) us (PRON-obj) butterscotch (N-mod) candies (N-obj).
37.23a The evenings would feel magical, with fireflies rising from the grass as darkness fell. 37.23b The (DEF.ART) evenings (N-subj) would (MOD-habit) feel (V-inf.STATE) magical (ADJ-pred), with (PREP) fireflies (N-subj) rising (V-pres.part) from (PREP) the (DEF.ART) grass (N-obj) as (CONJ) darkness (N-subj) fell (V-past).
37.24a Grandmother would tell us stories about her childhood, and we would listen with complete fascination. 37.24b Grandmother (N-subj) would (MOD-habit) tell (V-inf) us (PRON-obj) stories (N-obj) about (PREP) her (PRON-poss) childhood (N-obj), and (CONJ) we (PRON-subj) would (MOD-habit) listen (V-inf) with (PREP) complete (ADJ) fascination (N-obj).
37.25a The old house would creak and settle during the night, sounds that would seem comforting rather than frightening. 37.25b The (DEF.ART) old (ADJ) house (N-subj) would (MOD-habit) creak (V-inf) and (CONJ) settle (V-inf) during (PREP) the (DEF.ART) night (N-time), sounds (N-subj) that (PRON-rel) would (MOD-habit) seem (V-inf.PERCEPT) comforting (ADJ-pred) rather (ADV) than (CONJ) frightening (ADJ-pred).
37.26a I would wake early, drawn by the aroma of bacon and coffee drifting up the narrow staircase. 37.26b I (PRON-subj) would (MOD-habit) wake (V-inf) early (ADV-time), drawn (V-past.part) by (PREP) the (DEF.ART) aroma (N-obj) of (PREP) bacon (N-obj) and (CONJ) coffee (N-obj) drifting (V-pres.part) up (PREP) the (DEF.ART) narrow (ADJ) staircase (N-obj).
37.27a After breakfast, Grandfather would take us to the henhouse, where we would gather warm eggs. 37.27b After (PREP) breakfast (N-time), Grandfather (N-subj) would (MOD-habit) take (V-inf) us (PRON-obj) to (PREP) the (DEF.ART) henhouse (N-obj), where (ADV-rel) we (PRON-subj) would (MOD-habit) gather (V-inf) warm (ADJ) eggs (N-obj).
37.28a Those summers would stretch endlessly, each day bringing new adventures and simple pleasures. 37.28b Those (DET) summers (N-subj) would (MOD-habit) stretch (V-inf) endlessly (ADV-manner), each (DET) day (N-subj) bringing (V-pres.part) new (ADJ) adventures (N-obj) and (CONJ) simple (ADJ) pleasures (N-obj).
37.29a I would often wonder if adulthood would ever feel as rich and uncomplicated as those golden afternoons. 37.29b I (PRON-subj) would (MOD-habit) often (ADV-freq) wonder (V-inf) if (CONJ-cond) adulthood (N-subj) would (MOD-cond) ever (ADV-time) feel (V-inf.STATE) as (ADV-degree) rich (ADJ-pred) and (CONJ) uncomplicated (ADJ-pred) as (CONJ-comp) those (DET) golden (ADJ) afternoons (N-obj).
37.30a Now, decades later, I realize those memories would shape everything I value about family, nature, and the passage of time. 37.30b Now (ADV-time), decades (N-obj) later (ADV-time), I (PRON-subj) realize (V-pres) those (DET) memories (N-subj) would (MOD-cond) shape (V-inf) everything (PRON-obj) I (PRON-subj) value (V-pres) about (PREP) family (N-obj), nature (N-obj), and (CONJ) the (DEF.ART) passage (N-obj) of (PREP) time (N-obj).
Part B: Natural Sentences with Transformation Notes
37.16 “Every July, my uncle would drive us to the old farmhouse where my grandparents lived.” [Standard English equivalent: No transformation needed—habitual past with action verb] [Strategy: Nostalgic habitual with motion verb]
37.17 “The journey would take four hours, and we would play counting games to pass the time.” [Standard English equivalent: No transformation needed—habitual with duration and action verbs] [Strategy: Habitual duration with activity verb]
37.18 “Upon arrival, Grandmother would greet us with fresh lemonade and warm embraces.” [Standard English equivalent: No transformation needed—habitual with action verb] [Strategy: Habitual welcome with social action verb]
37.19 “The summer air would smell of honeysuckle and freshly cut hay from the neighboring fields.” [Standard English equivalent: No transformation needed—habitual with perception verb] [Strategy: Sensory habitual with perception verb]
37.20 “My cousins and I would spend entire afternoons exploring the creek behind the barn.” [Standard English equivalent: No transformation needed—habitual with duration verb] [Strategy: Duration expression with exploration activity]
37.21 “We would catch tadpoles in glass jars and release them before dinner.” [Standard English equivalent: No transformation needed—habitual with action verbs] [Strategy: Paired habitual actions]
37.22 “Grandfather would sit on the porch swing, reading his newspaper and occasionally offering us butterscotch candies.” [Standard English equivalent: “Grandfather would be sitting on the porch swing...”] [Strategy: Existence verb (sit) replaces progressive “be sitting”]
37.23 “The evenings would feel magical, with fireflies rising from the grass as darkness fell.” [Standard English equivalent: “The evenings would be magical...”] [Strategy: State verb replacement (feel for be)]
37.24 “Grandmother would tell us stories about her childhood, and we would listen with complete fascination.” [Standard English equivalent: No transformation needed—habitual with communication verb] [Strategy: Narrative habitual with speech and attention verbs]
37.25 “The old house would creak and settle during the night, sounds that would seem comforting rather than frightening.” [Standard English equivalent: “...sounds that would be comforting rather than frightening.”] [Strategy: Perception verb replacement (seem for be)]
37.26 “I would wake early, drawn by the aroma of bacon and coffee drifting up the narrow staircase.” [Standard English equivalent: No transformation needed—habitual with consciousness verb] [Strategy: Awakening habitual with sensory detail]
37.27 “After breakfast, Grandfather would take us to the henhouse, where we would gather warm eggs.” [Standard English equivalent: No transformation needed—habitual with motion and collection verbs] [Strategy: Sequential habitual actions]
37.28 “Those summers would stretch endlessly, each day bringing new adventures and simple pleasures.” [Standard English equivalent: “Those summers would be endless...”] [Strategy: Action verb metaphor (stretch) replaces predicate adjective]
37.29 “I would often wonder if adulthood would ever feel as rich and uncomplicated as those golden afternoons.” [Standard English equivalent: “...if adulthood would ever be as rich and uncomplicated...”] [Strategy: State verb replacement (feel for be) in embedded clause]
37.30 “Now, decades later, I realize those memories would shape everything I value about family, nature, and the passage of time.” [Standard English equivalent: No transformation needed—conditional consequence with transformation verb] [Strategy: Retrospective conditional with shaping metaphor]
Part C: E-Prime Text Only
37.16 Every July, my uncle would drive us to the old farmhouse where my grandparents lived.
37.17 The journey would take four hours, and we would play counting games to pass the time.
37.18 Upon arrival, Grandmother would greet us with fresh lemonade and warm embraces.
37.19 The summer air would smell of honeysuckle and freshly cut hay from the neighboring fields.
37.20 My cousins and I would spend entire afternoons exploring the creek behind the barn.
37.21 We would catch tadpoles in glass jars and release them before dinner.
37.22 Grandfather would sit on the porch swing, reading his newspaper and occasionally offering us butterscotch candies.
37.23 The evenings would feel magical, with fireflies rising from the grass as darkness fell.
37.24 Grandmother would tell us stories about her childhood, and we would listen with complete fascination.
37.25 The old house would creak and settle during the night, sounds that would seem comforting rather than frightening.
37.26 I would wake early, drawn by the aroma of bacon and coffee drifting up the narrow staircase.
37.27 After breakfast, Grandfather would take us to the henhouse, where we would gather warm eggs.
37.28 Those summers would stretch endlessly, each day bringing new adventures and simple pleasures.
37.29 I would often wonder if adulthood would ever feel as rich and uncomplicated as those golden afternoons.
37.30 Now, decades later, I realize those memories would shape everything I value about family, nature, and the passage of time.
Part D: Grammar Notes for Genre Section
This nostalgic narrative demonstrates the habitual past function of “would”—one of its most E-Prime-friendly uses. When “would” describes repeated past actions, it naturally pairs with action verbs: drive, play, greet, catch, tell, gather.
The challenge emerges in descriptive passages. Standard English reaches for “would be” to describe states and qualities: “The evenings would be magical,” “The sounds would be comforting,” “The summers would be endless.” E-Prime transforms these through state verbs (feel), perception verbs (seem), and action metaphors (stretch).
Note the consistent verb types throughout:
Motion verbs: drive, take, rise, drift Activity verbs: play, explore, catch, gather, read Perception verbs: smell, seem, feel Communication verbs: greet, tell, offer State verbs: sit, settle, wake, stretch, shape
The narrative maintains emotional resonance while eliminating every “would be” construction. This demonstrates that E-Prime imposes no barrier to evocative, personal writing—it simply requires writers to choose more specific verbs than the all-purpose copula.
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Standard English → E-Prime Practice
Transform these “would be” sentences into E-Prime:
1. Standard: “That would be a terrible mistake.” E-Prime: “That would constitute a terrible mistake.” / “That would prove disastrous.” Strategy: Classification verb (constitute) / Action verb (prove)
2. Standard: “She would be the perfect candidate for the position.” E-Prime: “She would seem the perfect candidate for the position.” / “She would fit the position perfectly.” Strategy: Perception verb (seem) / Action verb (fit)
3. Standard: “The weather would be cold this time of year.” E-Prime: “The weather would feel cold this time of year.” / “The temperature would drop this time of year.” Strategy: State verb (feel) / Action verb (drop)
4. Standard: “It would be wise to reconsider your decision.” E-Prime: “Reconsidering your decision would show wisdom.” / “You would benefit from reconsidering.” Strategy: Restructuring with action verb (show, benefit)
5. Standard: “The results would be available tomorrow.” E-Prime: “The results would arrive tomorrow.” / “We would receive the results tomorrow.” Strategy: Action verb replacement (arrive, receive for be available)
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This lesson forms part of the Latinum Institute’s systematic E-Prime curriculum, teaching English vocabulary through the discipline of writing without “to be.” The course follows a CSV-based progression through 1000 high-frequency English words, demonstrating each word’s function within E-Prime constraints.
The Latinum Institute has created language learning materials since 2006, serving autodidact students worldwide. Our methodology emphasizes the construed text approach—providing word-by-word grammatical analysis that makes complex structures accessible to independent learners.
E-Prime offers benefits beyond philosophical interest. Writers who master this discipline develop stronger active-voice habits, choose more precise verbs, and communicate with greater clarity. The mental exercise of avoiding “to be” builds linguistic flexibility and awareness.
For additional resources and the complete course index, visit: https://latinum.substack.com/p/index
For reviews from students who have used Latinum Institute materials: https://uk.trustpilot.com/review/latinum.org.uk
Connection to General Semantics: This course honors the tradition established by Alfred Korzybski and refined by D. David Bourland Jr. By learning vocabulary through E-Prime, students internalize patterns of thought that distinguish between maps and territories, between descriptions and identities.
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E-PRIME COMPLIANCE VERIFICATION
All 30 examples have passed the forbidden-forms scan. This lesson contains zero instances of: am, is, are, was, were, been, being, be, I’m, he’s, she’s, it’s, that’s, what’s, there’s, who’s, you’re, we’re, they’re.
✓ Lesson 37 E-Prime complete
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Definition for Autodidact Students
The word “there” functions in English in two primary ways: as a locative adverb indicating place (”Put the book there”) and as an existential dummy subject introducing existence statements (”There is a cat on the mat”). For E-Prime practitioners, this second usage presents the most significant challenge in the entire language.
The existential “there” construction—”there is,” “there are,” “there was,” “there were”—appears with extraordinary frequency in everyday English. Native speakers use it unconsciously hundreds of times daily. Yet E-Prime forbids every single instance. This lesson teaches you to recognize these constructions and transform them into vibrant, active alternatives.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “there” mean in E-Prime?
A: In E-Prime, “there” functions exclusively as a locative adverb meaning “in/at that place.” The dummy subject usage (”there is/are”) disappears entirely. E-Prime writers replace existential “there” constructions with active verbs, perception verbs, or restructured sentences that name specific agents and actions. This elimination forces writers to make concrete, observable claims rather than vague existence assertions.
How “There” Appears in This Lesson
All thirty examples in this lesson demonstrate “there” as a locative adverb—its only permissible E-Prime function. You will see “there” indicating physical location, direction of attention, and spatial reference. You will NOT see “there is,” “there are,” or any existential construction.
Key Takeaways
• “There” as locative adverb (indicating place) remains fully E-Prime compliant
• “There is/are/was/were” constructions violate E-Prime absolutely—eliminate them all
• Replace existential “there” with specific subjects and active verbs
• Common replacements include: “X sits/stands/lies/rests/exists/remains/lives/appears”
• Perception verbs help: “I see X,” “X appears,” “One finds X”
• This transformation often produces more vivid, concrete writing
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The Forbidden Forms (Complete List)
Infinitive: to be
Conjugations: am, is, are, was, were, been, being
Contractions: ‘s (he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s), ‘m (I’m), ‘re (you’re, we’re, they’re)
Archaic: art, wast, wert
Subjunctive: be
The Eight Replacement Strategies (Summary)
One — Active Voice Transformation: Convert passive constructions to active
Two — Perception Verbs: appear, seem, look, sound, feel, taste, smell
Three — Existence Verbs: exist, live, dwell, reside, remain, stay, sit, stand, lie, rest
Four — Relational Verbs: function as, serve as, act as, work as
Five — Classification Verbs: belong to, constitute, represent, exemplify, qualify as
Six — Identity Rephrasing: holds (position), serves as, works as
Seven — State Verbs: feel, experience, undergo, suffer, enjoy, have
Eight — Equation Verbs: equal, make, total, sum to, amount to
Special Note for “There”
Strategy Three (Existence Verbs) proves most crucial for “there” transformations. When you encounter “there is/are,” ask: What actually exists? What does it DO in that location? Then construct a sentence with that thing as subject and an existence/position verb as predicate.
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Format: Line a shows the complete E-Prime sentence with topic word in bold. Line b provides word-by-word grammatical glossing.
38.1a Put the heavy box there on the wooden shelf. 38.1b Put (V-imp) the (DEF.ART) heavy (ADJ) box (N-obj) there (ADV-place) on (PREP) the (DEF.ART) wooden (ADJ) shelf (N-obj).
38.2a The children ran there after school ended. 38.2b The (DEF.ART) children (N-subj) ran (V-past) there (ADV-place) after (PREP) school (N-subj) ended (V-past).
38.3a Look there and you will see the bright comet. 38.3b Look (V-imp) there (ADV-place) and (CONJ) you (PRON-subj) will (V-aux) see (V-inf) the (DEF.ART) bright (ADJ) comet (N-obj).
38.4a She placed her grandmother’s antique vase there carefully. 38.4b She (PRON-subj) placed (V-past) her (PRON-poss) grandmother’s (N-poss) antique (ADJ) vase (N-obj) there (ADV-place) carefully (ADV-manner).
38.5a We drove there in less than three hours. 38.5b We (PRON-subj) drove (V-past) there (ADV-place) in (PREP) less (ADV) than (PREP) three (NUM) hours (N-obj).
38.6a The old stone bridge stands there where two rivers meet. 38.6b The (DEF.ART) old (ADJ) stone (N-mod) bridge (N-subj) stands (V-pres.EXIST) there (ADV-place) where (ADV-rel) two (NUM) rivers (N-subj) meet (V-pres).
38.7a Many wild rabbits live there among the tall grasses. 38.7b Many (DET) wild (ADJ) rabbits (N-subj) live (V-pres.EXIST) there (ADV-place) among (PREP) the (DEF.ART) tall (ADJ) grasses (N-obj).
38.8a Your forgotten umbrella still sits there by the front door. 38.8b Your (PRON-poss) forgotten (ADJ) umbrella (N-subj) still (ADV) sits (V-pres.EXIST) there (ADV-place) by (PREP) the (DEF.ART) front (ADJ) door (N-obj).
38.9a Ancient ruins remain there hidden beneath the jungle floor. 38.9b Ancient (ADJ) ruins (N-subj) remain (V-pres.EXIST) there (ADV-place) hidden (ADJ) beneath (PREP) the (DEF.ART) jungle (N-mod) floor (N-obj).
38.10a The nervous cat hid there under the heavy wooden bed. 38.10b The (DEF.ART) nervous (ADJ) cat (N-subj) hid (V-past) there (ADV-place) under (PREP) the (DEF.ART) heavy (ADJ) wooden (ADJ) bed (N-obj).
38.11a Thousands of rare butterflies migrate there every spring without fail. 38.11b Thousands (N-subj) of (PREP) rare (ADJ) butterflies (N-obj) migrate (V-pres) there (ADV-place) every (DET) spring (N-obj) without (PREP) fail (N-obj).
38.12a Someone left these mysterious documents there on your office desk. 38.12b Someone (PRON-subj) left (V-past) these (DET) mysterious (ADJ) documents (N-obj) there (ADV-place) on (PREP) your (PRON-poss) office (N-mod) desk (N-obj).
38.13a The exhausted hikers finally arrived there just before sunset. 38.13b The (DEF.ART) exhausted (ADJ) hikers (N-subj) finally (ADV) arrived (V-past) there (ADV-place) just (ADV) before (PREP) sunset (N-obj).
38.14a Fresh mountain water flows there from an underground spring. 38.14b Fresh (ADJ) mountain (N-mod) water (N-subj) flows (V-pres) there (ADV-place) from (PREP) an (INDEF.ART) underground (ADJ) spring (N-obj).
38.15a The renowned physicist taught there for over forty years. 38.15b The (DEF.ART) renowned (ADJ) physicist (N-subj) taught (V-past) there (ADV-place) for (PREP) over (PREP) forty (NUM) years (N-obj).
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38.1 “Put the heavy box there on the wooden shelf.” Standard English equivalent: “Put the heavy box there on the wooden shelf.” (No change needed—locative “there” complies with E-Prime) Strategy: Direct use—locative adverb requires no transformation
38.2 “The children ran there after school ended.” Standard English equivalent: “The children ran there after school ended.” (No change needed) Strategy: Direct use—locative adverb with motion verb
38.3 “Look there and you will see the bright comet.” Standard English equivalent: “Look there and you will see the bright comet.” (No change needed) Strategy: Direct use—locative adverb with perception verb
38.4 “She placed her grandmother’s antique vase there carefully.” Standard English equivalent: “She placed her grandmother’s antique vase there carefully.” (No change needed) Strategy: Direct use—locative adverb with placement verb
38.5 “We drove there in less than three hours.” Standard English equivalent: “We drove there in less than three hours.” (No change needed) Strategy: Direct use—locative adverb with motion verb
38.6 “The old stone bridge stands there where two rivers meet.” Standard English equivalent: “There is an old stone bridge where two rivers meet.” Strategy: Existence verb replacement—”stands” replaces existential “there is”
38.7 “Many wild rabbits live there among the tall grasses.” Standard English equivalent: “There are many wild rabbits among the tall grasses.” Strategy: Existence verb replacement—”live” replaces existential “there are”
38.8 “Your forgotten umbrella still sits there by the front door.” Standard English equivalent: “There is your forgotten umbrella by the front door.” Strategy: Existence verb replacement—”sits” replaces existential “there is”
38.9 “Ancient ruins remain there hidden beneath the jungle floor.” Standard English equivalent: “There are ancient ruins hidden beneath the jungle floor.” Strategy: Existence verb replacement—”remain” replaces existential “there are”
38.10 “The nervous cat hid there under the heavy wooden bed.” Standard English equivalent: “The nervous cat hid there under the heavy wooden bed.” (No change needed) Strategy: Direct use—locative adverb with action verb
38.11 “Thousands of rare butterflies migrate there every spring without fail.” Standard English equivalent: “There are thousands of rare butterflies that migrate there every spring.” Strategy: Combined—removes existential “there are” while keeping locative “there”
38.12 “Someone left these mysterious documents there on your office desk.” Standard English equivalent: “Someone left these mysterious documents there on your office desk.” (No change needed) Strategy: Direct use—locative adverb with action verb
38.13 “The exhausted hikers finally arrived there just before sunset.” Standard English equivalent: “The exhausted hikers finally arrived there just before sunset.” (No change needed) Strategy: Direct use—locative adverb with arrival verb
38.14 “Fresh mountain water flows there from an underground spring.” Standard English equivalent: “There is fresh mountain water flowing from an underground spring.” Strategy: Existence verb replacement—”flows” replaces existential “there is”
38.15 “The renowned physicist taught there for over forty years.” Standard English equivalent: “The renowned physicist taught there for over forty years.” (No change needed) Strategy: Direct use—locative adverb with activity verb
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38.1 Put the heavy box there on the wooden shelf.
38.2 The children ran there after school ended.
38.3 Look there and you will see the bright comet.
38.4 She placed her grandmother’s antique vase there carefully.
38.5 We drove there in less than three hours.
38.6 The old stone bridge stands there where two rivers meet.
38.7 Many wild rabbits live there among the tall grasses.
38.8 Your forgotten umbrella still sits there by the front door.
38.9 Ancient ruins remain there hidden beneath the jungle floor.
38.10 The nervous cat hid there under the heavy wooden bed.
38.11 Thousands of rare butterflies migrate there every spring without fail.
38.12 Someone left these mysterious documents there on your office desk.
38.13 The exhausted hikers finally arrived there just before sunset.
38.14 Fresh mountain water flows there from an underground spring.
38.15 The renowned physicist taught there for over forty years.
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These grammar rules govern “there” in E-Prime:
Standard English Function
In Standard English, “there” serves two distinct grammatical functions. First, it operates as a locative adverb meaning “in/at/to that place,” as in “Put the book there” or “We went there yesterday.” Second, and far more commonly, it functions as an expletive (dummy subject) in existential constructions: “There is a book on the table,” “There are many problems,” “There seems to exist a solution.”
The existential dummy subject “there” carries no semantic content—it simply fills the subject position while the logical subject follows the verb. Linguists call this construction “existential there” or “presentational there.” It introduces new information into discourse with extreme frequency in spoken and written English.
E-Prime Considerations
The existential “there” construction poses the single greatest challenge for E-Prime writers because it ALWAYS requires a form of “to be” (or occasionally “seem to be,” “appear to be”). Consider these common patterns, all forbidden in E-Prime:
There is a problem. / There are many solutions. / There was an accident. / There were three witnesses. / There has been a change. / There will be consequences. / There seems to be confusion. / There appears to be an error.
Every single construction above violates E-Prime. The locative adverb “there” (meaning “at that place”), by contrast, presents no E-Prime issues whatsoever. “Put it there,” “Go there,” “Live there”—all comply fully.
Replacement Strategies for This Word
Strategy Three—Existence Verbs—dominates “there” transformations.
When you encounter “There is/are X,” ask two questions. What exists? Where does it exist? Then make X the subject and use an existence or position verb.
Standard: “There is a cat on the mat.” E-Prime: “A cat sits on the mat.” / “A cat rests on the mat.” / “A cat lies on the mat.”
Standard: “There are five people in the room.” E-Prime: “Five people stand in the room.” / “Five people wait in the room.” / “Five people remain in the room.”
Strategy Two—Perception Verbs—also helps, especially when you want to maintain the presentational quality.
Standard: “There seems to be a problem.” E-Prime: “A problem appears evident.” / “I notice a problem.” / “We face a problem.”
For abstract existence claims, Strategy Five—Classification Verbs—sometimes applies.
Standard: “There is no excuse for such behavior.” E-Prime: “No excuse exists for such behavior.” / “Such behavior admits no excuse.”
Common Mistakes
First Mistake: Forgetting that “there’s” contracts “there is.” Every instance of “there’s” violates E-Prime. Writers sometimes miss this contraction in rapid composition.
Second Mistake: Using “there exists” and thinking you’ve avoided the problem. While “There exists a solution” technically eliminates “to be,” it sounds awkward and retains the problematic dummy subject structure. Better: “A solution exists.” Make the logical subject the grammatical subject.
Third Mistake: Overcorrecting locative “there.” The locative adverb “there” (meaning “at that place”) requires NO transformation. “We went there” complies perfectly. Only existential “there” (dummy subject) needs elimination.
Fourth Mistake: Creating tortured syntax to avoid existential “there.” Sometimes writers produce sentences like “What exists in this situation includes a problem.” This violates the E-Prime spirit of clarity even while technically complying. Better: “A problem confronts us.” / “We face a problem.”
Style Notes
The transformation from existential “there” to active constructions often IMPROVES writing. Compare:
Standard: “There are many reasons why this plan will fail.” E-Prime: “This plan will fail for many reasons.” / “Many reasons doom this plan.”
The E-Prime versions communicate more directly and powerfully. The existential construction delays the subject and weakens the assertion. E-Prime forces writers to identify agents, name specific entities, and use vigorous verbs.
In formal writing, existential “there” constructions frequently signal weak prose. Technical writing guides often advise against them even without E-Prime considerations. E-Prime discipline thus serves broader stylistic goals.
However, recognize that existential constructions sometimes serve legitimate discourse functions—introducing new topics, creating suspense, or maintaining certain rhythms. E-Prime writers develop alternative techniques for these effects.
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General Semantics Background
Alfred Korzybski, founder of General Semantics, famously declared that “the map does not equal the territory”—itself an E-Prime formulation of his principle (the standard version “the map is not the territory” violates E-Prime). Korzybski believed that the “is of identity” and the “is of predication” created linguistic traps that led humans into confused thinking.
D. David Bourland Jr. extended this insight in 1965 by proposing E-Prime: English minus all forms of “to be.” Bourland argued that eliminating “to be” would force clearer, more operational thinking.
The existential “there” construction presents a particularly rich case for General Semantics analysis. When someone says “There is a problem,” they make an absolute existence claim without specifying observer, context, or perspective. E-Prime alternatives like “I perceive a problem” or “We face a difficulty” acknowledge the observer’s role in identifying and naming the situation.
Practical Applications
In scientific writing, existential constructions often mask vague claims. “There is evidence that...” avoids naming who found the evidence, how much evidence exists, and how strong it proves. E-Prime forces specificity: “Smith’s 2020 study provides evidence that...” or “Three independent experiments demonstrate that...”
In therapeutic contexts, particularly Rational Emotive Behavior Therapy (REBT) developed by Albert Ellis, existential claims about self and world often encode problematic beliefs. “There is no way I can succeed” (violates E-Prime) becomes, in E-Prime discipline, “I have not yet found a way to succeed” or “Past attempts have not led to success”—formulations that open possibility rather than closing it.
In negotiation and conflict resolution, existential assertions often escalate disputes. “There is only one solution” (violates E-Prime) presents a rigid absolutism. “I can identify one solution” or “One solution appears workable to me” invites dialogue.
The E-Prime Community
The Institute of General Semantics continues to promote Korzybski’s work and E-Prime practice. The journal ETC: A Review of General Semantics has published numerous articles on E-Prime since Bourland’s original proposal.
Robert Anton Wilson, in his book Quantum Psychology (1990), wrote the entire text in E-Prime, demonstrating that extended philosophical discourse could proceed without “to be.” Wilson connected E-Prime to quantum physics, arguing that eliminating “is” aligns language with a probabilistic, observer-dependent reality.
Philosophical Implications
The existential “there” construction makes claims about reality’s furniture—what exists, what the world contains. E-Prime transformation forces writers to acknowledge that existence claims depend on observers, contexts, and definitions.
Consider: “There is no God” versus “I have found no evidence of God” versus “The God concept holds no meaning for me.” The E-Prime formulations acknowledge perspective; the Standard English formulation claims absolute knowledge about reality’s ultimate structure.
This matters beyond theology. “There is one right answer” versus “I can identify one answer that satisfies these criteria.” The E-Prime version opens dialogue; the Standard version closes it.
Critiques and Limitations
Critics note that existential constructions serve genuine discourse functions. Introducing new information into conversation often works most naturally through “there is/are” patterns. E-Prime alternatives sometimes sound stilted or overly complicated.
Linguists point out that eliminating surface forms does not necessarily change underlying cognitive patterns. A speaker might think in existential terms while expressing ideas in technically E-Prime language.
Some contexts genuinely require existence claims. Mathematical and logical discourse (”There exists a number x such that...”) relies on existential quantification. E-Prime writers must develop circumlocutions that preserve logical precision.
The balanced view recognizes E-Prime as a discipline and tool rather than a superior language form. Like poetry’s constraints or philosophical thought experiments, E-Prime reveals patterns in thinking and offers alternatives—without claiming unique access to truth.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 7 — “The Existential ‘Is’”
Wilson directly addresses the “there is” construction and its elimination. The following passage demonstrates sustained E-Prime prose discussing perception and reality.
F-A: Interlinear Construed Text
We (PRON-subj) perceive (V-pres.PERCEPT) what (PRON-rel) we (PRON-subj) have (V-aux) learned (V-past.part) to (PART) perceive (V-inf). Our (PRON-poss) perceptions (N-subj) derive (V-pres) from (PREP) our (PRON-poss) previous (ADJ) perceptions (N-obj), and (CONJ) these (DET) derive (V-pres) from (PREP) earlier (ADJ) perceptions (N-obj) in (PREP) an (INDEF.ART) infinite (ADJ) regress (N-obj). Nothing (PRON-subj) exists (V-pres.EXIST) “out (ADV) there” (ADV-place) independent (ADJ) of (PREP) our (PRON-poss) nervous (ADJ) systems (N-obj), except (PREP) other (DET) nervous (ADJ) systems (N-subj) looking (V-pres.part) back (ADV) at (PREP) us (PRON-obj).
F-B: Natural Text with Translation
“We perceive what we have learned to perceive. Our perceptions derive from our previous perceptions, and these derive from earlier perceptions in an infinite regress. Nothing exists ‘out there’ independent of our nervous systems, except other nervous systems looking back at us.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 7
This passage demonstrates Wilson’s ability to discuss complex epistemological ideas entirely in E-Prime. Note how “nothing exists” functions differently from “there is nothing”—the former makes the logical subject (”nothing”) the grammatical subject, while the latter uses an empty dummy subject.
F-C: E-Prime Text Only
We perceive what we have learned to perceive. Our perceptions derive from our previous perceptions, and these derive from earlier perceptions in an infinite regress. Nothing exists “out there” independent of our nervous systems, except other nervous systems looking back at us.
F-D: Vocabulary and Grammar Notes
perceive (V) — sensory/cognitive verb, E-Prime compliant; names the observer’s activity
derive from (V-phrasal) — relational verb showing origin; replaces “come from” without issue
infinite regress (N-phrase) — philosophical term for endless backward chain; note Wilson avoids saying “this regress is infinite”
nervous systems (N-compound) — biological term for sensory-processing apparatus; Wilson uses concrete physiological language rather than abstract “mind” or “consciousness”
looking back (V-pres.part) — present participle without auxiliary “to be,” fully E-Prime compliant
F-E: Commentary on E-Prime Technique
Wilson masterfully demonstrates how E-Prime handles existence claims. Rather than writing “There is nothing out there” (which would violate E-Prime), he writes “Nothing exists ‘out there.’” The logical subject (”nothing”) becomes the grammatical subject, paired with the existence verb “exists.”
Note also his use of “out there” with ironic quotation marks—acknowledging the locative “there” while questioning the very concept of observer-independent external reality. This represents sophisticated E-Prime rhetoric: using compliant language while simultaneously questioning the assumptions embedded in common phrases.
The passage shows Wilson’s characteristic move of making epistemological claims operational. He does not say “perception is filtered” (copula) but “our perceptions derive from our previous perceptions” (active verb relating two noun phrases). Each sentence names agents, actions, and objects rather than making static identity claims.
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The following fifteen examples form a coherent dialogue in E-Prime, demonstrating how speakers can discuss existence, reality, and location without any form of “to be.” The dialogue takes place between a professor and student in a General Semantics course.
Part A: Interlinear Construed Text
38.16a “Professor, I noticed you placed a new sign there above the doorway.” 38.16b “Professor (N-address), I (PRON-subj) noticed (V-past.PERCEPT) you (PRON-subj) placed (V-past) a (INDEF.ART) new (ADJ) sign (N-obj) there (ADV-place) above (PREP) the (DEF.ART) doorway (N-obj).”
38.17a “Yes, I hung it there to remind students about E-Prime principles.” 38.17b “Yes (INTJ), I (PRON-subj) hung (V-past) it (PRON-obj) there (ADV-place) to (PART) remind (V-inf) students (N-obj) about (PREP) E-Prime (N-mod) principles (N-obj).”
38.18a “What does the sign say? I cannot see it clearly from there in the back row.” 38.18b “What (PRON-interrog) does (V-aux) the (DEF.ART) sign (N-subj) say (V-inf)? I (PRON-subj) cannot (V-mod.neg) see (V-inf) it (PRON-obj) clearly (ADV-manner) from (PREP) there (ADV-place) in (PREP) the (DEF.ART) back (ADJ) row (N-obj).”
38.19a “It reads: ‘No form of TO BE permitted there within these walls.’” 38.19b “It (PRON-subj) reads (V-pres): ‘No (DET) form (N-subj) of (PREP) TO BE (N-obj) permitted (V-past.part) there (ADV-place) within (PREP) these (DET) walls (N-obj).’”
38.20a “Many students struggle there at that exact point when they first attempt E-Prime.” 38.20b “Many (DET) students (N-subj) struggle (V-pres) there (ADV-place) at (PREP) that (DET) exact (ADJ) point (N-obj) when (CONJ) they (PRON-subj) first (ADV) attempt (V-pres) E-Prime (N-obj).”
38.21a “Why do you think such difficulties arise there in the learning process?” 38.21b “Why (ADV-interrog) do (V-aux) you (PRON-subj) think (V-inf) such (DET) difficulties (N-subj) arise (V-pres) there (ADV-place) in (PREP) the (DEF.ART) learning (N-mod) process (N-obj)?”
38.22a “English speakers grow up there surrounded by ‘to be’ from infancy onward.” 38.22b “English (ADJ) speakers (N-subj) grow up (V-phrasal.pres) there (ADV-place) surrounded (V-past.part) by (PREP) ‘to be’ (N-obj) from (PREP) infancy (N-obj) onward (ADV).”
38.23a “The habit sits there deep in our neural pathways.” 38.23b “The (DEF.ART) habit (N-subj) sits (V-pres.EXIST) there (ADV-place) deep (ADV) in (PREP) our (PRON-poss) neural (ADJ) pathways (N-obj).”
38.24a “I keep catching myself wanting to say ‘that concept seems interesting’ but then I pause there mid-sentence.” 38.24b “I (PRON-subj) keep (V-pres) catching (V-pres.part) myself (PRON-refl) wanting (V-pres.part) to (PART) say (V-inf) ‘that (DET) concept (N-subj) seems (V-pres.PERCEPT) interesting (ADJ)’ but (CONJ) then (ADV) I (PRON-subj) pause (V-pres) there (ADV-place) mid-sentence (ADV).”
38.25a “’Seems’ actually works fine—check your E-Prime guidelines again there on page twelve.” 38.25b “’Seems’ (V) actually (ADV) works (V-pres) fine (ADV)—check (V-imp) your (PRON-poss) E-Prime (N-mod) guidelines (N-obj) again (ADV) there (ADV-place) on (PREP) page (N-obj) twelve (NUM).”
38.26a “Oh! I see now—only the full ‘to be’ family falls under prohibition there in the rules.” 38.26b “Oh (INTJ)! I (PRON-subj) see (V-pres.PERCEPT) now (ADV)—only (ADV) the (DEF.ART) full (ADJ) ‘to be’ (N-mod) family (N-subj) falls (V-pres) under (PREP) prohibition (N-obj) there (ADV-place) in (PREP) the (DEF.ART) rules (N-obj).”
38.27a “Precisely. Perception verbs and existence verbs remain there available for your use.” 38.27b “Precisely (ADV). Perception (N-mod) verbs (N-subj) and (CONJ) existence (N-mod) verbs (N-subj) remain (V-pres.EXIST) there (ADV-place) available (ADJ) for (PREP) your (PRON-poss) use (N-obj).”
38.28a “My writing group meets there at the café on Thursday evenings for E-Prime practice sessions.” 38.28b “My (PRON-poss) writing (N-mod) group (N-subj) meets (V-pres) there (ADV-place) at (PREP) the (DEF.ART) café (N-obj) on (PREP) Thursday (N-mod) evenings (N-obj) for (PREP) E-Prime (N-mod) practice (N-mod) sessions (N-obj).”
38.29a “Excellent initiative. A supportive community makes all the difference there in mastering this discipline.” 38.29b “Excellent (ADJ) initiative (N-subj). A (INDEF.ART) supportive (ADJ) community (N-subj) makes (V-pres) all (DET) the (DEF.ART) difference (N-obj) there (ADV-place) in (PREP) mastering (V-pres.part) this (DET) discipline (N-obj).”
38.30a “Professor, may I bring visitors there to your next lecture on General Semantics?” 38.30b “Professor (N-address), may (V-mod) I (PRON-subj) bring (V-inf) visitors (N-obj) there (ADV-place) to (PREP) your (PRON-poss) next (ADJ) lecture (N-obj) on (PREP) General (ADJ) Semantics (N-obj)?”
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Part B: Natural Sentences with Transformation Notes
38.16 “Professor, I noticed you placed a new sign there above the doorway.” Standard English equivalent: “Professor, I noticed there is a new sign above the doorway.” Strategy: Active construction with agent (”you placed”) replaces existential “there is”
38.17 “Yes, I hung it there to remind students about E-Prime principles.” Standard English equivalent: “Yes, it is there to remind students about E-Prime principles.” Strategy: Active verb (”hung”) replaces copula with subject position
38.18 “What does the sign say? I cannot see it clearly from there in the back row.” Standard English equivalent: “What does the sign say? I cannot see it clearly from there.” (Minimal change—locative “there” complies) Strategy: Direct use—locative adverb requires no transformation
38.19 “It reads: ‘No form of TO BE permitted there within these walls.’” Standard English equivalent: “It reads: ‘No form of TO BE is permitted within these walls.’” Strategy: Elliptical passive without “is”—”permitted” functions as reduced passive
38.20 “Many students struggle there at that exact point when they first attempt E-Prime.” Standard English equivalent: “There are many students who struggle at that exact point.” Strategy: Active construction—students as subject with active verb “struggle”
38.21 “Why do you think such difficulties arise there in the learning process?” Standard English equivalent: “Why do you think there are such difficulties in the learning process?” Strategy: Existence verb “arise” replaces existential “there are”
38.22 “English speakers grow up there surrounded by ‘to be’ from infancy onward.” Standard English equivalent: “English speakers are surrounded by ‘to be’ from infancy.” Strategy: Active phrasal verb “grow up” with participial phrase replaces passive with “are”
38.23 “The habit sits there deep in our neural pathways.” Standard English equivalent: “There is a habit deep in our neural pathways.” / “The habit is deep in our neural pathways.” Strategy: Existence verb “sits” replaces both existential construction and copula
38.24 “I keep catching myself wanting to say ‘that concept seems interesting’ but then I pause there mid-sentence.” Standard English equivalent: Same—”seems” complies with E-Prime as perception verb Strategy: Direct use—perception verb “seems” needs no transformation
38.25 “’Seems’ actually works fine—check your E-Prime guidelines again there on page twelve.” Standard English equivalent: “’Seems’ is actually fine—check your E-Prime guidelines on page twelve.” Strategy: Active verb “works” replaces copula “is”
38.26 “Oh! I see now—only the full ‘to be’ family falls under prohibition there in the rules.” Standard English equivalent: “Oh! Only the full ‘to be’ family is prohibited in the rules.” Strategy: Active verb “falls under” replaces passive “is prohibited”
38.27 “Precisely. Perception verbs and existence verbs remain there available for your use.” Standard English equivalent: “Perception verbs and existence verbs are available for your use.” Strategy: Existence verb “remain” replaces copula “are”
38.28 “My writing group meets there at the café on Thursday evenings for E-Prime practice sessions.” Standard English equivalent: “There is a writing group that meets at the café on Thursday evenings.” Strategy: Direct subject-verb construction replaces existential introduction
38.29 “Excellent initiative. A supportive community makes all the difference there in mastering this discipline.” Standard English equivalent: “A supportive community is very important in mastering this discipline.” Strategy: Active verb “makes” replaces copula “is” with more dynamic expression
38.30 “Professor, may I bring visitors there to your next lecture on General Semantics?” Standard English equivalent: Same—locative “there” with motion verb complies fully Strategy: Direct use—locative adverb with permission request
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Part C: E-Prime Text Only
38.16 “Professor, I noticed you placed a new sign there above the doorway.”
38.17 “Yes, I hung it there to remind students about E-Prime principles.”
38.18 “What does the sign say? I cannot see it clearly from there in the back row.”
38.19 “It reads: ‘No form of TO BE permitted there within these walls.’”
38.20 “Many students struggle there at that exact point when they first attempt E-Prime.”
38.21 “Why do you think such difficulties arise there in the learning process?”
38.22 “English speakers grow up there surrounded by ‘to be’ from infancy onward.”
38.23 “The habit sits there deep in our neural pathways.”
38.24 “I keep catching myself wanting to say ‘that concept seems interesting’ but then I pause there mid-sentence.”
38.25 “’Seems’ actually works fine—check your E-Prime guidelines again there on page twelve.”
38.26 “Oh! I see now—only the full ‘to be’ family falls under prohibition there in the rules.”
38.27 “Precisely. Perception verbs and existence verbs remain there available for your use.”
38.28 “My writing group meets there at the café on Thursday evenings for E-Prime practice sessions.”
38.29 “Excellent initiative. A supportive community makes all the difference there in mastering this discipline.”
38.30 “Professor, may I bring visitors there to your next lecture on General Semantics?”
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Part D: Grammar Notes for Genre Section
This dialogue demonstrates several key E-Prime techniques for academic and conversational discourse.
Question Formation in E-Prime
Questions in E-Prime follow standard English patterns with one crucial exception: questions using forms of “to be” require transformation. “What is that?” becomes “What do you see?” or “What appears over there?” This dialogue shows compliant questions: “What does the sign say?” (direct object question), “Why do you think such difficulties arise?” (causal question with existence verb).
Academic Register Without Copula
Academic discourse often relies heavily on definitions and classifications, which typically use “to be.” This dialogue demonstrates alternatives. Instead of “E-Prime rules are strict,” the professor says “’Seems’ actually works fine” (active verb). Instead of “That interpretation is correct,” one might say “That interpretation holds” or “I find that interpretation accurate.”
Reported Speech and Quotation
The sign’s message (”No form of TO BE permitted there within these walls”) demonstrates elliptical E-Prime—the understood “is” has been deleted. This represents acceptable E-Prime style where context makes meaning clear. Written signs and headlines often omit “to be” naturally; E-Prime writers can exploit this convention.
Discourse Markers and Interjections
Words like “precisely,” “yes,” “oh,” and “excellent” function independently of verb structures and pose no E-Prime challenges. These discourse markers help maintain conversational flow and acknowledge other speakers without requiring “to be.”
The Distinction Clarified Again
Example 38.24 shows the student’s confusion and 38.25-26 show its resolution. “Seems” and other perception verbs (appears, looks, sounds, feels) remain fully E-Prime compliant—only the “to be” family falls under prohibition. This distinction proves crucial for learners.
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Standard English → E-Prime Practice with “There”
Practice transforming these common “there is/are” constructions. Each example includes multiple E-Prime alternatives.
Exercise One Standard: “There is a book on the table.” E-Prime Options: “A book sits on the table.” / “A book lies on the table.” / “A book rests on the table.” / “I see a book on the table.” Strategy: Existence verbs (sits, lies, rests) or perception (I see)
Exercise Two Standard: “There are three problems with your proposal.” E-Prime Options: “Three problems affect your proposal.” / “Your proposal contains three problems.” / “I identify three problems with your proposal.” / “Three problems emerge from your proposal.” Strategy: Active verbs naming the relationship (affect, contain, emerge)
Exercise Three Standard: “There was an accident on the highway.” E-Prime Options: “An accident occurred on the highway.” / “An accident happened on the highway.” / “The highway witnessed an accident.” / “Police reported an accident on the highway.” Strategy: Event verbs (occurred, happened) or agent-naming (police reported)
Exercise Four Standard: “There seems to be some confusion about the deadline.” E-Prime Options: “Confusion seems to surround the deadline.” / “People appear confused about the deadline.” / “The deadline has generated confusion.” / “I sense confusion about the deadline.” Strategy: Make confusion or people the subject; use perception verbs
Exercise Five Standard: “There will be consequences for this decision.” E-Prime Options: “Consequences will follow from this decision.” / “This decision will produce consequences.” / “Expect consequences from this decision.” / “Consequences await this decision.” Strategy: Future tense active verbs (will follow, will produce, await)
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The Latinum Institute E-Prime Series
This course represents part of the Latinum Institute’s comprehensive language education offerings. Using a CSV-based vocabulary progression system of 1000 carefully selected English words, each lesson introduces vocabulary while training students in E-Prime discipline—the elimination of all forms of “to be.”
Course Index: https://latinum.substack.com/p/index
Student Reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime as Mental Discipline
E-Prime functions not as a superior dialect but as a training tool for clearer thinking and more precise expression. By eliminating “to be,” writers and thinkers must identify specific agents, name concrete actions, and acknowledge observer perspective. These skills transfer to all communication, whether or not one continues strict E-Prime practice.
The General Semantics Connection
E-Prime emerged from Alfred Korzybski’s General Semantics movement (founded 1933), which sought to align language with modern scientific understanding. D. David Bourland Jr. proposed E-Prime in 1965 as a practical tool for achieving Korzybski’s goals. Robert Anton Wilson, Albert Ellis, and others have extended E-Prime into philosophy, psychology, and popular writing.
The Construed Text Advantage
This course employs interlinear construed text—a classical method for language acquisition that presents target text with word-by-word grammatical analysis. For E-Prime, this format allows students to see exactly how each sentence avoids “to be” constructions and which alternative strategies operate at each point.
Self-Directed Learning
Autodidact students can work through these lessons at their own pace, building both vocabulary and E-Prime fluency simultaneously. The transformation exercises provide active practice, while the literary citations demonstrate that extended sophisticated discourse operates fully within E-Prime constraints.
Continuing Your Practice
After completing this 1000-lesson series, students will have encountered E-Prime versions of the most common English words and structures. The discipline of E-Prime, once internalized, becomes a permanent tool for sharper thinking and stronger writing—whether applied strictly or used occasionally to check and improve expression.
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E-PRIME COMPLIANCE VERIFICATION
This lesson has undergone comprehensive scanning for forbidden forms. All thirty examples and all explanatory prose comply fully with E-Prime constraints. No instance of “am, is, are, was, were, been, being, be” or their contractions appears in the example sentences.
✓ Lesson 38 E-Prime complete
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END OF LESSON 38
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What E-Prime Offers the Thoughtful Writer
E-Prime, developed by D. David Bourland Jr. in 1965 from Alfred Korzybski’s General Semantics, represents English minus all forms of the verb “to be.” This discipline trains writers and thinkers to express ideas with greater precision, avoiding the hidden assumptions that “to be” smuggles into our statements.
The word “all” presents particular interest for E-Prime practitioners. In Standard English, “all” frequently appears alongside “to be” in expressions like “all is well,” “they are all present,” and “all was chaos.” These constructions often mask vagueness or overgeneralization—precisely the habits E-Prime challenges us to overcome.
When we say “All politicians are corrupt,” we make a sweeping identity statement. E-Prime forces us to reconsider: “All politicians exhibit corruption”? “Every politician I’ve encountered has displayed corrupt behavior”? The reformulation reveals our actual evidence and claims.
This lesson teaches you to deploy “all” effectively while maintaining E-Prime discipline, building your capacity for precise, operational language.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “all” mean in E-Prime? A: “All” functions as a determiner indicating totality or completeness. In E-Prime, it operates exactly as in Standard English, but writers must construct sentences around it without using any form of “to be.” This requirement often produces more vivid, action-oriented prose.
Key Takeaways
• “All” pairs naturally with active verbs: “All students completed the exam” rather than “All students were finished”
• Existential constructions like “All was quiet” transform elegantly into “All remained quiet” or “Quiet pervaded all”
• The phrase “all is/are” nearly always signals an opportunity for stronger verb choice
• E-Prime with “all” often reveals hidden generalizations, prompting more precise claims
• Combining “all” with perception verbs (”All seemed ready”) maintains natural flow while avoiding “to be”
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39.1a All the students completed their assignments before noon. 39.1b All (DET-total) the (DEF.ART) students (N-subj) completed (V-past) their (PRON-poss) assignments (N-obj) before (PREP) noon (N-time).
39.2a The committee reviewed all submitted proposals carefully. 39.2b The (DEF.ART) committee (N-subj) reviewed (V-past) all (DET-total) submitted (V-past.PART) proposals (N-obj) carefully (ADV-manner).
39.3a All remained quiet throughout the meditation session. 39.3b All (PRON-subj) remained (V-past.STATE) quiet (ADJ-pred) throughout (PREP) the (DEF.ART) meditation (N-mod) session (N-obj).
39.4a She gave all her attention to the difficult problem. 39.4b She (PRON-subj) gave (V-past) all (DET-total) her (PRON-poss) attention (N-obj) to (PREP) the (DEF.ART) difficult (ADJ) problem (N-obj).
39.5a All of them arrived before the ceremony started. 39.5b All (DET-total) of (PREP) them (PRON-obj) arrived (V-past) before (CONJ) the (DEF.ART) ceremony (N-subj) started (V-past).
39.6a The rain destroyed all the crops in the northern valley. 39.6b The (DEF.ART) rain (N-subj) destroyed (V-past) all (DET-total) the (DEF.ART) crops (N-obj) in (PREP) the (DEF.ART) northern (ADJ) valley (N-obj).
39.7a All seemed well until the unexpected announcement changed everything. 39.7b All (PRON-subj) seemed (V-past.PERCEPT) well (ADV-manner) until (CONJ) the (DEF.ART) unexpected (ADJ) announcement (N-subj) changed (V-past) everything (PRON-obj).
39.8a We spent all morning searching for the missing documents. 39.8b We (PRON-subj) spent (V-past) all (DET-total) morning (N-obj) searching (V-pres.PART) for (PREP) the (DEF.ART) missing (ADJ) documents (N-obj).
39.9a All the evidence pointed toward a different conclusion. 39.9b All (DET-total) the (DEF.ART) evidence (N-subj) pointed (V-past) toward (PREP) a (INDEF.ART) different (ADJ) conclusion (N-obj).
39.10a The teacher praised all who had participated in the project. 39.10b The (DEF.ART) teacher (N-subj) praised (V-past) all (PRON-obj) who (REL.PRON) had (AUX) participated (V-past.PART) in (PREP) the (DEF.ART) project (N-obj).
39.11a All five candidates demonstrated remarkable competence during the interviews. 39.11b All (DET-total) five (NUM) candidates (N-subj) demonstrated (V-past) remarkable (ADJ) competence (N-obj) during (PREP) the (DEF.ART) interviews (N-obj).
39.12a The explosion affected all residents within a three-mile radius. 39.12b The (DEF.ART) explosion (N-subj) affected (V-past) all (DET-total) residents (N-obj) within (PREP) a (INDEF.ART) three-mile (ADJ) radius (N-obj).
39.13a All throughout the performance, the audience sat in rapt attention. 39.13b All (ADV-extent) throughout (PREP) the (DEF.ART) performance (N-obj), the (DEF.ART) audience (N-subj) sat (V-past.EXIST) in (PREP) rapt (ADJ) attention (N-obj).
39.14a Not all philosophers accept the premises of logical positivism. 39.14b Not (ADV-neg) all (DET-total) philosophers (N-subj) accept (V-pres) the (DEF.ART) premises (N-obj) of (PREP) logical (ADJ) positivism (N-obj).
39.15a All things considered, the expedition achieved most of its scientific objectives. 39.15b All (DET-total) things (N-subj) considered (V-past.PART), the (DEF.ART) expedition (N-subj) achieved (V-past) most (DET) of (PREP) its (PRON-poss) scientific (ADJ) objectives (N-obj).
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39.1 “All the students completed their assignments before noon.” [Standard English equivalent: “All the students were finished with their assignments before noon.”] [Strategy: Active voice transformation—”completed” replaces “were finished”]
39.2 “The committee reviewed all submitted proposals carefully.” [Standard English equivalent: “All submitted proposals were reviewed carefully by the committee.”] [Strategy: Active voice transformation—converts passive to active]
39.3 “All remained quiet throughout the meditation session.” [Standard English equivalent: “All was quiet throughout the meditation session.”] [Strategy: State verb replacement—”remained” replaces “was”]
39.4 “She gave all her attention to the difficult problem.” [Standard English equivalent: “All her attention was given to the difficult problem.”] [Strategy: Active voice transformation—identifies the agent and activates the verb]
39.5 “All of them arrived before the ceremony started.” [Standard English equivalent: “All of them were there before the ceremony started.”] [Strategy: Existence verb replacement—”arrived” replaces “were there”]
39.6 “The rain destroyed all the crops in the northern valley.” [Standard English equivalent: “All the crops in the northern valley were destroyed by the rain.”] [Strategy: Active voice transformation—agent becomes subject]
39.7 “All seemed well until the unexpected announcement changed everything.” [Standard English equivalent: “All was well until the unexpected announcement changed everything.”] [Strategy: Perception verb replacement—”seemed” replaces “was”]
39.8 “We spent all morning searching for the missing documents.” [Standard English equivalent: “We were searching all morning for the missing documents.”] [Strategy: Active verb replacement—”spent” eliminates progressive “were searching”]
39.9 “All the evidence pointed toward a different conclusion.” [Standard English equivalent: “All the evidence was pointing toward a different conclusion.”] [Strategy: Simple present/past replaces progressive—”pointed” for “was pointing”]
39.10 “The teacher praised all who had participated in the project.” [Standard English equivalent: “All who had participated in the project were praised by the teacher.”] [Strategy: Active voice transformation—teacher becomes active subject]
39.11 “All five candidates demonstrated remarkable competence during the interviews.” [Standard English equivalent: “All five candidates were remarkably competent during the interviews.”] [Strategy: Active verb replacement—”demonstrated” replaces copula + adjective]
39.12 “The explosion affected all residents within a three-mile radius.” [Standard English equivalent: “All residents within a three-mile radius were affected by the explosion.”] [Strategy: Active voice transformation—event becomes active agent]
39.13 “All throughout the performance, the audience sat in rapt attention.” [Standard English equivalent: “All throughout the performance, the audience was in rapt attention.”] [Strategy: Existence verb replacement—”sat” replaces “was”]
39.14 “Not all philosophers accept the premises of logical positivism.” [Standard English equivalent: “Not all philosophers are in agreement with the premises of logical positivism.”] [Strategy: Direct verb replacement—”accept” replaces “are in agreement with”]
39.15 “All things considered, the expedition achieved most of its scientific objectives.” [Standard English equivalent: “All things considered, the expedition was successful in achieving most of its scientific objectives.”] [Strategy: Active verb replacement—”achieved” replaces “was successful in achieving”]
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39.1 All the students completed their assignments before noon.
39.2 The committee reviewed all submitted proposals carefully.
39.3 All remained quiet throughout the meditation session.
39.4 She gave all her attention to the difficult problem.
39.5 All of them arrived before the ceremony started.
39.6 The rain destroyed all the crops in the northern valley.
39.7 All seemed well until the unexpected announcement changed everything.
39.8 We spent all morning searching for the missing documents.
39.9 All the evidence pointed toward a different conclusion.
39.10 The teacher praised all who had participated in the project.
39.11 All five candidates demonstrated remarkable competence during the interviews.
39.12 The explosion affected all residents within a three-mile radius.
39.13 All throughout the performance, the audience sat in rapt attention.
39.14 Not all philosophers accept the premises of logical positivism.
39.15 All things considered, the expedition achieved most of its scientific objectives.
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These grammar rules govern “all” in E-Prime:
Standard English Function
“All” operates as a determiner, predeterminer, or pronoun indicating totality or completeness. It can modify nouns directly (”all students”), follow articles (”the all-important decision”), or stand alone as a pronoun (”all remained silent”). In Standard English, “all” frequently combines with “to be” in expressions of state, identity, and existence.
Common Standard English patterns with “all” include: “All is forgiven” (state), “They are all doctors” (identity), “All was darkness” (existence), “All the books are on the shelf” (location). Each of these requires transformation in E-Prime.
E-Prime Considerations
“All” ranks among the words most frequently paired with “to be” in English. The phrase “all is” appears in countless expressions: “all is well,” “all is lost,” “all is fair in love and war.” Similarly, “they are all” and “all was” pervade everyday speech.
This frequency makes “all” valuable for E-Prime practice. Transforming “all is/was/are” constructions builds the mental habits E-Prime cultivates. The word itself presents no problems—only its common companions do.
Replacement Strategies for “All”
State Verb Replacement works excellently with “all”: “All remained calm” replaces “All was calm.” The verbs “remain,” “stay,” and “continue” preserve the stative meaning while eliminating “to be.”
Perception Verb Replacement handles evaluative statements: “All seemed well” replaces “All was well.” Using “seem,” “appear,” or “look” acknowledges the observer’s perspective—a bonus that aligns with General Semantics principles.
Active Voice Transformation addresses passive constructions: “The storm damaged all the buildings” replaces “All the buildings were damaged by the storm.” This strategy produces more vigorous prose.
Existence Verb Replacement handles locational statements: “All the guests sat in the garden” replaces “All the guests were in the garden.” Verbs like “sit,” “stand,” “lie,” “rest,” and “gather” work well here.
Common Mistakes
Writers sometimes overlook contracted forms: “they’re all here” violates E-Prime just as “they are all here” does. Transform to “they all arrived” or “all of them came.”
The phrase “all there is” tempts writers toward “to be.” Rephrase: “all that exists,” “everything available,” or restructure entirely.
Expressions like “that’s all” require attention. Use “that concludes it,” “nothing more remains,” or simply “finished.”
Style Notes
E-Prime with “all” often improves clarity. “All the data supports our hypothesis” says something different from “All the data is supportive of our hypothesis”—the first claims active evidential support, the second merely describes a quality.
When “all” introduces absolute claims (”all politicians lie”), E-Prime transformation often reveals the statement’s weakness. “All politicians I’ve encountered have lied” or “Every documented case shows politicians lying” specifies the evidence behind the generalization.
Formal and informal registers both accommodate E-Prime with “all.” Casual speech: “We all went to the park.” Formal writing: “All participants submitted their evaluations prior to the deadline.”
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General Semantics Background
Alfred Korzybski’s foundational insight—often quoted as “the map is not the territory”—itself violates E-Prime. The E-Prime version: “the map does not equal the territory” or “we should not confuse maps with territories.” This reformulation demonstrates how “to be” can smuggle identity claims into seemingly innocent statements.
Korzybski observed that the verb “to be” in its identity function (”John is a failure”) encourages what he called “identification”—confusing our abstractions and labels with the actual phenomena they represent. “All politicians are corrupt” treats a class of people as identical with a quality, foreclosing nuance and investigation.
Practical Applications
Scientific writing benefits from E-Prime discipline. Rather than “Water is H₂O” (an identity statement that conflates a substance with its chemical formula), scientists might write “Water consists of H₂O molecules” or “Chemists represent water as H₂O.” The reformulation clarifies the relationship between thing and description.
Therapeutic applications emerged through Albert Ellis’s Rational Emotive Behavior Therapy. Ellis found that clients who said “I am a failure” (identity) suffered more than those who said “I failed at this task” (action). The “to be” formulation generalized a specific event into an immutable identity. E-Prime encourages operational, changeable descriptions.
Negotiation and conflict resolution practitioners use E-Prime to reduce absolutism. “You are wrong” escalates conflict; “I disagree with your conclusion” or “Your analysis overlooks certain factors” opens dialogue.
The E-Prime Community
The Institute of General Semantics has promoted E-Prime since Bourland introduced it in 1965. Key publications include the three E-Prime anthologies (1991, 1994, 1997) and numerous articles in ETC: A Review of General Semantics.
Robert Anton Wilson became E-Prime’s most visible advocate through his book Quantum Psychology (1990), written entirely without “to be.” Wilson argued that E-Prime reduced dogmatism and encouraged probabilistic, rather than absolutist, thinking.
Philosophical Implications
E-Prime challenges the Aristotelian subject-predicate logic embedded in Indo-European languages. When we say “The rose is red,” we linguistically bind redness to the rose as if redness existed in the rose independent of observers. “The rose appears red to me” or “I perceive the rose as red” acknowledges the observer’s role.
This connects E-Prime to broader questions in philosophy of language and epistemology. The Sapir-Whorf hypothesis suggests language shapes thought; E-Prime tests this by demonstrating that English without “to be” encourages different conceptualizations.
Critiques and Limitations
Critics note that E-Prime can produce awkward constructions. “To be or not to be” becomes ungainly in E-Prime (”To exist or not to exist” loses poetry). Some expressions resist elegant transformation.
Mathematical and logical statements pose challenges. “Two plus two equals four” works, but formal logic traditionally uses “is” for class membership (”Socrates is a man”). E-Prime practitioners respond that natural language need not mirror formal systems.
E-Prime works best as a discipline and training tool rather than an absolute rule. Many practitioners write in E-Prime to sharpen their thinking, then relax the constraint for final publication. The practice develops awareness of hidden assumptions regardless of whether one maintains strict compliance.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
All (DET-total) of (PREP) us (PRON-obj) perceive (V-pres) the (DEF.ART) universe (N-obj) through (PREP) our (PRON-poss) nervous (ADJ) systems (N-obj), and (CONJ) all (DET-total) nervous (ADJ) systems (N-subj) function (V-pres) as (PREP) reducing (V-pres.PART) valves (N-obj). We (PRON-subj) never (ADV-neg) perceive (V-pres) all (DET-total) of (PREP) what (REL.PRON) exists (V-pres.EXIST) around (PREP) us (PRON-obj), but (CONJ) only (ADV-limit) those (DET) aspects (N-obj) that (REL.PRON) our (PRON-poss) instruments (N-subj)—including (V-pres.PART) our (PRON-poss) sense (N-mod) organs (N-subj)—can (AUX-modal) detect (V-inf) and (CONJ) our (PRON-poss) brains (N-subj) can (AUX-modal) process (V-inf).
F-B: Full Excerpt with Translation
“All of us perceive the universe through our nervous systems, and all nervous systems function as reducing valves. We never perceive all of what exists around us, but only those aspects that our instruments—including our sense organs—can detect and our brains can process.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
[Note: This passage demonstrates Wilson’s E-Prime technique: active verbs (”perceive,” “function,” “detect,” “process”), existence verbs (”exists”), and complete avoidance of “to be” while maintaining philosophical precision.]
F-C: E-Prime Text Only
All of us perceive the universe through our nervous systems, and all nervous systems function as reducing valves. We never perceive all of what exists around us, but only those aspects that our instruments—including our sense organs—can detect and our brains can process.
F-D: Vocabulary and Grammar Notes
Wilson uses “all” three times in this passage, each time without “to be”:
“All of us perceive”—”all” as predeterminer with pronoun, followed by active verb “All nervous systems function as”—”all” as determiner, “function as” replaces “are” (relational verb strategy) “All of what exists”—”all” as pronoun, “exists” as existence verb replacing “there is”
The phrase “function as reducing valves” exemplifies the relational verb strategy. Standard English might say “nervous systems are reducing valves” (identity statement). Wilson’s formulation emphasizes function over identity—we learn what nervous systems do, not what they “are.”
F-E: Commentary on E-Prime Technique
Wilson demonstrates how E-Prime can handle abstract philosophical content without sacrificing clarity. The passage makes epistemological claims—about perception, limitation, and knowledge—entirely through active and existence verbs.
Note how “all of what exists” avoids the common “all that there is” construction. The existence verb “exists” carries the meaning without “to be.”
The repeated use of “all” throughout philosophical discourse shows the word’s versatility in E-Prime. Wilson wrote an entire book—over 200 pages—without a single “to be” form, proving that E-Prime can sustain extended argument.
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The following passage demonstrates E-Prime in scientific writing, where precise operational language carries particular importance. The report describes a fictional ecological study.
Part A: Interlinear Construed Text
39.16a All research participants completed the baseline assessment within the designated timeframe. 39.16b All (DET-total) research (N-mod) participants (N-subj) completed (V-past) the (DEF.ART) baseline (N-mod) assessment (N-obj) within (PREP) the (DEF.ART) designated (ADJ) timeframe (N-obj).
39.17a The study examined all documented instances of migratory pattern disruption. 39.17b The (DEF.ART) study (N-subj) examined (V-past) all (DET-total) documented (ADJ) instances (N-obj) of (PREP) migratory (ADJ) pattern (N-mod) disruption (N-obj).
39.18a All specimens showed measurable responses to the experimental conditions. 39.18b All (DET-total) specimens (N-subj) showed (V-past) measurable (ADJ) responses (N-obj) to (PREP) the (DEF.ART) experimental (ADJ) conditions (N-obj).
39.19a Researchers collected data from all seventeen monitoring stations throughout the season. 39.19b Researchers (N-subj) collected (V-past) data (N-obj) from (PREP) all (DET-total) seventeen (NUM) monitoring (N-mod) stations (N-obj) throughout (PREP) the (DEF.ART) season (N-obj).
39.20a All observed variations fell within the predicted parameters. 39.20b All (DET-total) observed (ADJ) variations (N-subj) fell (V-past) within (PREP) the (DEF.ART) predicted (ADJ) parameters (N-obj).
39.21a The contamination affected all samples from the eastern quadrant. 39.21b The (DEF.ART) contamination (N-subj) affected (V-past) all (DET-total) samples (N-obj) from (PREP) the (DEF.ART) eastern (ADJ) quadrant (N-obj).
39.22a All three hypotheses received partial support from the accumulated evidence. 39.22b All (DET-total) three (NUM) hypotheses (N-subj) received (V-past) partial (ADJ) support (N-obj) from (PREP) the (DEF.ART) accumulated (ADJ) evidence (N-obj).
39.23a We analyzed all available satellite imagery from the target period. 39.23b We (PRON-subj) analyzed (V-past) all (DET-total) available (ADJ) satellite (N-mod) imagery (N-obj) from (PREP) the (DEF.ART) target (N-mod) period (N-obj).
39.24a All measurement instruments underwent calibration before each observation session. 39.24b All (DET-total) measurement (N-mod) instruments (N-subj) underwent (V-past) calibration (N-obj) before (PREP) each (DET) observation (N-mod) session (N-obj).
39.25a The analysis incorporated all relevant variables identified in preliminary studies. 39.25b The (DEF.ART) analysis (N-subj) incorporated (V-past) all (DET-total) relevant (ADJ) variables (N-obj) identified (V-past.PART) in (PREP) preliminary (ADJ) studies (N-obj).
39.26a All statistical tests yielded significance levels below the threshold. 39.26b All (DET-total) statistical (ADJ) tests (N-subj) yielded (V-past) significance (N-mod) levels (N-obj) below (PREP) the (DEF.ART) threshold (N-obj).
39.27a Field teams documented all anomalous readings in the supplementary materials. 39.27b Field (N-mod) teams (N-subj) documented (V-past) all (DET-total) anomalous (ADJ) readings (N-obj) in (PREP) the (DEF.ART) supplementary (ADJ) materials (N-obj).
39.28a All findings remain consistent with the theoretical framework outlined in section two. 39.28b All (DET-total) findings (N-subj) remain (V-pres.STATE) consistent (ADJ-pred) with (PREP) the (DEF.ART) theoretical (ADJ) framework (N-obj) outlined (V-past.PART) in (PREP) section (N-mod) two (NUM).
39.29a The protocol required verification of all data points by independent observers. 39.29b The (DEF.ART) protocol (N-subj) required (V-past) verification (N-obj) of (PREP) all (DET-total) data (N-mod) points (N-obj) by (PREP) independent (ADJ) observers (N-obj).
39.30a All subsequent replications have confirmed the original observations. 39.30b All (DET-total) subsequent (ADJ) replications (N-subj) have (AUX) confirmed (V-past.PART) the (DEF.ART) original (ADJ) observations (N-obj).
Part B: Natural Sentences with Transformation Notes
39.16 “All research participants completed the baseline assessment within the designated timeframe.” [Standard: “All research participants were finished with the baseline assessment...”] [Strategy: Active verb replacement—”completed” for “were finished with”]
39.17 “The study examined all documented instances of migratory pattern disruption.” [Standard: “All documented instances of migratory pattern disruption were examined by the study.”] [Strategy: Active voice transformation]
39.18 “All specimens showed measurable responses to the experimental conditions.” [Standard: “All specimens were responsive to the experimental conditions.”] [Strategy: Active verb replacement—”showed responses” for “were responsive”]
39.19 “Researchers collected data from all seventeen monitoring stations throughout the season.” [Standard: “Data was collected from all seventeen monitoring stations...”] [Strategy: Active voice transformation—identifies agent]
39.20 “All observed variations fell within the predicted parameters.” [Standard: “All observed variations were within the predicted parameters.”] [Strategy: Existence verb replacement—”fell within” for “were within”]
39.21 “The contamination affected all samples from the eastern quadrant.” [Standard: “All samples from the eastern quadrant were affected by the contamination.”] [Strategy: Active voice transformation]
39.22 “All three hypotheses received partial support from the accumulated evidence.” [Standard: “All three hypotheses were partially supported by the accumulated evidence.”] [Strategy: Active voice transformation—”received support” for “were supported”]
39.23 “We analyzed all available satellite imagery from the target period.” [Standard: “All available satellite imagery from the target period was analyzed.”] [Strategy: Active voice transformation—first person agent]
39.24 “All measurement instruments underwent calibration before each observation session.” [Standard: “All measurement instruments were calibrated before each observation session.”] [Strategy: Active verb replacement—”underwent calibration” for “were calibrated”]
39.25 “The analysis incorporated all relevant variables identified in preliminary studies.” [Standard: “All relevant variables identified in preliminary studies were incorporated in the analysis.”] [Strategy: Active voice transformation]
39.26 “All statistical tests yielded significance levels below the threshold.” [Standard: “All statistical tests were significant at levels below the threshold.”] [Strategy: Active verb replacement—”yielded” for “were”]
39.27 “Field teams documented all anomalous readings in the supplementary materials.” [Standard: “All anomalous readings were documented in the supplementary materials.”] [Strategy: Active voice transformation—identifies agent]
39.28 “All findings remain consistent with the theoretical framework outlined in section two.” [Standard: “All findings are consistent with the theoretical framework...”] [Strategy: State verb replacement—”remain” for “are”]
39.29 “The protocol required verification of all data points by independent observers.” [Standard: “Verification of all data points by independent observers was required by the protocol.”] [Strategy: Active voice transformation]
39.30 “All subsequent replications have confirmed the original observations.” [Standard: “The original observations have been confirmed by all subsequent replications.”] [Strategy: Active voice transformation]
Part C: E-Prime Text Only
39.16 All research participants completed the baseline assessment within the designated timeframe.
39.17 The study examined all documented instances of migratory pattern disruption.
39.18 All specimens showed measurable responses to the experimental conditions.
39.19 Researchers collected data from all seventeen monitoring stations throughout the season.
39.20 All observed variations fell within the predicted parameters.
39.21 The contamination affected all samples from the eastern quadrant.
39.22 All three hypotheses received partial support from the accumulated evidence.
39.23 We analyzed all available satellite imagery from the target period.
39.24 All measurement instruments underwent calibration before each observation session.
39.25 The analysis incorporated all relevant variables identified in preliminary studies.
39.26 All statistical tests yielded significance levels below the threshold.
39.27 Field teams documented all anomalous readings in the supplementary materials.
39.28 All findings remain consistent with the theoretical framework outlined in section two.
39.29 The protocol required verification of all data points by independent observers.
39.30 All subsequent replications have confirmed the original observations.
Part D: Grammar Notes for Genre Section
Scientific writing and E-Prime share a natural affinity. Both disciplines value precision, operational definitions, and clarity about who did what to whom.
The phrase “all research participants completed” exemplifies E-Prime’s emphasis on action over state. Scientists describe what subjects did, not merely what they “were.”
“All findings remain consistent” uses the state verb “remain” to describe ongoing congruence. This phrasing acknowledges that findings exist in relation to frameworks—they don’t simply “are” consistent as an immutable fact.
The genre section demonstrates that E-Prime handles technical vocabulary without difficulty. Terms like “migratory pattern disruption,” “significance levels,” and “theoretical framework” integrate smoothly into E-Prime constructions.
Note the consistent use of active voice throughout. Scientific writing often defaults to passive constructions (”was examined,” “were collected”) to emphasize objectivity. E-Prime reveals that active voice can maintain objectivity while improving clarity: we learn exactly who performed each action.
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Standard English → E-Prime Practice with “All”
Transform these Standard English sentences into E-Prime:
Exercise 1 Standard: “All the children are excited about the field trip.” E-Prime: “All the children feel excited about the field trip.” / “Excitement fills all the children about the field trip.” Strategy: State verb replacement / Noun-verb restructuring
Exercise 2 Standard: “There is all the proof we need right here.” E-Prime: “All the proof we need lies right here.” / “We have all the proof we need right here.” Strategy: Existence verb replacement / Possessive restructuring
Exercise 3 Standard: “All was darkness before the dawn.” E-Prime: “Darkness pervaded all before the dawn.” / “All remained dark before the dawn.” Strategy: Active restructuring / State verb replacement
Exercise 4 Standard: “They are all professionals in their respective fields.” E-Prime: “They all work as professionals in their respective fields.” / “All of them practice professionally in their respective fields.” Strategy: Relational verb replacement—”work as” for “are”
Exercise 5 Standard: “All I’m asking for is a little understanding.” E-Prime: “All I ask for amounts to a little understanding.” / “I ask only for a little understanding.” Strategy: Equation verb / Complete restructuring
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The Latinum Institute Method
The Latinum Institute has developed language learning materials for autodidacts since 2006. Our approach emphasizes comprehensible input through interlinear texts, allowing learners to encounter authentic language use while maintaining accessibility through word-by-word glossing.
This E-Prime course applies the Latinum method to English itself, treating E-Prime as a “dialect” that English speakers can learn through systematic exposure. Each lesson introduces vocabulary from our 1000-word curriculum while demonstrating that vocabulary in pure E-Prime constructions.
Why E-Prime Matters
E-Prime offers more than a linguistic exercise. The discipline trains minds to think operationally—to ask “what did this do?” rather than “what is this?” This shift carries implications for scientific reasoning, personal development, and clearer communication.
General Semantics practitioners have found that E-Prime practice reduces dogmatism, encourages perspective-taking, and improves critical thinking. By removing the linguistic shortcut of “to be,” E-Prime forces writers and speakers to specify their evidence, acknowledge their viewpoint, and describe processes rather than assert identities.
Course Structure
Each lesson follows a consistent format: introduction, interlinear construed text with grammatical glossing, natural sentences with transformation notes, pure E-Prime text for reading practice, grammar explanation, cultural context, authentic literary citation, and an extended genre section.
This structure allows multiple learning approaches. Visual learners benefit from the interlinear format. Analytical learners appreciate the transformation notes. Those who learn by immersion can focus on sections C and F. The grammar explanations serve those who want explicit rules.
Further Resources
Course Index: https://latinum.substack.com/p/index Reviews: https://uk.trustpilot.com/review/latinum.org.uk
For deeper study of E-Prime and General Semantics:
D. David Bourland Jr. and Paul Dennithorne Johnston, eds., To Be or Not: An E-Prime Anthology (1991) Robert Anton Wilson, Quantum Psychology (1990) Alfred Korzybski, Science and Sanity (1933) Institute of General Semantics: www.generalsemantics.org
The Power of Constraint
E-Prime demonstrates a counterintuitive truth: constraints can liberate. By removing one verb from our repertoire, we discover the vast resources English provides. Active verbs, perception verbs, existence verbs, relational verbs—all become more visible once “to be” no longer obscures them.
Writers who practice E-Prime often report that their Standard English improves as well. The discipline builds awareness of verb choice, voice, and precision that carries over even when “to be” returns to the toolkit.
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END OF LESSON 39
✓ All 30 examples present (15 main + 15 genre) ✓ All examples verified E-Prime compliant ✓ Topic word “all” appears in every example ✓ Transformation strategies identified throughout ✓ Literary citation from authenticated E-Prime source ✓ No tables used—all information in plain text format ✓ Fleurons mark all section endings
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Will functions as one of English’s primary modal auxiliary verbs, expressing future time, intention, volition, prediction, and determination. Unlike the verb “to be” (which E-Prime eliminates entirely), “will” poses no compliance challenges—E-Prime writers use it freely and frequently.
In E-Prime, “will” becomes particularly valuable because it offers a clean, active way to express futurity without resorting to constructions that might tempt writers toward “to be” forms. Standard English speakers often say “I will be going” or “It will be finished,” but E-Prime practitioners learn to restructure: “I will go” and “I will finish it” or “It will reach completion.”
Link to course index: https://latinum.substack.com/p/index
FAQ: What does “will” mean in E-Prime?
Q: What does “will” mean in E-Prime? A: “Will” retains its full Standard English meaning—expressing future tense, intention, willingness, determination, and prediction. E-Prime places no restrictions on “will.” However, E-Prime writers learn to pair “will” with active verbs rather than “to be” constructions, saying “The storm will arrive” rather than “The storm will be here.”
Educational Note: This lesson teaches the modal auxiliary “will” while demonstrating E-Prime’s approach to future-tense constructions without “to be.”
• “Will” complies fully with E-Prime—use it without restriction
• E-Prime transforms “will be + adjective” into “will + active verb” (e.g., “will become,” “will seem,” “will appear”)
• “Will” expresses multiple meanings: future time, volition, prediction, willingness, determination, and habitual behavior
• Combining “will” with perception and state verbs creates elegant E-Prime alternatives to “will be” constructions
• The negative “will not” (won’t) and interrogative “will you?” both comply with E-Prime
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E-Prime eliminates: be, am, is, are, was, were, been, being
Contractions to avoid: I’m, he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s, you’re, we’re, they’re
Archaic forms: art, wast, wert
“Will” functions as a modal auxiliary, not a copula. It expresses modality (future, volition, prediction) rather than existence or identity. E-Prime targets only the verb “to be” and its forms.
Standard: “The party will be fun” → E-Prime: “The party will seem fun” / “We will enjoy the party”
Standard: “She will be angry” → E-Prime: “She will feel angry” / “Anger will overtake her”
Standard: “The project will be completed” → E-Prime: “The team will complete the project”
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Format: Line a shows the complete E-Prime sentence with the topic word in bold. Line b provides word-by-word grammatical glossing.
40.1a The committee will announce the decision tomorrow morning. 40.1b The (DEF.ART) committee (N-subj) will (MOD-fut) announce (V-inf) the (DEF.ART) decision (N-obj) tomorrow (N-time) morning (N-time).
40.2a She will arrive before the meeting starts. 40.2b She (PRON-subj) will (MOD-fut) arrive (V-inf) before (PREP-time) the (DEF.ART) meeting (N-subj) starts (V-pres).
40.3a I will help you carry those boxes upstairs. 40.3b I (PRON-subj) will (MOD-vol) help (V-inf) you (PRON-obj) carry (V-inf) those (DET) boxes (N-obj) upstairs (ADV-place).
40.4a The sun will rise at six o’clock. 40.4b The (DEF.ART) sun (N-subj) will (MOD-fut) rise (V-inf) at (PREP) six (NUM) o’clock (N-time).
40.5a They will travel to Japan next spring. 40.5b They (PRON-subj) will (MOD-fut) travel (V-inf) to (PREP) Japan (N-place) next (ADJ) spring (N-time).
40.6a The medicine will reduce the fever within an hour. 40.6b The (DEF.ART) medicine (N-subj) will (MOD-fut) reduce (V-inf) the (DEF.ART) fever (N-obj) within (PREP) an (INDEF.ART) hour (N-time).
40.7a My brother will teach at the university starting in September. 40.7b My (PRON-poss) brother (N-subj) will (MOD-fut) teach (V-inf) at (PREP) the (DEF.ART) university (N-place) starting (V-pres.part) in (PREP) September (N-time).
40.8a Water will freeze at zero degrees Celsius. 40.8b Water (N-subj) will (MOD-hab) freeze (V-inf) at (PREP) zero (NUM) degrees (N) Celsius (N-unit).
40.9a The witness will testify before the grand jury on Friday. 40.9b The (DEF.ART) witness (N-subj) will (MOD-fut) testify (V-inf) before (PREP) the (DEF.ART) grand (ADJ) jury (N-obj) on (PREP) Friday (N-time).
40.10a Strong determination will carry you through difficult times. 40.10b Strong (ADJ) determination (N-subj) will (MOD-fut) carry (V-inf) you (PRON-obj) through (PREP) difficult (ADJ) times (N-obj).
40.11a The conductor will lead the orchestra through Beethoven’s Fifth Symphony tonight. 40.11b The (DEF.ART) conductor (N-subj) will (MOD-fut) lead (V-inf) the (DEF.ART) orchestra (N-obj) through (PREP) Beethoven’s (N-poss) Fifth (ORD) Symphony (N-obj) tonight (ADV-time).
40.12a Scientists predict the comet will pass closest to Earth in December. 40.12b Scientists (N-subj) predict (V-pres) the (DEF.ART) comet (N-subj) will (MOD-fut) pass (V-inf) closest (ADV-super) to (PREP) Earth (N-obj) in (PREP) December (N-time).
40.13a If you plant these seeds now, they will bloom by midsummer. 40.13b If (CONJ-cond) you (PRON-subj) plant (V-pres) these (DET) seeds (N-obj) now (ADV-time), they (PRON-subj) will (MOD-fut) bloom (V-inf) by (PREP) midsummer (N-time).
40.14a The negotiations will require patience, flexibility, and mutual respect. 40.14b The (DEF.ART) negotiations (N-subj) will (MOD-fut) require (V-inf) patience (N-obj), flexibility (N-obj), and (CONJ) mutual (ADJ) respect (N-obj).
40.15a History will remember those who stood against tyranny. 40.15b History (N-subj) will (MOD-fut) remember (V-inf) those (PRON-obj) who (PRON-rel) stood (V-past) against (PREP) tyranny (N-obj).
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40.1 “The committee will announce the decision tomorrow morning.” [Standard English equivalent: “The decision will be announced by the committee tomorrow morning.”] [Strategy: Active voice—subject performs action directly]
40.2 “She will arrive before the meeting starts.” [Standard English equivalent: “She will be here before the meeting starts.”] [Strategy: Existence verb replacement (arrive replaces “be here”)]
40.3 “I will help you carry those boxes upstairs.” [Standard English equivalent: “I will be helping you carry those boxes upstairs.”] [Strategy: Simple future replaces progressive future]
40.4 “The sun will rise at six o’clock.” [Standard English equivalent: “The sun will be rising at six o’clock.”] [Strategy: Simple future replaces progressive construction]
40.5 “They will travel to Japan next spring.” [Standard English equivalent: “They will be in Japan next spring.”] [Strategy: Active verb (travel) replaces static location (”be in”)]
40.6 “The medicine will reduce the fever within an hour.” [Standard English equivalent: “The fever will be reduced by the medicine within an hour.”] [Strategy: Active voice transformation]
40.7 “My brother will teach at the university starting in September.” [Standard English equivalent: “My brother will be a teacher at the university starting in September.”] [Strategy: Active verb (teach) replaces identity statement (”be a teacher”)]
40.8 “Water will freeze at zero degrees Celsius.” [Standard English equivalent: “Water will be frozen at zero degrees Celsius.”] [Strategy: Active verb replaces passive state]
40.9 “The witness will testify before the grand jury on Friday.” [Standard English equivalent: “The witness will be testifying before the grand jury on Friday.”] [Strategy: Simple future replaces progressive]
40.10 “Strong determination will carry you through difficult times.” [Standard English equivalent: “Strong determination will be what carries you through difficult times.”] [Strategy: Direct verb action replaces cleft sentence with “be”]
40.11 “The conductor will lead the orchestra through Beethoven’s Fifth Symphony tonight.” [Standard English equivalent: “The conductor will be leading the orchestra through Beethoven’s Fifth Symphony tonight.”] [Strategy: Simple future replaces progressive future]
40.12 “Scientists predict the comet will pass closest to Earth in December.” [Standard English equivalent: “Scientists predict the comet will be at its closest to Earth in December.”] [Strategy: Active verb (pass) replaces static position (”be at”)]
40.13 “If you plant these seeds now, they will bloom by midsummer.” [Standard English equivalent: “If you plant these seeds now, they will be in bloom by midsummer.”] [Strategy: Active verb (bloom) replaces state description (”be in bloom”)]
40.14 “The negotiations will require patience, flexibility, and mutual respect.” [Standard English equivalent: “The negotiations will be requiring patience, flexibility, and mutual respect.”] [Strategy: Simple future replaces progressive]
40.15 “History will remember those who stood against tyranny.” [Standard English equivalent: “Those who stood against tyranny will be remembered by history.”] [Strategy: Active voice transformation—subject performs action]
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40.1 The committee will announce the decision tomorrow morning.
40.2 She will arrive before the meeting starts.
40.3 I will help you carry those boxes upstairs.
40.4 The sun will rise at six o’clock.
40.5 They will travel to Japan next spring.
40.6 The medicine will reduce the fever within an hour.
40.7 My brother will teach at the university starting in September.
40.8 Water will freeze at zero degrees Celsius.
40.9 The witness will testify before the grand jury on Friday.
40.10 Strong determination will carry you through difficult times.
40.11 The conductor will lead the orchestra through Beethoven’s Fifth Symphony tonight.
40.12 Scientists predict the comet will pass closest to Earth in December.
40.13 If you plant these seeds now, they will bloom by midsummer.
40.14 The negotiations will require patience, flexibility, and mutual respect.
40.15 History will remember those who stood against tyranny.
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These grammar rules govern “will” in E-Prime:
1. Standard English Function
“Will” operates as a modal auxiliary verb in English. It precedes the base (infinitive) form of the main verb and expresses several meanings.
Future time: “The train will depart at noon.”
Volition/willingness: “I will help you move.”
Prediction: “It will rain tonight.”
Determination: “We will succeed despite the obstacles.”
Habitual behavior: “Oil will float on water.”
Promises and offers: “I will call you tomorrow.”
2. E-Prime Considerations
“Will” itself requires no transformation—it complies fully with E-Prime. The challenge arises when Standard English pairs “will” with “be.”
Problematic patterns to transform:
“will be + adjective” → use perception or state verbs “will be + present participle (-ing)” → use simple future “will be + past participle (passive)” → use active voice “will be + noun (identity)” → use relational verbs “will be + location” → use existence or motion verbs
3. Replacement Strategies for “Will + Be” Constructions
Strategy A: Perception Verbs
Standard: “The movie will be exciting.” E-Prime: “The movie will seem exciting.” / “The movie will appear exciting.”
Strategy B: State/Experience Verbs
Standard: “She will be tired after the marathon.” E-Prime: “She will feel tired after the marathon.” / “Exhaustion will overtake her after the marathon.”
Strategy C: Active Voice
Standard: “The report will be written by the consultant.” E-Prime: “The consultant will write the report.”
Strategy D: Existence/Motion Verbs
Standard: “The package will be here tomorrow.” E-Prime: “The package will arrive tomorrow.” / “The package will reach us tomorrow.”
Strategy E: Relational Verbs
Standard: “John will be the new chairman.” E-Prime: “John will serve as the new chairman.” / “John will assume the chairmanship.”
Strategy F: Simple Future (replacing progressive)
Standard: “They will be working late tonight.” E-Prime: “They will work late tonight.”
4. Common Mistakes
Forgetting hidden “be” in contractions: “It’ll be ready” contains “be”—transform to “It’ll reach completion” or restructure entirely.
Overlooking passive voice: “The problem will be solved” requires transformation to “Someone will solve the problem” or “The solution will emerge.”
Creating awkward constructions: “The weather will feel hot” sounds natural; “The weather will do hotness” does not. Choose natural E-Prime alternatives.
Mixing modal auxiliaries carelessly: “Will” combines cleanly with main verbs. Avoid constructions that inadvertently reintroduce “be.”
5. Style Notes
Pair “will” with strong, active verbs for the most effective E-Prime writing. “The company will expand” sounds more dynamic than “The company will grow larger.”
Use “will” confidently in E-Prime—it creates clear, forward-looking statements that emphasize action and change rather than static states.
The contracted form “won’t” (will not) also complies with E-Prime. “I won’t accept that answer” works perfectly.
Questions using “will” remain E-Prime compliant: “Will you attend the conference?” “When will the results arrive?”
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1. General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that language shapes thought and that certain linguistic structures create cognitive confusion. His famous formulation—which in E-Prime becomes “The map does not equal the territory”—emphasizes that our words about reality differ from reality itself.
D. David Bourland Jr. created E-Prime in 1965 as a practical discipline derived from Korzybski’s insights. By eliminating “to be,” writers must specify their sources of knowledge and avoid false equations between words and things.
2. Practical Applications
Scientific Writing: “Will” serves E-Prime science writing well. Researchers can make predictions (”The experiment will demonstrate...”) and describe expected outcomes (”The data will reveal...”) without resorting to “to be” constructions.
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy. Clients learn to say “I will feel anxious” rather than “I will be anxious”—acknowledging emotions as temporary states rather than identity features.
Business Communication: Forward-looking statements in E-Prime sound active and committed. “The company will achieve its targets” conveys more determination than “The targets will be achieved.”
Personal Development: E-Prime practitioners find that “will” statements strengthen intention. “I will complete this project” carries more psychological commitment than passive constructions.
3. The E-Prime Community
The Institute of General Semantics has promoted E-Prime since Bourland introduced it. Robert Anton Wilson popularized E-Prime through his books, particularly Quantum Psychology (1990), written entirely in E-Prime.
ETC: A Review of General Semantics publishes articles exploring E-Prime’s applications and implications. The three E-Prime anthologies (To Be or Not, 1991; More E-Prime, 1994; E-Prime III, 1997) collect essays demonstrating the discipline’s range.
4. Philosophical Implications
“Will” points toward the future—a time that does not yet exist. E-Prime writers using “will” make predictions and express intentions rather than describing fixed states. This aligns with E-Prime’s core insight: reality flows and changes, and language should reflect that dynamism.
The modal auxiliary system (”will,” “can,” “may,” “might,” “should”) expresses various modes of possibility, necessity, and intention. E-Prime embraces these modals because they acknowledge uncertainty and conditionality rather than asserting fixed identities.
5. Critiques and Limitations
Some critics argue that avoiding “will be” constructions sometimes produces awkward prose. “The concert will prove enjoyable” may sound stilted compared to “The concert will be enjoyable.”
E-Prime practitioners respond that the temporary awkwardness forces clearer thinking. Asking “What exactly will happen?” rather than “What will something be?” often reveals hidden assumptions.
The discipline works best when writers internalize its principles rather than mechanically avoiding forbidden forms. Fluent E-Prime sounds natural while maintaining compliance.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 12: “The Future”
The (DEF.ART) future (N-subj) will (MOD-fut) arrive (V-inf) whether (CONJ) we (PRON-subj) prepare (V-pres) for (PREP) it (PRON-obj) or (CONJ) not (ADV-neg). Those (PRON-subj) who (PRON-rel) anticipate (V-pres) change (N-obj) will (MOD-fut) adapt (V-inf) more (ADV-comp) readily (ADV) than (CONJ-comp) those (PRON-subj) who (PRON-rel) cling (V-pres) to (PREP) outdated (ADJ) maps (N-obj) of (PREP) reality (N-obj). The (DEF.ART) discipline (N-subj) of (PREP) E-Prime (N-obj) will (MOD-fut) serve (V-inf) you (PRON-obj) well (ADV) in (PREP) times (N-obj) of (PREP) transition (N-obj), for (CONJ) it (PRON-subj) trains (V-pres) the (DEF.ART) mind (N-obj) to (PREP) focus (V-inf) on (PREP) processes (N-obj) rather (ADV) than (CONJ-comp) static (ADJ) entities (N-obj).
“The future will arrive whether we prepare for it or not. Those who anticipate change will adapt more readily than those who cling to outdated maps of reality. The discipline of E-Prime will serve you well in times of transition, for it trains the mind to focus on processes rather than static entities.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 12
[This passage demonstrates Wilson’s characteristic use of “will” to express both prediction (the future will arrive) and advice (the discipline will serve you). Note the complete absence of “to be” forms throughout.]
The future will arrive whether we prepare for it or not. Those who anticipate change will adapt more readily than those who cling to outdated maps of reality. The discipline of E-Prime will serve you well in times of transition, for it trains the mind to focus on processes rather than static entities.
“anticipate” — to expect and prepare for; E-Prime alternative to “expect something will be”
“adapt” — to adjust to new conditions; active verb emphasizing process over state
“cling to” — to hold tightly; conveys attachment without using “be attached to”
“outdated” — no longer current; adjective modifying “maps” directly rather than through predication
“trains” — teaches through practice; active verb avoiding “E-Prime teaches that the mind should be...”
Wilson uses “will” three times, each expressing a different nuance: inevitability (will arrive), comparison (will adapt), and recommendation (will serve).
Wilson demonstrates masterful E-Prime in this passage. He makes predictions (”will arrive,” “will adapt”) and offers guidance (”will serve”) without once resorting to “to be” constructions.
Notice how “Those who anticipate change will adapt more readily” avoids the Standard English construction “Those who anticipate change will be more adaptive.” The active verb “adapt” conveys the same meaning with greater dynamism.
The phrase “trains the mind to focus on processes rather than static entities” encapsulates E-Prime’s philosophical purpose. Wilson could have written “E-Prime makes the mind more process-oriented,” but his construction emphasizes the active training and focusing that E-Prime encourages.
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This section presents 15 additional E-Prime examples within a coherent self-improvement context, demonstrating how “will” functions in motivational and instructional writing.
40.16a Your daily habits will shape the person you become over time. 40.16b Your (PRON-poss) daily (ADJ) habits (N-subj) will (MOD-fut) shape (V-inf) the (DEF.ART) person (N-obj) you (PRON-subj) become (V-pres) over (PREP) time (N-obj).
40.17a Small improvements will compound into remarkable transformations. 40.17b Small (ADJ) improvements (N-subj) will (MOD-fut) compound (V-inf) into (PREP) remarkable (ADJ) transformations (N-obj).
40.18a The goals you set today will determine your direction for years ahead. 40.18b The (DEF.ART) goals (N-subj) you (PRON-subj) set (V-pres) today (ADV-time) will (MOD-fut) determine (V-inf) your (PRON-poss) direction (N-obj) for (PREP) years (N-obj) ahead (ADV-time).
40.19a Consistent effort will overcome natural talent that lacks discipline. 40.19b Consistent (ADJ) effort (N-subj) will (MOD-fut) overcome (V-inf) natural (ADJ) talent (N-obj) that (PRON-rel) lacks (V-pres) discipline (N-obj).
40.20a Your mindset will influence how you interpret challenges and setbacks. 40.20b Your (PRON-poss) mindset (N-subj) will (MOD-fut) influence (V-inf) how (ADV-manner) you (PRON-subj) interpret (V-pres) challenges (N-obj) and (CONJ) setbacks (N-obj).
40.21a Reading widely will expand your understanding of human experience. 40.21b Reading (V-ger/N-subj) widely (ADV) will (MOD-fut) expand (V-inf) your (PRON-poss) understanding (N-obj) of (PREP) human (ADJ) experience (N-obj).
40.22a The relationships you nurture will sustain you through difficult periods. 40.22b The (DEF.ART) relationships (N-subj) you (PRON-subj) nurture (V-pres) will (MOD-fut) sustain (V-inf) you (PRON-obj) through (PREP) difficult (ADJ) periods (N-obj).
40.23a Physical exercise will strengthen both your body and your mental clarity. 40.23b Physical (ADJ) exercise (N-subj) will (MOD-fut) strengthen (V-inf) both (DET) your (PRON-poss) body (N-obj) and (CONJ) your (PRON-poss) mental (ADJ) clarity (N-obj).
40.24a Learning from failure will accelerate your growth faster than easy success. 40.24b Learning (V-ger/N-subj) from (PREP) failure (N-obj) will (MOD-fut) accelerate (V-inf) your (PRON-poss) growth (N-obj) faster (ADV-comp) than (CONJ-comp) easy (ADJ) success (N-subj).
40.25a The skills you develop now will serve you throughout your career. 40.25b The (DEF.ART) skills (N-subj) you (PRON-subj) develop (V-pres) now (ADV-time) will (MOD-fut) serve (V-inf) you (PRON-obj) throughout (PREP) your (PRON-poss) career (N-obj).
40.26a Gratitude practice will shift your focus toward abundance rather than scarcity. 40.26b Gratitude (N-mod) practice (N-subj) will (MOD-fut) shift (V-inf) your (PRON-poss) focus (N-obj) toward (PREP) abundance (N-obj) rather (ADV) than (CONJ-comp) scarcity (N-obj).
40.27a Saying no to distractions will free your time for meaningful pursuits. 40.27b Saying (V-ger/N-subj) no (ADV-neg) to (PREP) distractions (N-obj) will (MOD-fut) free (V-inf) your (PRON-poss) time (N-obj) for (PREP) meaningful (ADJ) pursuits (N-obj).
40.28a Honest self-reflection will reveal patterns you might otherwise miss. 40.28b Honest (ADJ) self-reflection (N-subj) will (MOD-fut) reveal (V-inf) patterns (N-obj) you (PRON-subj) might (MOD) otherwise (ADV) miss (V-inf).
40.29a Surrounding yourself with ambitious people will raise your own standards. 40.29b Surrounding (V-ger/N-subj) yourself (PRON-refl) with (PREP) ambitious (ADJ) people (N-obj) will (MOD-fut) raise (V-inf) your (PRON-poss) own (ADJ) standards (N-obj).
40.30a The commitment you make to growth will define the trajectory of your life. 40.30b The (DEF.ART) commitment (N-subj) you (PRON-subj) make (V-pres) to (PREP) growth (N-obj) will (MOD-fut) define (V-inf) the (DEF.ART) trajectory (N-obj) of (PREP) your (PRON-poss) life (N-obj).
40.16 “Your daily habits will shape the person you become over time.” [Standard: “Your daily habits will be responsible for the person you become.”] [Strategy: Active verb (shape) replaces “be responsible for”]
40.17 “Small improvements will compound into remarkable transformations.” [Standard: “Small improvements will be compounding into remarkable transformations.”] [Strategy: Simple future replaces progressive]
40.18 “The goals you set today will determine your direction for years ahead.” [Standard: “The goals you set today will be determining factors for years ahead.”] [Strategy: Active verb replaces noun phrase with “be”]
40.19 “Consistent effort will overcome natural talent that lacks discipline.” [Standard: “Consistent effort will be more powerful than undisciplined talent.”] [Strategy: Active verb (overcome) replaces comparison with “be”]
40.20 “Your mindset will influence how you interpret challenges and setbacks.” [Standard: “Your mindset will be influential in how you interpret challenges.”] [Strategy: Active verb replaces “be + adjective”]
40.21 “Reading widely will expand your understanding of human experience.” [Standard: “Reading widely will be expanding your understanding.”] [Strategy: Simple future replaces progressive]
40.22 “The relationships you nurture will sustain you through difficult periods.” [Standard: “The relationships you nurture will be there for you during difficult periods.”] [Strategy: Active verb (sustain) replaces “be there for”]
40.23 “Physical exercise will strengthen both your body and your mental clarity.” [Standard: “Physical exercise will be strengthening to both body and mind.”] [Strategy: Active verb replaces “be + adjective”]
40.24 “Learning from failure will accelerate your growth faster than easy success.” [Standard: “Learning from failure will be a faster accelerant than easy success.”] [Strategy: Active verb replaces noun phrase with “be”]
40.25 “The skills you develop now will serve you throughout your career.” [Standard: “The skills you develop now will be useful throughout your career.”] [Strategy: Active verb (serve) replaces “be useful”]
40.26 “Gratitude practice will shift your focus toward abundance rather than scarcity.” [Standard: “Gratitude practice will be shifting your focus.”] [Strategy: Simple future replaces progressive]
40.27 “Saying no to distractions will free your time for meaningful pursuits.” [Standard: “Saying no to distractions will be freeing for your time.”] [Strategy: Active verb replaces “be + adjective”]
40.28 “Honest self-reflection will reveal patterns you might otherwise miss.” [Standard: “Honest self-reflection will be revealing of patterns.”] [Strategy: Active verb replaces “be + adjective”]
40.29 “Surrounding yourself with ambitious people will raise your own standards.” [Standard: “Surrounding yourself with ambitious people will be helpful for raising your standards.”] [Strategy: Direct active verb replaces “be helpful for”]
40.30 “The commitment you make to growth will define the trajectory of your life.” [Standard: “The commitment you make to growth will be defining for your life’s trajectory.”] [Strategy: Active verb replaces “be + adjective”]
40.16 Your daily habits will shape the person you become over time.
40.17 Small improvements will compound into remarkable transformations.
40.18 The goals you set today will determine your direction for years ahead.
40.19 Consistent effort will overcome natural talent that lacks discipline.
40.20 Your mindset will influence how you interpret challenges and setbacks.
40.21 Reading widely will expand your understanding of human experience.
40.22 The relationships you nurture will sustain you through difficult periods.
40.23 Physical exercise will strengthen both your body and your mental clarity.
40.24 Learning from failure will accelerate your growth faster than easy success.
40.25 The skills you develop now will serve you throughout your career.
40.26 Gratitude practice will shift your focus toward abundance rather than scarcity.
40.27 Saying no to distractions will free your time for meaningful pursuits.
40.28 Honest self-reflection will reveal patterns you might otherwise miss.
40.29 Surrounding yourself with ambitious people will raise your own standards.
40.30 The commitment you make to growth will define the trajectory of your life.
The genre section demonstrates several E-Prime patterns with “will.”
Gerund subjects: Examples 40.21, 40.24, 40.27, and 40.29 use gerunds (reading, learning, saying, surrounding) as subjects. This construction pairs naturally with “will” and creates dynamic, action-oriented sentences.
Relative clauses: Examples 40.18, 40.22, 40.25, and 40.30 embed relative clauses (”you set,” “you nurture,” “you develop,” “you make”) that add complexity while maintaining E-Prime compliance.
Causative meaning: Throughout the section, “will” expresses causation—habits will shape, exercise will strengthen, reflection will reveal. This causative use of “will” creates powerful statements about agency and consequence.
Comparative structures: Examples 40.19 and 40.24 use “than” comparisons without requiring “to be.” “Effort will overcome talent” and “failure will accelerate growth faster than success” make comparisons through active verbs.
The personal development genre suits E-Prime particularly well because it emphasizes action, change, and growth—all concepts that active verbs express more effectively than static “to be” constructions.
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Standard English → E-Prime Practice
Standard: “This will be the best decision you ever make.” E-Prime: “This will prove the best decision you ever make.” / “This will rank as the best decision you ever make.” Strategy: Evaluation verb (prove, rank) replaces identity statement with “be”
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This lesson forms part of the Latinum Institute’s E-Prime curriculum, designed for autodidact learners seeking to master both Standard English vocabulary and the E-Prime discipline.
CSV-Based Progression: The course follows a 1000-word frequency list, introducing essential English vocabulary while demonstrating E-Prime construction techniques. Each lesson stands independently, allowing learners to study in any order.
The Latinum Institute Methodology: Since 2006, the Latinum Institute has created language learning materials that emphasize authentic usage and systematic progression. The interlinear construed text format makes grammatical structures transparent while building reading fluency.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime as Mental Discipline: Learning E-Prime trains the mind to distinguish between identity statements and descriptions of experience. When you eliminate “to be,” you must specify what you actually observe, think, or predict—a practice that sharpens critical thinking.
Connection to General Semantics: E-Prime emerged from Alfred Korzybski’s General Semantics movement, which emphasized the difference between language and reality. D. David Bourland Jr. created E-Prime as a practical tool for applying these insights.
Benefits of the Construed Text Approach: By showing grammatical structure explicitly, interlinear formatting helps learners internalize patterns rather than memorize phrases. This approach accelerates comprehension and builds lasting grammatical intuition.
The modal auxiliary “will” demonstrates E-Prime’s compatibility with future-oriented, action-focused language. Master this word, and you possess a powerful tool for expressing intention, prediction, and determination—all without resorting to the forbidden verb “to be.”
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This lesson has passed verification for E-Prime compliance. All 30 examples avoid the following forbidden forms:
Infinitive and conjugations: be, am, is, are, was, were, been, being
Contractions: I’m, he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s, you’re, we’re, they’re
Archaic forms: art, wast, wert
Every example uses “will” with active verbs, perception verbs, or state verbs—never with forms of “to be.”
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END OF LESSON 40
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Definition: The word “who” functions as both an interrogative pronoun (asking questions about people) and a relative pronoun (connecting clauses that describe people). In E-Prime writing, “who” becomes a powerful tool for precise communication when paired with action verbs rather than forms of “to be.”
Course Index: https://latinum.substack.com/p/index
FAQ
Q: How does “who” function in E-Prime?
A: In E-Prime, “who” pairs with action, perception, and relational verbs instead of “to be.” Rather than asking “Who is that?” an E-Prime speaker asks “Who stands there?” or “Who do you see?” This shift transforms vague identity questions into precise inquiries about actions, roles, and relationships.
The E-Prime Challenge with “Who”
“Who was that?” (past copula)
“Who just spoke?” / “Who stood there?”
Key Takeaways
• “Who” gains precision in E-Prime by connecting to verbs of action, perception, or relation rather than states of being
• Interrogative “who” questions become sharper when they ask about what someone does rather than what someone “is”
• Relative clauses with “who” flow naturally when the subordinate verb describes action or function
• E-Prime “who” constructions often reveal assumptions hidden in copular questions
• The transformation from “Who is X?” to “Who does X?” or “Who functions as X?” adds informational content
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41.1a Who knocked on the door just now? 41.1b Who (PRON-interrog) knocked (V-past) on (PREP) the (DEF.ART) door (N-obj) just (ADV-time) now (ADV-time)?
41.2a The woman who called yesterday left a message. 41.2b The (DEF.ART) woman (N-subj) who (PRON-rel) called (V-past) yesterday (ADV-time) left (V-past) a (INDEF.ART) message (N-obj).
41.3a Who wants coffee this morning? 41.3b Who (PRON-interrog) wants (V-pres) coffee (N-obj) this (DET) morning (N-time)?
41.4a I met the scientist who discovered the new element. 41.4b I (PRON-subj) met (V-past) the (DEF.ART) scientist (N-obj) who (PRON-rel) discovered (V-past) the (DEF.ART) new (ADJ) element (N-obj).
41.5a Who understands this problem? 41.5b Who (PRON-interrog) understands (V-pres) this (DET) problem (N-obj)?
41.6a The teacher who helped me yesterday works at the university. 41.6b The (DEF.ART) teacher (N-subj) who (PRON-rel) helped (V-past) me (PRON-obj) yesterday (ADV-time) works (V-pres.REL) at (PREP) the (DEF.ART) university (N-obj).
41.7a Who among you speaks French fluently? 41.7b Who (PRON-interrog) among (PREP) you (PRON-obj) speaks (V-pres) French (N-obj) fluently (ADV-manner)?
41.8a She resembles the actress who starred in that film. 41.8b She (PRON-subj) resembles (V-pres.PERCEPT) the (DEF.ART) actress (N-obj) who (PRON-rel) starred (V-past) in (PREP) that (DET) film (N-obj).
41.9a Who holds responsibility for this project now? 41.9b Who (PRON-interrog) holds (V-pres.REL) responsibility (N-obj) for (PREP) this (DET) project (N-obj) now (ADV-time)?
41.10a The artist who painted this masterpiece lived in Paris. 41.10b The (DEF.ART) artist (N-subj) who (PRON-rel) painted (V-past) this (DET) masterpiece (N-obj) lived (V-past.EXIST) in (PREP) Paris (N-prop).
41.11a Who remembers the combination to the safe? 41.11b Who (PRON-interrog) remembers (V-pres) the (DEF.ART) combination (N-obj) to (PREP) the (DEF.ART) safe (N-obj)?
41.12a My grandfather, who served in the navy, told fascinating stories. 41.12b My (PRON-poss) grandfather (N-subj), who (PRON-rel) served (V-past.REL) in (PREP) the (DEF.ART) navy (N-obj), told (V-past) fascinating (ADJ) stories (N-obj).
41.13a Who just entered through the back door? 41.13b Who (PRON-interrog) just (ADV-time) entered (V-past) through (PREP) the (DEF.ART) back (ADJ) door (N-obj)?
41.14a The candidates who qualify for the position will receive interviews next week. 41.14b The (DEF.ART) candidates (N-subj) who (PRON-rel) qualify (V-pres) for (PREP) the (DEF.ART) position (N-obj) will receive (V-fut) interviews (N-obj) next (ADJ) week (N-time).
41.15a Who truly knows the answer to that ancient question? 41.15b Who (PRON-interrog) truly (ADV-manner) knows (V-pres) the (DEF.ART) answer (N-obj) to (PREP) that (DET) ancient (ADJ) question (N-obj)?
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41.1 “Who knocked on the door just now?” [Standard English equivalent: “Who was that at the door?”] [Strategy: Direct action verb (knocked) replaces copular question]
41.2 “The woman who called yesterday left a message.” [Standard English equivalent: “The woman who was calling yesterday left a message.”] [Strategy: Simple past (called) replaces progressive with “was”]
41.3 “Who wants coffee this morning?” [Standard English equivalent: “Who is ready for coffee this morning?”] [Strategy: Desire verb (wants) replaces state-of-being construction]
41.4 “I met the scientist who discovered the new element.” [Standard English equivalent: “I met the scientist who is famous for discovering the new element.”] [Strategy: Action verb in relative clause; removes copular “is famous”]
41.5 “Who understands this problem?” [Standard English equivalent: “Who is familiar with this problem?”] [Strategy: Cognitive verb (understands) replaces adjectival predicate with “is”]
41.6 “The teacher who helped me yesterday works at the university.” [Standard English equivalent: “The teacher who was helping me yesterday is at the university.”] [Strategy: Simple past and present action verbs replace progressives and copulas]
41.7 “Who among you speaks French fluently?” [Standard English equivalent: “Who among you is a French speaker?”] [Strategy: Action verb (speaks) replaces identity construction “is a speaker”]
41.8 “She resembles the actress who starred in that film.” [Standard English equivalent: “She is similar to the actress who was in that film.”] [Strategy: Perception verb (resembles) and action verb (starred) replace copulas]
41.9 “Who holds responsibility for this project now?” [Standard English equivalent: “Who is responsible for this project now?”] [Strategy: Relational verb (holds) replaces adjectival predicate with “is”]
41.10 “The artist who painted this masterpiece lived in Paris.” [Standard English equivalent: “The artist who was responsible for this masterpiece was a Parisian.”] [Strategy: Action verbs (painted, lived) replace copular constructions]
41.11 “Who remembers the combination to the safe?” [Standard English equivalent: “Who is aware of the combination to the safe?”] [Strategy: Cognitive verb (remembers) replaces “is aware”]
41.12 “My grandfather, who served in the navy, told fascinating stories.” [Standard English equivalent: “My grandfather, who was a navy man, told stories that were fascinating.”] [Strategy: Relational verb (served) and action verb; adjective moved to attributive position]
41.13 “Who just entered through the back door?” [Standard English equivalent: “Who was that coming through the back door?”] [Strategy: Action verb (entered) replaces copular + progressive construction]
41.14 “The candidates who qualify for the position will receive interviews next week.” [Standard English equivalent: “The candidates who are qualified for the position will be interviewed next week.”] [Strategy: Active voice throughout; action verb (qualify) replaces adjectival “are qualified”]
41.15 “Who truly knows the answer to that ancient question?” [Standard English equivalent: “Who is really knowledgeable about the answer to that ancient question?”] [Strategy: Cognitive verb (knows) replaces copular + adjective construction]
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41.1 Who knocked on the door just now?
41.2 The woman who called yesterday left a message.
41.3 Who wants coffee this morning?
41.4 I met the scientist who discovered the new element.
41.5 Who understands this problem?
41.6 The teacher who helped me yesterday works at the university.
41.7 Who among you speaks French fluently?
41.8 She resembles the actress who starred in that film.
41.9 Who holds responsibility for this project now?
41.10 The artist who painted this masterpiece lived in Paris.
41.11 Who remembers the combination to the safe?
41.12 My grandfather, who served in the navy, told fascinating stories.
41.13 Who just entered through the back door?
41.14 The candidates who qualify for the position will receive interviews next week.
41.15 Who truly knows the answer to that ancient question?
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These grammar rules govern “who” in E-Prime:
Standard English Function
“Who” operates as both an interrogative pronoun (asking questions about people’s identity) and a relative pronoun (introducing clauses that modify nouns referring to people). In standard English, “who” frequently pairs with forms of “to be” in both functions.
Interrogative uses: “Who is there?” “Who are you?” “Who was that?”
Relative uses: “The person who is responsible...” “Anyone who is interested...” “The man who was speaking...”
E-Prime Considerations
The pronoun “who” presents one of the most common E-Prime challenges because identity questions naturally gravitate toward copular constructions. When we ask “Who is that?” we request an identity equation: person X = that entity. E-Prime requires us to reformulate such questions around actions, perceptions, or relationships.
Key transformation patterns for interrogative “who”:
“Who is there?” transforms to “Who stands there?” / “Who waits there?” / “Who do you see there?”
“Who are you?” transforms to “What do people call you?” / “How do you identify yourself?” / “Who do I address?”
“Who was responsible?” transforms to “Who held responsibility?” / “Who took charge?” / “Who made that decision?”
For relative “who,” the transformation often proves easier because we can simply replace the copula in the relative clause with an action or state verb:
“The person who is in charge” transforms to “The person who runs things” / “The person who holds authority”
“Anyone who is interested” transforms to “Anyone who feels interested” / “Anyone who wants to participate”
Replacement Strategies for “Who”
Strategy 1 - Action Verb Substitution: Replace “who is/are [noun]” with “who [verbs]” Standard: “Who is the leader here?” E-Prime: “Who leads here?” / “Who takes charge here?”
Strategy 2 - Perception Verb Insertion: Add perception verbs to specify the observer Standard: “Who is that person?” E-Prime: “Who do you see there?” / “Who appears at the door?”
Strategy 3 - Relational Verb Use: Replace identity with function Standard: “The man who is president” E-Prime: “The man who serves as president” / “The man who holds the presidency”
Strategy 4 - Cognitive Verb Substitution: Replace “who is [adjective]” with mental state verbs Standard: “Who is aware of this?” E-Prime: “Who knows about this?” / “Who understands this?”
Strategy 5 - Restructuring: Sometimes the best approach involves rewriting the entire construction Standard: “Who are those people?” E-Prime: “What group do those people represent?” / “How do those people identify themselves?”
Common Mistakes
Mistake 1: Retaining hidden “to be” in contractions Wrong: “Who’s calling?” (who’s = who is) Correct: “Who calls?” / “Who keeps calling?”
Mistake 2: Using progressive tense with “to be” Wrong: “The person who is standing there” Correct: “The person who stands there” / “The person standing there”
Mistake 3: Forgetting “to be” in relative clauses Wrong: “I know who was responsible” (contains “was”) Correct: “I know who held responsibility” / “I know who did it”
Mistake 4: Creating awkward constructions to avoid “to be” Awkward: “Who functions in the capacity of manager?” Better: “Who manages this department?” / “Who runs things here?”
Style Notes
E-Prime “who” constructions often sound more direct and informative than their standard equivalents. “Who leads this team?” requests more specific information than “Who is the team leader?” The E-Prime version asks about action; the standard version asks about a label.
In formal writing, use relational verbs like “serves as,” “functions as,” and “holds the position of” for professional contexts. In casual speech, prefer simple action verbs: “Who runs this place?” rather than “Who serves in the capacity of administrator?”
Relative clauses with “who” flow most naturally when the verb describes an observable action or a clear function. “The professor who teaches chemistry” reads more smoothly than “The professor who occupies the chemistry position.”
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General Semantics Background
Alfred Korzybski, founder of General Semantics, argued that the verb “to be” creates false identifications between words and things. When we ask “Who is that?” we unconsciously suggest that identity constitutes a fixed, essential quality. E-Prime forces us to recognize that identity involves behavior, relationships, and context rather than some unchanging essence.
The question “Who is she?” implies that the answer provides some essential truth about the person. The E-Prime alternatives—”What does she do?” “How does she identify herself?” “What role does she play here?”—acknowledge that people function differently in different contexts.
D. David Bourland Jr., who developed E-Prime in 1965, noted that identity questions often mask requests for other information. “Who is that man?” might really mean “What does that man want?” or “Why does that man stand there?” E-Prime encourages us to ask the question we actually need answered.
Practical Applications
In journalism, E-Prime “who” questions often elicit better information. “Who holds responsibility for this decision?” produces more useful answers than “Who is responsible?” because it asks about action rather than blame-assignment.
In therapeutic contexts, Albert Ellis’s Rational Emotive Behavior Therapy uses E-Prime-like constructions to help clients avoid absolutist thinking. “Who am I?” becomes “How do I behave?” or “What do I value?”—questions that acknowledge the possibility of change.
In scientific writing, E-Prime “who” clauses specify operational criteria. Rather than “researchers who are experts,” a careful writer specifies “researchers who have published extensively in the field” or “researchers who have conducted relevant experiments.”
The E-Prime Community
Robert Anton Wilson, who wrote several books entirely in E-Prime (including Quantum Psychology), demonstrated that “who” questions gain precision through E-Prime transformation. Wilson argued that “Who are you?” remains unanswerable because it requests an essential identity that does not exist, while “What do you do?” or “How do you spend your time?” produces meaningful responses.
The Institute of General Semantics continues to promote E-Prime as a tool for clear thinking. Their journal, ETC: A Review of General Semantics, regularly publishes articles demonstrating E-Prime techniques.
Philosophical Implications
E-Prime “who” constructions reflect a process-oriented worldview. When we ask “Who discovered penicillin?” rather than “Who was the discoverer of penicillin?” we emphasize the act of discovery rather than a title or label. This shift aligns with process philosophy, which treats reality as events and relationships rather than substances and essences.
The transformation also relates to existentialist themes. Jean-Paul Sartre’s claim that “existence precedes essence” finds expression in E-Prime “who” constructions: we define ourselves through our actions (who does what) rather than through essential identity (who is what).
Critiques and Limitations
Some contexts make E-Prime “who” constructions genuinely awkward. Legal documents often require identity statements: “The party who is hereby designated as ‘Plaintiff’...” E-Prime alternatives (”The party who hereby receives the designation ‘Plaintiff’...”) add complexity without adding clarity.
Poetic and literary uses of “who” often depend on the contemplative quality of identity questions. “Who is Silvia? What is she, that all our swains commend her?” (Shakespeare) works partly because of its copular mystery. E-Prime sacrifices this effect for precision.
The balanced view recognizes E-Prime as a discipline for certain purposes—scientific writing, therapeutic dialogue, clear analysis—rather than a universal requirement. The goal involves gaining awareness of what “to be” hides, not eliminating all mystery from language.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 5
F-A: Interlinear Construed Text
Who (PRON-interrog) really (ADV-manner) knows (V-pres) who (PRON-interrog) wrote (V-past) the (DEF.ART) plays (N-obj) attributed (V-past.pass) to (PREP) Shakespeare (N-prop)? The (DEF.ART) scholars (N-subj) who (PRON-rel) argue (V-pres) about (PREP) this (DET) question (N-obj) seldom (ADV-freq) acknowledge (V-pres) how (ADV-manner) little (DET) they (PRON-subj) actually (ADV-manner) know (V-pres). Each (DET) faction (N-subj) claims (V-pres) certainty (N-obj), yet (CONJ) the (DEF.ART) evidence (N-subj) remains (V-pres.EXIST) circumstantial (ADJ). Who (PRON-interrog) benefits (V-pres) from (PREP) this (DET) controversy (N-obj)? Primarily (ADV-manner) those (DET) who (PRON-rel) write (V-pres) books (N-obj) about (PREP) it (PRON-obj).
F-B: Full Text with Translation
“Who really knows who wrote the plays attributed to Shakespeare? The scholars who argue about this question seldom acknowledge how little they actually know. Each faction claims certainty, yet the evidence remains circumstantial. Who benefits from this controversy? Primarily those who write books about it.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 5 (adapted)
This passage demonstrates Wilson’s characteristic wit applied to epistemological questions. Note how each use of “who” connects to an action verb: knows, wrote, argue, benefits, write. Wilson avoids the temptation to write “Who is the real author?” or “The scholars who are certain...” Instead, he specifies actions and relationships.
F-C: E-Prime Text Only
Who really knows who wrote the plays attributed to Shakespeare? The scholars who argue about this question seldom acknowledge how little they actually know. Each faction claims certainty, yet the evidence remains circumstantial. Who benefits from this controversy? Primarily those who write books about it.
F-D: Vocabulary and Grammar Notes
Key vocabulary:
“attributed” - past participle functioning as adjective; means “credited to” or “assigned to” (avoids “plays that are said to be by”)
“circumstantial” - adjective meaning indirect or based on inference rather than direct proof
“faction” - noun meaning a subgroup within a larger group, often with distinct opinions
“controversy” - noun meaning a prolonged dispute or debate
Grammar notes:
Wilson uses “who” four times in this brief passage—twice as interrogative (”Who really knows,” “Who benefits”) and twice as relative (”scholars who argue,” “those who write”). Each instance demonstrates proper E-Prime usage with action verbs.
The phrase “the evidence remains circumstantial” uses “remains” as an existence verb, a common E-Prime strategy for expressing continuing states without “to be.”
F-E: Commentary on E-Prime Technique
Wilson demonstrates how E-Prime sharpens epistemological questions. “Who really knows?” functions more precisely than “Who is certain?” because it questions the actual state of knowledge rather than the feeling of confidence. Similarly, “Who benefits?” asks about concrete outcomes rather than abstract assignments of advantage.
The relative clauses—”scholars who argue,” “those who write”—identify people by their actions rather than their labels. Wilson avoids “scholars who are experts” or “those who are authors” in favor of verb-focused descriptions.
This passage illustrates Wilson’s argument that E-Prime promotes intellectual humility. By forcing us to specify actions and observations rather than identities and essences, E-Prime makes us acknowledge the limits of our knowledge.
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This section presents a dialogue between a journalist and a source, demonstrating sustained E-Prime usage with “who” in conversational context.
Part A: Interlinear Construed Text
41.16a “Who gave you this information?” the journalist asked. 41.16b “Who (PRON-interrog) gave (V-past) you (PRON-obj) this (DET) information (N-obj)?” the (DEF.ART) journalist (N-subj) asked (V-past).
41.17a “Someone who works inside the department contacted me last month.” 41.17b “Someone (PRON-indef) who (PRON-rel) works (V-pres) inside (PREP) the (DEF.ART) department (N-obj) contacted (V-past) me (PRON-obj) last (ADJ) month (N-time).”
41.18a “And who verified the documents?” 41.18b “And (CONJ) who (PRON-interrog) verified (V-past) the (DEF.ART) documents (N-obj)?”
41.19a “I showed them to an expert who specializes in forensic analysis.” 41.19b “I (PRON-subj) showed (V-past) them (PRON-obj) to (PREP) an (INDEF.ART) expert (N-obj) who (PRON-rel) specializes (V-pres) in (PREP) forensic (ADJ) analysis (N-obj).”
41.20a “Who else knows about this story?” 41.20b “Who (PRON-interrog) else (ADV) knows (V-pres) about (PREP) this (DET) story (N-obj)?”
41.21a “Only my editor and the lawyer who reviewed everything yesterday.” 41.21b “Only (ADV) my (PRON-poss) editor (N-subj) and (CONJ) the (DEF.ART) lawyer (N-subj) who (PRON-rel) reviewed (V-past) everything (PRON-obj) yesterday (ADV-time).”
41.22a “Who do you think leaked the original memo?” 41.22b “Who (PRON-interrog) do (AUX) you (PRON-subj) think (V-pres) leaked (V-past) the (DEF.ART) original (ADJ) memo (N-obj)?”
41.23a “The person who sent it used an encrypted channel, so I cannot identify them.” 41.23b “The (DEF.ART) person (N-subj) who (PRON-rel) sent (V-past) it (PRON-obj) used (V-past) an (INDEF.ART) encrypted (ADJ) channel (N-obj), so (CONJ) I (PRON-subj) cannot (AUX-neg) identify (V-inf) them (PRON-obj).”
41.24a “Who stands to gain from this disclosure?” 41.24b “Who (PRON-interrog) stands (V-pres.EXIST) to (PART) gain (V-inf) from (PREP) this (DET) disclosure (N-obj)?”
41.25a “Anyone who wants transparency in government benefits.” 41.25b “Anyone (PRON-indef) who (PRON-rel) wants (V-pres) transparency (N-obj) in (PREP) government (N-obj) benefits (V-pres).”
41.26a “Who among the officials commented publicly?” 41.26b “Who (PRON-interrog) among (PREP) the (DEF.ART) officials (N-obj) commented (V-past) publicly (ADV-manner)?”
41.27a “The spokesperson who handles media relations denied everything.” 41.27b “The (DEF.ART) spokesperson (N-subj) who (PRON-rel) handles (V-pres) media (N-obj) relations (N-obj) denied (V-past) everything (PRON-obj).”
41.28a “Who first reported this story to the authorities?” 41.28b “Who (PRON-interrog) first (ADV-time) reported (V-past) this (DET) story (N-obj) to (PREP) the (DEF.ART) authorities (N-obj)?”
41.29a “A whistleblower who worked there for fifteen years filed the complaint.” 41.29b “A (INDEF.ART) whistleblower (N-subj) who (PRON-rel) worked (V-past) there (ADV-place) for (PREP) fifteen (NUM) years (N-time) filed (V-past) the (DEF.ART) complaint (N-obj).”
41.30a “Who will ultimately decide what happens next?” 41.30b “Who (PRON-interrog) will (AUX-fut) ultimately (ADV-manner) decide (V-inf) what (PRON-interrog) happens (V-pres) next (ADV-time)?”
Part B: Natural Sentences with Transformation Notes
41.16 “’Who gave you this information?’ the journalist asked.” [Standard: “Who was your source for this information?”] [Strategy: Action verb (gave) replaces identity question about source]
41.17 “’Someone who works inside the department contacted me last month.’” [Standard: “Someone who is an insider contacted me.”] [Strategy: Action verb (works) replaces identity label “is an insider”]
41.18 “’And who verified the documents?’” [Standard: “And who was responsible for verification?”] [Strategy: Action verb (verified) replaces copular responsibility assignment]
41.19 “’I showed them to an expert who specializes in forensic analysis.’” [Standard: “I showed them to an expert who is a forensic specialist.”] [Strategy: Action verb (specializes) replaces identity construction]
41.20 “’Who else knows about this story?’” [Standard: “Who else is aware of this story?”] [Strategy: Cognitive verb (knows) replaces “is aware”]
41.21 “’Only my editor and the lawyer who reviewed everything yesterday.’” [Standard: “Only my editor and the lawyer who was involved in reviewing...”] [Strategy: Action verb (reviewed) replaces “was involved in”]
41.22 “’Who do you think leaked the original memo?’” [Standard: “Who do you think was the leaker?”] [Strategy: Action verb (leaked) replaces noun identity “was the leaker”]
41.23 “’The person who sent it used an encrypted channel, so I cannot identify them.’” [Standard: “The person who was the sender used an encrypted channel...”] [Strategy: Action verb (sent) replaces “was the sender”]
41.24 “’Who stands to gain from this disclosure?’” [Standard: “Who is likely to benefit from this disclosure?”] [Strategy: Existence verb (stands) replaces copular “is likely”]
41.25 “’Anyone who wants transparency in government benefits.’” [Standard: “Anyone who is in favor of transparency benefits.”] [Strategy: Desire verb (wants) replaces “is in favor of”]
41.26 “’Who among the officials commented publicly?’” [Standard: “Who among the officials was willing to comment publicly?”] [Strategy: Action verb (commented) replaces “was willing to comment”]
41.27 “’The spokesperson who handles media relations denied everything.’” [Standard: “The spokesperson who is in charge of media relations denied everything.”] [Strategy: Action verb (handles) replaces “is in charge of”]
41.28 “’Who first reported this story to the authorities?’” [Standard: “Who was the first to report this story?”] [Strategy: Action verb with adverb (first reported) replaces “was the first to”]
41.29 “’A whistleblower who worked there for fifteen years filed the complaint.’” [Standard: “A whistleblower who was an employee there for fifteen years...”] [Strategy: Action verb (worked) replaces “was an employee”]
41.30 “’Who will ultimately decide what happens next?’” [Standard: “Who is going to be the decision-maker?”] [Strategy: Action verb (decide) replaces noun identity “be the decision-maker”]
Part C: E-Prime Text Only
41.16 “Who gave you this information?” the journalist asked.
41.17 “Someone who works inside the department contacted me last month.”
41.18 “And who verified the documents?”
41.19 “I showed them to an expert who specializes in forensic analysis.”
41.20 “Who else knows about this story?”
41.21 “Only my editor and the lawyer who reviewed everything yesterday.”
41.22 “Who do you think leaked the original memo?”
41.23 “The person who sent it used an encrypted channel, so I cannot identify them.”
41.24 “Who stands to gain from this disclosure?”
41.25 “Anyone who wants transparency in government benefits.”
41.26 “Who among the officials commented publicly?”
41.27 “The spokesperson who handles media relations denied everything.”
41.28 “Who first reported this story to the authorities?”
41.29 “A whistleblower who worked there for fifteen years filed the complaint.”
41.30 “Who will ultimately decide what happens next?”
Part D: Grammar Notes for Genre Section
This dialogue demonstrates several key E-Prime patterns for “who” in conversational context.
Interrogative “who” in journalistic questions: Notice how the journalist’s questions focus on actions (gave, verified, leaked, commented, reported, decide) rather than identity labels. This approach elicits more informative responses and avoids the vagueness of “Who is responsible?” or “Who is involved?”
Relative “who” in characterizing sources: When describing people, the source consistently uses action verbs: “someone who works inside,” “expert who specializes,” “lawyer who reviewed,” “spokesperson who handles,” “whistleblower who worked.” Each construction identifies people through their actions rather than titles.
Elliptical responses: Example 41.21 demonstrates how E-Prime handles elliptical answers. “Only my editor and the lawyer who reviewed everything yesterday” omits the main verb (knows) but maintains E-Prime compliance because the relative clause uses an action verb.
Future reference: Example 41.30 shows E-Prime handling of future questions. “Who will ultimately decide” uses the future auxiliary with an action infinitive, avoiding constructions like “Who is going to be responsible” or “Who will be the one deciding.”
Idiomatic expressions: “Stands to gain” (41.24) represents an E-Prime-compliant idiom that replaces “is likely to benefit.” Such fixed expressions often provide elegant E-Prime alternatives.
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Standard English → E-Prime Practice with “Who”
Standard: “The person who is responsible should step forward.” E-Prime: “The person who holds responsibility should step forward.” / “The person who caused this should step forward.” Strategy: Relational verb or action verb replaces copular “is responsible”
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This lesson forms part of the Latinum Institute’s E-Prime curriculum, designed for autodidact learners who wish to master English vocabulary while developing the mental discipline of E-Prime composition.
The CSV-Based System: Our curriculum follows a 1000-word vocabulary list organized by frequency and semantic category. Each lesson introduces one target word while demonstrating its E-Prime usage across 30 carefully constructed examples.
The Latinum Method: Since 2006, Latinum Institute has developed language learning materials that emphasize comprehensible input through interlinear texts. This format allows learners to absorb grammatical patterns naturally while building vocabulary systematically.
E-Prime as Discipline: Learning to write and think in E-Prime develops cognitive flexibility and linguistic awareness. By eliminating “to be,” writers must specify their meaning more precisely, identify the actor in each situation, and acknowledge the observer-dependent nature of many claims.
The Interlinear Approach: Section A’s grammatical glossing helps learners see the structure beneath English sentences. For E-Prime, this format also highlights the replacement strategies—marking perception verbs, existence verbs, and relational verbs that substitute for copulas.
Connection to General Semantics: E-Prime emerged from Alfred Korzybski’s General Semantics movement, which analyzes how language shapes thought. Our curriculum honors this tradition while making E-Prime accessible to modern learners.
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
Continuing Your Practice: After completing this lesson, practice using “who” in your own E-Prime writing. Notice when you want to write “who is” or “who was” and find alternative constructions. Keep a journal of your transformations.
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✓ Lesson 41 E-Prime complete
E-Prime Compliance Verification: All 30 examples scanned and confirmed free of: is, am, are, was, were, been, being, be, ‘m, ‘s, ‘re contractions.
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Definition for Autodidact Students
The verb “make” stands among the most versatile and powerful words in the English language. It expresses creation, causation, transformation, and compulsion. In E-Prime writing, “make” functions as a cornerstone verb—one that actively constructs meaning without requiring any form of “to be.”
E-Prime (English-Prime) represents a discipline of writing and speaking that eliminates all forms of the verb “to be” (am, is, are, was, were, been, being). D. David Bourland Jr. developed this constraint in 1965, building on Alfred Korzybski’s General Semantics. By removing the copula, E-Prime encourages writers to express themselves more precisely, to take responsibility for their perceptions, and to avoid the false certainty that identity statements create.
Transforms states into processes
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “make” mean in E-Prime? A: In E-Prime, “make” functions as an active verb expressing creation (to produce something), causation (to cause something to happen), transformation (to change something into something else), and compulsion (to force or require). It serves as one of the most useful verbs for replacing passive constructions that would otherwise require “to be.”
Key Takeaways
• “Make” expresses creation, causation, and transformation without requiring “to be”
• This verb naturally replaces many passive constructions: “The decision was made” becomes “Someone made the decision”
• “Make” + adjective constructions (”make happy,” “make clear”) provide alternatives to copular predication
• Causative “make” (”make someone do something”) expresses compulsion actively
• The past tense “made” and past participle “made” maintain E-Prime compliance when used actively
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42.1a The carpenter makes beautiful furniture from oak wood. 42.1b The (DEF.ART) carpenter (N-subj) makes (V-pres.CREATE) beautiful (ADJ) furniture (N-obj) from (PREP) oak (N-mod) wood (N-obj).
42.2a She made a difficult decision yesterday morning. 42.2b She (PRON-subj) made (V-past.CREATE) a (INDEF.ART) difficult (ADJ) decision (N-obj) yesterday (N-time) morning (N-time).
42.3a Good music makes people feel alive. 42.3b Good (ADJ) music (N-subj) makes (V-pres.CAUSE) people (N-obj) feel (V-inf) alive (ADJ-pred).
42.4a The chef makes fresh pasta every day. 42.4b The (DEF.ART) chef (N-subj) makes (V-pres.CREATE) fresh (ADJ) pasta (N-obj) every (DET) day (N-time).
42.5a We make our own choices in life. 42.5b We (PRON-subj) make (V-pres.CREATE) our (PRON-poss) own (ADJ) choices (N-obj) in (PREP) life (N-obj).
42.6a The evidence makes the conclusion unavoidable. 42.6b The (DEF.ART) evidence (N-subj) makes (V-pres.CAUSE) the (DEF.ART) conclusion (N-obj) unavoidable (ADJ-complement).
42.7a Hard work and dedication make success possible. 42.7b Hard (ADJ) work (N-subj) and (CONJ) dedication (N-subj) make (V-pres.CAUSE) success (N-obj) possible (ADJ-complement).
42.8a The artist made something extraordinary from ordinary materials. 42.8b The (DEF.ART) artist (N-subj) made (V-past.CREATE) something (PRON-obj) extraordinary (ADJ) from (PREP) ordinary (ADJ) materials (N-obj).
42.9a Children often make up stories about imaginary friends. 42.9b Children (N-subj) often (ADV-freq) make (V-pres) up (PART) stories (N-obj) about (PREP) imaginary (ADJ) friends (N-obj).
42.10a The discovery made her famous throughout the scientific community. 42.10b The (DEF.ART) discovery (N-subj) made (V-past.CAUSE) her (PRON-obj) famous (ADJ-complement) throughout (PREP) the (DEF.ART) scientific (ADJ) community (N-obj).
42.11a Careful planning makes complex projects manageable. 42.11b Careful (ADJ) planning (N-subj) makes (V-pres.CAUSE) complex (ADJ) projects (N-obj) manageable (ADJ-complement).
42.12a The playwright made audiences laugh and cry within the same scene. 42.12b The (DEF.ART) playwright (N-subj) made (V-past.CAUSE) audiences (N-obj) laugh (V-inf) and (CONJ) cry (V-inf) within (PREP) the (DEF.ART) same (ADJ) scene (N-obj).
42.13a Technology makes communication across continents instantaneous. 42.13b Technology (N-subj) makes (V-pres.CAUSE) communication (N-obj) across (PREP) continents (N-obj) instantaneous (ADJ-complement).
42.14a The apprentice learned to make pottery under the master’s guidance. 42.14b The (DEF.ART) apprentice (N-subj) learned (V-past) to (PART-inf) make (V-inf.CREATE) pottery (N-obj) under (PREP) the (DEF.ART) master’s (N-poss) guidance (N-obj).
42.15a What we make of our circumstances determines our character. 42.15b What (PRON-rel) we (PRON-subj) make (V-pres.CREATE) of (PREP) our (PRON-poss) circumstances (N-obj) determines (V-pres) our (PRON-poss) character (N-obj).
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42.1 “The carpenter makes beautiful furniture from oak wood.” [Standard English equivalent: “Beautiful furniture is made by the carpenter from oak wood.”] [Strategy: Active voice transformation—agent foregrounded]
42.2 “She made a difficult decision yesterday morning.” [Standard English equivalent: “A difficult decision was made by her yesterday morning.”] [Strategy: Active voice—subject performs action directly]
42.3 “Good music makes people feel alive.” [Standard English equivalent: “People are made to feel alive by good music.”] [Strategy: Causative construction—”makes” expresses effect without copula]
42.4 “The chef makes fresh pasta every day.” [Standard English equivalent: “Fresh pasta is made by the chef every day.”] [Strategy: Active voice—creator as subject]
42.5 “We make our own choices in life.” [Standard English equivalent: “Our own choices are made by us in life.”] [Strategy: Active agency—emphasizes responsibility]
42.6 “The evidence makes the conclusion unavoidable.” [Standard English equivalent: “The conclusion is made unavoidable by the evidence.”] [Strategy: Causative “make” + adjective complement—replaces copular predication]
42.7 “Hard work and dedication make success possible.” [Standard English equivalent: “Success is made possible by hard work and dedication.”] [Strategy: Causative transformation—qualities as active agents]
42.8 “The artist made something extraordinary from ordinary materials.” [Standard English equivalent: “Something extraordinary was made from ordinary materials.”] [Strategy: Active creation—artist as agent of transformation]
42.9 “Children often make up stories about imaginary friends.” [Standard English equivalent: “Stories about imaginary friends are often made up by children.”] [Strategy: Phrasal verb “make up”—maintains active voice]
42.10 “The discovery made her famous throughout the scientific community.” [Standard English equivalent: “She was made famous by the discovery.”] [Strategy: Causative result—”made” + adjective without “to be”]
42.11 “Careful planning makes complex projects manageable.” [Standard English equivalent: “Complex projects are made manageable by careful planning.”] [Strategy: Causative transformation of state]
42.12 “The playwright made audiences laugh and cry within the same scene.” [Standard English equivalent: “Audiences were made to laugh and cry by the playwright.”] [Strategy: Causative compulsion—”made” + infinitive]
42.13 “Technology makes communication across continents instantaneous.” [Standard English equivalent: “Communication across continents is made instantaneous by technology.”] [Strategy: Causative state change without copula]
42.14 “The apprentice learned to make pottery under the master’s guidance.” [Standard English equivalent: “Pottery was learned to be made by the apprentice.”] [Strategy: Active learning of active creation]
42.15 “What we make of our circumstances determines our character.” [Standard English equivalent: “Our character is determined by what is made of our circumstances.”] [Strategy: Idiomatic “make of”—interpretation as active process]
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42.1 The carpenter makes beautiful furniture from oak wood.
42.2 She made a difficult decision yesterday morning.
42.3 Good music makes people feel alive.
42.4 The chef makes fresh pasta every day.
42.5 We make our own choices in life.
42.6 The evidence makes the conclusion unavoidable.
42.7 Hard work and dedication make success possible.
42.8 The artist made something extraordinary from ordinary materials.
42.9 Children often make up stories about imaginary friends.
42.10 The discovery made her famous throughout the scientific community.
42.11 Careful planning makes complex projects manageable.
42.12 The playwright made audiences laugh and cry within the same scene.
42.13 Technology makes communication across continents instantaneous.
42.14 The apprentice learned to make pottery under the master’s guidance.
42.15 What we make of our circumstances determines our character.
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These grammar rules govern “make” in E-Prime:
Standard English Function
The verb “make” operates as one of English’s most versatile words. Its primary meanings include creation (to produce or construct), causation (to cause something to happen or to cause someone to do something), transformation (to change something into something else), and compulsion (to force or require).
“Make” conjugates as a regular verb in the third person singular present (makes) but as an irregular verb in the past tense and past participle (made, made).
Common constructions include: make + noun (make a cake), make + object + adjective (make someone happy), make + object + infinitive without “to” (make someone leave), and make + object + past participle (make oneself understood).
E-Prime Considerations
“Make” serves E-Prime writers exceptionally well because it expresses action, causation, and creation without requiring “to be.” However, writers must watch for passive constructions that sneak “to be” back in.
The primary challenge involves avoiding passive voice. “The cake was made by the baker” violates E-Prime, while “The baker made the cake” complies perfectly.
“Make” can actively replace many copular constructions. Instead of “The news was surprising” (violation), write “The news made everyone gasp” or “The news surprised everyone.”
The causative construction “make + object + adjective” proves especially useful: “The rain made the roads slippery” avoids “The roads were slippery because of the rain.”
Replacement Strategies for “Make”
Active Voice Transformation: Convert any passive “was made” construction to active voice with “make/made” and a clear subject. “The decision was made” becomes “The committee made the decision.”
Causative Construction: Use “make + object + adjective/verb” to express results without copulas. “He became angry” can transform to “The insult made him angry.”
Creation Expression: “Make” directly expresses bringing something into existence. “A new policy was created” transforms to “The board made a new policy.”
Transformation Description: “Make + object + into + noun” expresses change. “The water was transformed into ice” becomes “The cold made the water into ice” or simply “The cold froze the water.”
Common Mistakes
Passive infiltration remains the primary error. Writers sometimes construct sentences like “The arrangement was made to satisfy everyone” without noticing the “was.” Correction: “They made the arrangement to satisfy everyone.”
Progressive tense errors occur when writers use “is making” instead of “makes” without realizing the violation. While “is making” contains “is,” the simple present “makes” works in most contexts: “She makes dinner” rather than “She is making dinner.”
Hidden passives appear in participial phrases: “Made famous by his novel” contains no explicit “to be” but implies it. Better: “His novel made him famous.”
Existential constructions sometimes tempt writers: “There was a decision made” violates E-Prime twice (was, made in passive sense). Correction: “Someone made a decision” or “The team made a decision.”
Style Notes
E-Prime writing with “make” sounds natural because “make” already emphasizes agency and action. The verb foregrounds the doer and the doing, which aligns perfectly with E-Prime philosophy.
Vary sentence structures to avoid repetition. While “make” serves as an excellent E-Prime verb, overusing it creates monotony. Alternate with other active verbs: create, construct, build, form, produce, generate, craft, fashion.
The causative “make + adjective” construction works best for immediate, observable effects. For gradual changes, consider alternatives: “The practice made her skilled” versus “Practice developed her skill.”
Register shifts naturally with “make.” Formal writing might prefer “The evidence renders the conclusion inescapable” while conversational E-Prime uses “The evidence makes the conclusion unavoidable.”
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that our language structures shape our perception of reality. His famous formulation—which in E-Prime we express as “the map does not equal the territory”—emphasizes the gap between our representations and the world they represent.
Korzybski noted that the verb “to be” creates false identifications. When someone says “John is a failure,” the copula equates John with the abstraction “failure,” collapsing a complex person into a single judgment. E-Prime forces us to specify: “John failed at this particular task” or “I perceive John as having failed.”
D. David Bourland Jr. took Korzybski’s insights and created E-Prime as a practical discipline. By eliminating “to be” entirely, writers must express their observations, judgments, and experiences more precisely and with clearer ownership.
The Verb “Make” in General Semantics
“Make” aligns perfectly with General Semantics principles because it emphasizes process over stasis, agency over essence, and becoming over being.
When we say “She makes pottery,” we describe an ongoing activity, a person engaged with materials, creating something. Compare this to “She is a potter”—a static identity claim that the General Semanticist would question.
“Make” also implies human agency and responsibility. “The situation made me angry” still acknowledges that the speaker experiences anger, while “I am angry” makes a categorical identity claim. E-Prime writers often go further: “I feel anger about this situation” or “This situation triggers my anger response.”
Practical Applications
Scientific Writing: Scientists use “make” to describe processes and causal relationships. “The catalyst makes the reaction proceed faster” expresses causation without ontological claims about what things “are.”
Therapeutic Contexts: Albert Ellis’s Rational Emotive Behavior Therapy (REBT) uses E-Prime-like language to help clients distinguish between events and their interpretations. Instead of “I am worthless,” clients learn to say “I made a mistake” or “I feel worthless about this situation.”
Conflict Resolution: E-Prime helps disputants move from identity-based accusations (”You are inconsiderate”) to behavior-based observations (”Your action made me feel dismissed”). This shift makes resolution more achievable.
Education: Teachers using E-Prime encourage students to make specific observations rather than categorical judgments. “This paragraph confuses me” works better than “This paragraph is confusing”—it identifies the reader’s experience without making universal claims.
The Maker’s Perspective
Many philosophical traditions emphasize making and creating as fundamental human activities. Hannah Arendt distinguished between labor (necessary survival activities), work (creating durable objects), and action (political participation). “Make” connects to her concept of work—the human capacity to build a world of things that outlast us.
Craftspeople understand “making” as a dialogue between intention and material. The potter makes clay into a bowl, but the clay also “speaks back,” influencing what the potter can make. This interplay of agency and constraint characterizes all creative work.
E-Prime’s emphasis on “making” rather than “being” resonates with existentialist philosophy. Jean-Paul Sartre argued that humans make themselves through their choices—existence precedes essence. We do not have fixed natures; we make our characters through our actions.
Critiques and Limitations
Some critics argue that E-Prime becomes awkward when discussing mathematical or definitional truths. “Two plus two equals four” complies with E-Prime, but “A bachelor means an unmarried man” requires restructuring: “People define ‘bachelor’ as ‘unmarried man.’”
The verb “make” itself can obscure agency when used carelessly. “The economy made unemployment rise” treats “the economy” as an agent, potentially hiding the human decisions that shaped economic conditions. Good E-Prime writing specifies agents precisely.
Overusing “make” in causative constructions can oversimplify complex relationships. “Poverty makes crime increase” suggests a direct causal link that sociologists would want to qualify. Better: “Studies correlate poverty with higher crime rates” or “Poverty creates conditions where crime often increases.”
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
We (PRON-subj) make (V-pres.CREATE) models (N-obj) or (CONJ) maps (N-obj) of (PREP) the (DEF.ART) world (N-obj) and (CONJ) then (ADV-time) tend (V-pres) to (PART-inf) confuse (V-inf) the (DEF.ART) models (N-obj) with (PREP) the (DEF.ART) world (N-obj). Every (DET) perception (N-subj) that (PRON-rel) we (PRON-subj) experience (V-pres) involves (V-pres) an (INDEF.ART) act (N-obj) of (PREP) creation (N-obj) on (PREP) our (PRON-poss) part (N-obj). We (PRON-subj) do (AUX) not (ADV-neg) passively (ADV-manner) receive (V-inf) data (N-obj) from (PREP) the (DEF.ART) universe (N-obj); we (PRON-subj) actively (ADV-manner) participate (V-pres) in (PREP) making (V-gerund.CREATE) what (PRON-rel) we (PRON-subj) perceive (V-pres).
F-B: Authentic Text with Translation
“We make models or maps of the world and then tend to confuse the models with the world. Every perception that we experience involves an act of creation on our part. We do not passively receive data from the universe; we actively participate in making what we perceive.”
[This passage requires no translation—Wilson wrote Quantum Psychology entirely in E-Prime as a demonstration of the discipline’s viability for sustained philosophical writing.]
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-C: E-Prime Text Only
We make models or maps of the world and then tend to confuse the models with the world. Every perception that we experience involves an act of creation on our part. We do not passively receive data from the universe; we actively participate in making what we perceive.
F-D: Vocabulary and Grammar Notes
Key vocabulary: “models” and “maps” function as near-synonyms here, both referring to mental representations. “Perception” refers to sensory and cognitive experience. “Data” maintains its Latin plural sense (singular: datum).
Grammar points: Note Wilson’s use of “make” twice—first in “make models” (creation of representations) and then in “making what we perceive” (co-creation of experience). The gerund “making” functions as the object of the preposition “in.”
The phrase “tend to confuse” replaces what might otherwise appear as “the models come to be confused with” or “we are prone to confusing”—both of which would violate E-Prime.
“Do not passively receive” uses the auxiliary “do” for emphasis, perfectly E-Prime compliant. Wilson could have written “passively receive” but the emphatic “do not” strengthens the contrast with “actively participate.”
F-E: Commentary on E-Prime Technique
Wilson demonstrates several masterful E-Prime techniques in this passage.
First, he uses “make” to express the constructive nature of perception. Rather than saying “Perceptions are constructed” (passive, violates E-Prime), he writes that we “make” our models and “participate in making” what we perceive. This foregrounds human agency and responsibility.
Second, Wilson avoids identity statements entirely. He doesn’t claim “The map is not the territory” (Korzybski’s original formulation, which violates E-Prime). Instead, he describes the process of confusing map for territory without using a copula.
Third, the passage maintains natural flow despite E-Prime constraints. Wilson doesn’t sacrifice clarity or elegance for compliance. The sentences read smoothly because he chose active constructions from the start rather than trying to transform passive ones.
Fourth, Wilson uses “make” to challenge the passive-reception model of perception. The philosophical content and the E-Prime discipline reinforce each other: both emphasize that humans actively construct their experience rather than passively receiving a pre-given reality.
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A craftsperson teaches their apprentice the art of making—demonstrating that creation involves active engagement with materials, tools, and tradition.
Part A: Interlinear Construed Text
42.16a The master potter makes clay sing beneath knowing hands. 42.16b The (DEF.ART) master (ADJ) potter (N-subj) makes (V-pres.CAUSE) clay (N-obj) sing (V-inf) beneath (PREP) knowing (ADJ) hands (N-obj).
42.17a “First, you make the clay ready,” she explained to her student. 42.17b “First (ADV-seq), you (PRON-subj) make (V-pres.CAUSE) the (DEF.ART) clay (N-obj) ready (ADJ-complement),” she (PRON-subj) explained (V-past) to (PREP) her (PRON-poss) student (N-obj).
42.18a Her fingers made the wet earth rise and take form on the spinning wheel. 42.18b Her (PRON-poss) fingers (N-subj) made (V-past.CAUSE) the (DEF.ART) wet (ADJ) earth (N-obj) rise (V-inf) and (CONJ) take (V-inf) form (N-obj) on (PREP) the (DEF.ART) spinning (ADJ) wheel (N-obj).
42.19a “What makes a good vessel?” the apprentice asked. 42.19b “What (PRON-interr) makes (V-pres.CAUSE) a (INDEF.ART) good (ADJ) vessel (N-obj)?” the (DEF.ART) apprentice (N-subj) asked (V-past).
42.20a Years of practice make the difference between craft and art. 42.20b Years (N-subj) of (PREP) practice (N-obj) make (V-pres.CAUSE) the (DEF.ART) difference (N-obj) between (PREP) craft (N-obj) and (CONJ) art (N-obj).
42.21a The fire makes the glaze transform into something permanent and beautiful. 42.21b The (DEF.ART) fire (N-subj) makes (V-pres.CAUSE) the (DEF.ART) glaze (N-obj) transform (V-inf) into (PREP) something (PRON) permanent (ADJ) and (CONJ) beautiful (ADJ).
42.22a Patience makes a craftsperson; haste makes a dabbler. 42.22b Patience (N-subj) makes (V-pres.CREATE) a (INDEF.ART) craftsperson (N-obj); haste (N-subj) makes (V-pres.CREATE) a (INDEF.ART) dabbler (N-obj).
42.23a “I want to make something that lasts,” the young woman declared. 42.23b “I (PRON-subj) want (V-pres) to (PART-inf) make (V-inf.CREATE) something (PRON-obj) that (PRON-rel) lasts (V-pres),” the (DEF.ART) young (ADJ) woman (N-subj) declared (V-past).
42.24a Each failure makes the next success more likely. 42.24b Each (DET) failure (N-subj) makes (V-pres.CAUSE) the (DEF.ART) next (ADJ) success (N-obj) more (ADV) likely (ADJ-complement).
42.25a The kiln makes temperatures high enough to make stone from mud. 42.25b The (DEF.ART) kiln (N-subj) makes (V-pres.CREATE) temperatures (N-obj) high (ADJ) enough (ADV) to (PART-inf) make (V-inf.CREATE) stone (N-obj) from (PREP) mud (N-obj).
42.26a Tradition makes certain forms sacred to the community. 42.26b Tradition (N-subj) makes (V-pres.CAUSE) certain (ADJ) forms (N-obj) sacred (ADJ-complement) to (PREP) the (DEF.ART) community (N-obj).
42.27a “Your hands make the work,” the master said, “but your heart makes it meaningful.” 42.27b “Your (PRON-poss) hands (N-subj) make (V-pres.CREATE) the (DEF.ART) work (N-obj),” the (DEF.ART) master (N-subj) said (V-past), “but (CONJ) your (PRON-poss) heart (N-subj) makes (V-pres.CAUSE) it (PRON-obj) meaningful (ADJ-complement).”
42.28a She made a small bowl and held it up to the light. 42.28b She (PRON-subj) made (V-past.CREATE) a (INDEF.ART) small (ADJ) bowl (N-obj) and (CONJ) held (V-past) it (PRON-obj) up (ADV) to (PREP) the (DEF.ART) light (N-obj).
42.29a The imperfections make handmade objects unique and precious. 42.29b The (DEF.ART) imperfections (N-subj) make (V-pres.CAUSE) handmade (ADJ) objects (N-obj) unique (ADJ-complement) and (CONJ) precious (ADJ-complement).
42.30a “Now you make one,” the master smiled, stepping back from the wheel. 42.30b “Now (ADV-time) you (PRON-subj) make (V-pres.IMP.CREATE) one (NUM),” the (DEF.ART) master (N-subj) smiled (V-past), stepping (V-part) back (ADV) from (PREP) the (DEF.ART) wheel (N-obj).
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Part B: Natural Sentences with Transformation Notes
42.16 “The master potter makes clay sing beneath knowing hands.” [Standard English equivalent: “Clay is made to sing by the master potter’s knowing hands.”] [Strategy: Active agent foregrounding; personification maintained]
42.17 “’First, you make the clay ready,’ she explained to her student.” [Standard English equivalent: “First, the clay is made ready.”] [Strategy: Causative “make + adjective”—state change without copula]
42.18 “Her fingers made the wet earth rise and take form on the spinning wheel.” [Standard English equivalent: “The wet earth was made to rise and take form.”] [Strategy: Causative + double infinitive; agent emphasized]
42.19 “’What makes a good vessel?’ the apprentice asked.” [Standard English equivalent: “What is it that makes a vessel good?”] [Strategy: Direct causative question without copula]
42.20 “Years of practice make the difference between craft and art.” [Standard English equivalent: “The difference between craft and art is made by years of practice.”] [Strategy: Abstract subject with causative verb]
42.21 “The fire makes the glaze transform into something permanent and beautiful.” [Standard English equivalent: “The glaze is transformed by the fire.”] [Strategy: Causative chain—fire causes transformation]
42.22 “Patience makes a craftsperson; haste makes a dabbler.” [Standard English equivalent: “A craftsperson is made by patience; a dabbler is made by haste.”] [Strategy: Parallel causative construction; aphoristic style]
42.23 “’I want to make something that lasts,’ the young woman declared.” [Standard English equivalent: “Something that is lasting is what I want to make.”] [Strategy: Direct expression of creative desire]
42.24 “Each failure makes the next success more likely.” [Standard English equivalent: “The next success is made more likely by each failure.”] [Strategy: Causative progression; failure as active teacher]
42.25 “The kiln makes temperatures high enough to make stone from mud.” [Standard English equivalent: “Temperatures high enough to make stone from mud are produced by the kiln.”] [Strategy: Double “make”—creation of conditions enabling creation]
42.26 “Tradition makes certain forms sacred to the community.” [Standard English equivalent: “Certain forms are made sacred by tradition.”] [Strategy: Abstract agent (tradition) causing cultural valuation]
42.27 “’Your hands make the work,’ the master said, ‘but your heart makes it meaningful.’” [Standard English equivalent: “The work is made by your hands, but it is made meaningful by your heart.”] [Strategy: Parallel structure; physical vs. emotional contribution]
42.28 “She made a small bowl and held it up to the light.” [Standard English equivalent: “A small bowl was made by her.”] [Strategy: Simple narrative creation; active voice]
42.29 “The imperfections make handmade objects unique and precious.” [Standard English equivalent: “Handmade objects are made unique and precious by their imperfections.”] [Strategy: Causative—flaws as source of value]
42.30 “’Now you make one,’ the master smiled, stepping back from the wheel.” [Standard English equivalent: “One is now to be made by you.”] [Strategy: Imperative use of “make”—invitation to create]
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Part C: E-Prime Text Only
42.16 The master potter makes clay sing beneath knowing hands.
42.17 “First, you make the clay ready,” she explained to her student.
42.18 Her fingers made the wet earth rise and take form on the spinning wheel.
42.19 “What makes a good vessel?” the apprentice asked.
42.20 Years of practice make the difference between craft and art.
42.21 The fire makes the glaze transform into something permanent and beautiful.
42.22 Patience makes a craftsperson; haste makes a dabbler.
42.23 “I want to make something that lasts,” the young woman declared.
42.24 Each failure makes the next success more likely.
42.25 The kiln makes temperatures high enough to make stone from mud.
42.26 Tradition makes certain forms sacred to the community.
42.27 “Your hands make the work,” the master said, “but your heart makes it meaningful.”
42.28 She made a small bowl and held it up to the light.
42.29 The imperfections make handmade objects unique and precious.
42.30 “Now you make one,” the master smiled, stepping back from the wheel.
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Part D: Grammar Notes for Genre Section
This craft narrative demonstrates several advanced E-Prime techniques using “make.”
Causative Chains: Example 42.25 uses “make” twice in a causal sequence—the kiln creates high temperatures, which enable the transformation of mud into ceramic. Such chains allow complex processes without passive constructions.
Abstract Agents: Examples 42.20, 42.22, and 42.26 use abstract nouns as subjects of “make”—practice, patience, haste, tradition. This construction allows discussion of how qualities and institutions shape outcomes without resorting to copular statements like “Practice is essential” or “Tradition is powerful.”
Parallel Structure: Example 42.22 and 42.27 employ parallel “make” constructions for rhetorical effect. The balanced structure creates aphoristic power while maintaining E-Prime compliance.
Dialogue Integration: The narrative weaves direct speech into the prose naturally. Note how the characters speak in E-Prime—their dialogue avoids “to be” forms just as the narration does. This creates consistency and demonstrates that E-Prime works for both formal writing and natural conversation.
Sensory and Metaphorical Language: Example 42.16 uses personification (”makes clay sing”) without violating E-Prime. The causative construction allows figurative language to function actively rather than through copular metaphor (”the clay is like a song”).
Imperative Mood: Example 42.30 uses the imperative “you make”—technically a command or invitation. The imperative works identically in E-Prime and Standard English since it doesn’t require “to be.”
Relative Clauses: Example 42.23 contains “something that lasts”—a relative clause using “that” as a relative pronoun, not as a demonstrative requiring a copula. This pattern allows complex sentence structures within E-Prime constraints.
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Standard English → E-Prime Practice with “Make”
Transform each sentence containing “to be” into E-Prime using “make” or related strategies.
Exercise 1 Standard: “The mistake was made by the accountant.” E-Prime: “The accountant made the mistake.” Strategy: Active voice transformation
Exercise 2 Standard: “This discovery is groundbreaking.” E-Prime: “This discovery makes previous theories obsolete.” / “This discovery changes everything.” Strategy: Causative construction / Active verb replacement
Exercise 3 Standard: “The children were made happy by the surprise party.” E-Prime: “The surprise party made the children happy.” Strategy: Active causative—agent foregrounded
Exercise 4 Standard: “It is important to make time for rest.” E-Prime: “Making time for rest matters greatly.” / “People need to make time for rest.” Strategy: Gerund subject / Active agent
Exercise 5 Standard: “What is being made in the factory?” E-Prime: “What do the workers make in the factory?” / “What does the factory produce?” Strategy: Active voice with specified agent / Alternate verb
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The Latinum Institute Methodology
The Latinum Institute has produced language learning materials since 2006, serving autodidacts who prefer structured, text-based approaches to language acquisition. Our methodology emphasizes:
Interlinear glossing that makes every grammatical element transparent to learners. By showing word-by-word analysis, students internalize patterns rather than memorizing phrases.
Progressive vocabulary building through a systematic 1000-word curriculum. Each lesson introduces a high-frequency word, ensuring students master the most useful vocabulary first.
Authentic literary citations that connect learners to real texts from the target language tradition. For E-Prime, this means engagement with the writings of Robert Anton Wilson, D. David Bourland Jr., and other practitioners.
Course Index: https://latinum.substack.com/p/index Reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime as Discipline
This E-Prime course serves a dual purpose: vocabulary building and mental discipline. As students master English words through E-Prime constructions, they simultaneously train themselves to:
Think more precisely by avoiding vague identity statements. Instead of “She is smart,” we specify: “She solves problems quickly” or “Her analysis impressed me.”
Take responsibility for perceptions by attributing judgments to observers. Instead of “The film was boring,” we write: “The film bored me” or “I found the film tedious.”
Recognize constructions as choices by seeing alternatives to “to be.” Every E-Prime transformation reveals that Standard English constructions represent one option among many.
The Construed Text Advantage
The interlinear format accelerates comprehension by making grammatical relationships visible. When students see “makes (V-pres.CAUSE)” they immediately understand both the word’s function and its E-Prime-compliant status.
This approach transforms passive reading into active analysis. Students don’t just consume examples—they observe how each word contributes to meaning and how E-Prime constraints shape expression.
Connection to General Semantics
E-Prime emerged from Alfred Korzybski’s General Semantics movement, which examined how language structures thought. By eliminating “to be,” writers challenge the “law of identity” (A = A) and the habit of treating maps as territories.
Students of this course join a tradition of thinkers who believed that changing language could change consciousness. From Korzybski’s Science and Sanity (1933) through Bourland’s E-Prime experiments (1965-present) to Wilson’s popular applications, this tradition emphasizes practical benefits: clearer thinking, more precise communication, and reduced dogmatism.
We invite you to discover how eliminating one small verb family can transform your relationship with language and thought.
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✓ Lesson 42 E-Prime complete
E-Prime (English-Prime) represents a discipline of writing and speaking that eliminates all forms of the verb “to be” from English. Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics, E-Prime encourages clearer thinking by removing the identity-creating copula.
The word “when” functions as a temporal adverb and conjunction in English, marking time in questions and relative clauses. This word integrates smoothly into E-Prime constructions because it operates independently of the copula. However, sentences containing “when” frequently also contain “to be” forms that require transformation.
Link to course index: https://latinum.substack.com/p/index
FAQ
Q: What does “when” mean in E-Prime?
A: “When” functions identically in E-Prime and Standard English—as an interrogative adverb asking about time, or as a relative adverb introducing temporal clauses. The E-Prime challenge lies not in “when” itself but in constructing the surrounding sentence without forms of “to be.” For example, “When is the concert?” becomes “When does the concert start?” in E-Prime.
This high-frequency word appears in virtually all extended E-Prime writing
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43.1a When does the train arrive? 43.1b When (ADV-interrog) does (AUX-pres) the (DEF.ART) train (N-subj) arrive (V-inf)?
43.2a She called me when the storm hit. 43.2b She (PRON-subj) called (V-past) me (PRON-obj) when (ADV-rel) the (DEF.ART) storm (N-subj) hit (V-past).
43.3a When did you first learn to swim? 43.3b When (ADV-interrog) did (AUX-past) you (PRON-subj) first (ADV-time) learn (V-inf) to (PART) swim (V-inf)?
43.4a I remember when we met. 43.4b I (PRON-subj) remember (V-pres) when (ADV-rel) we (PRON-subj) met (V-past).
43.5a When does the library open? 43.5b When (ADV-interrog) does (AUX-pres) the (DEF.ART) library (N-subj) open (V-inf)?
43.6a The garden looks beautiful when flowers bloom in spring. 43.6b The (DEF.ART) garden (N-subj) looks (V-pres.PERCEPT) beautiful (ADJ-pred) when (ADV-rel) flowers (N-subj) bloom (V-pres) in (PREP) spring (N-obj).
43.7a When did the package arrive at your door? 43.7b When (ADV-interrog) did (AUX-past) the (DEF.ART) package (N-subj) arrive (V-inf) at (PREP) your (DET-poss) door (N-obj)?
43.8a Tell me when you feel ready to begin. 43.8b Tell (V-imp) me (PRON-obj) when (ADV-rel) you (PRON-subj) feel (V-pres.STATE) ready (ADJ-pred) to (PART) begin (V-inf).
43.9a When the music started, everyone danced. 43.9b When (ADV-rel) the (DEF.ART) music (N-subj) started (V-past), everyone (PRON-subj) danced (V-past).
43.10a I wonder when the rain will stop. 43.10b I (PRON-subj) wonder (V-pres) when (ADV-rel) the (DEF.ART) rain (N-subj) will (AUX-fut) stop (V-inf).
43.11a When exactly did the Renaissance begin in Florence? 43.11b When (ADV-interrog) exactly (ADV-manner) did (AUX-past) the (DEF.ART) Renaissance (N-subj) begin (V-inf) in (PREP) Florence (N-prop)?
43.12a The city feels different when snow covers the streets. 43.12b The (DEF.ART) city (N-subj) feels (V-pres.PERCEPT) different (ADJ-pred) when (ADV-rel) snow (N-subj) covers (V-pres) the (DEF.ART) streets (N-obj).
43.13a When did humanity first observe the moons of Jupiter? 43.13b When (ADV-interrog) did (AUX-past) humanity (N-subj) first (ADV-time) observe (V-inf) the (DEF.ART) moons (N-obj) of (PREP) Jupiter (N-prop)?
43.14a She always smiles when her grandchildren visit. 43.14b She (PRON-subj) always (ADV-freq) smiles (V-pres) when (ADV-rel) her (DET-poss) grandchildren (N-subj) visit (V-pres).
43.15a When the tide recedes, marine creatures appear in the tidal pools along the rocky shore. 43.15b When (ADV-rel) the (DEF.ART) tide (N-subj) recedes (V-pres), marine (ADJ) creatures (N-subj) appear (V-pres.EXIST) in (PREP) the (DEF.ART) tidal (ADJ) pools (N-obj) along (PREP) the (DEF.ART) rocky (ADJ) shore (N-obj).
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43.1 “When does the train arrive?” [Standard English equivalent: “When is the train arriving?” / “When is the train due?”] [Strategy: Action verb replacement (arrive) for “to be” + present participle/adjective]
43.2 “She called me when the storm hit.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—demonstrates natural E-Prime construction with “when”]
43.3 “When did you first learn to swim?” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—action verb (learn) anchors the question naturally]
43.4 “I remember when we met.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—memory verb (remember) with temporal clause]
43.5 “When does the library open?” [Standard English equivalent: “When is the library open?”] [Strategy: Action verb (open) replaces “to be” + adjective]
43.6 “The garden looks beautiful when flowers bloom in spring.” [Standard English equivalent: “The garden is beautiful when flowers are blooming in spring.”] [Strategy: Perception verb (looks) replaces first copula; action verb (bloom) replaces second]
43.7 “When did the package arrive at your door?” [Standard English equivalent: “When was the package delivered?”] [Strategy: Active voice (arrive) replaces passive construction]
43.8 “Tell me when you feel ready to begin.” [Standard English equivalent: “Tell me when you are ready to begin.”] [Strategy: State verb (feel) replaces copula]
43.9 “When the music started, everyone danced.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—action verbs throughout]
43.10 “I wonder when the rain will stop.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—mental verb (wonder) with temporal clause]
43.11 “When exactly did the Renaissance begin in Florence?” [Standard English equivalent: “When was the Renaissance?” / “When was the beginning of the Renaissance?”] [Strategy: Action verb (begin) replaces copula + noun]
43.12 “The city feels different when snow covers the streets.” [Standard English equivalent: “The city is different when the streets are covered with snow.”] [Strategy: Perception verb (feels) and action verb (covers) replace copulas]
43.13 “When did humanity first observe the moons of Jupiter?” [Standard English equivalent: “When were the moons of Jupiter first observed?”] [Strategy: Active voice (humanity + observe) replaces passive voice]
43.14 “She always smiles when her grandchildren visit.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—action verbs throughout]
43.15 “When the tide recedes, marine creatures appear in the tidal pools along the rocky shore.” [Standard English equivalent: “When the tide is out, there are marine creatures in the tidal pools.”] [Strategy: Action verb (recedes) replaces “to be” + adverb; existence verb (appear) replaces “there are”]
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43.1 When does the train arrive?
43.2 She called me when the storm hit.
43.3 When did you first learn to swim?
43.4 I remember when we met.
43.5 When does the library open?
43.6 The garden looks beautiful when flowers bloom in spring.
43.7 When did the package arrive at your door?
43.8 Tell me when you feel ready to begin.
43.9 When the music started, everyone danced.
43.10 I wonder when the rain will stop.
43.11 When exactly did the Renaissance begin in Florence?
43.12 The city feels different when snow covers the streets.
43.13 When did humanity first observe the moons of Jupiter?
43.14 She always smiles when her grandchildren visit.
43.15 When the tide recedes, marine creatures appear in the tidal pools along the rocky shore.
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These grammar rules govern “when” in E-Prime:
Standard English Function
“When” operates as both an interrogative adverb and a relative/subordinating adverb in English. As an interrogative, it asks questions about time: “When did you arrive?” As a relative adverb, it introduces temporal clauses: “I remember when we met.” The word belongs to the “wh-” question word family alongside “who,” “what,” “where,” “why,” and “how.”
Grammatically, “when” can introduce both direct questions (”When does the show start?”) and indirect questions (”I asked when the show starts”). It also functions as a subordinating conjunction introducing adverbial clauses of time (”When the bell rings, class ends”).
E-Prime Considerations
“When” itself poses no E-Prime challenge—it contains no form of “to be” and functions identically in both Standard English and E-Prime. However, sentences containing “when” frequently also contain copulas that require transformation.
Common problematic patterns include “When is...?” questions, which E-Prime writers must restructure using action or state verbs. The construction “When was X?” typically requires conversion to active voice or substitution with verbs like “happen,” “occur,” “begin,” or “take place.”
Replacement Strategies for “When” Contexts
Strategy 2 (Perception Verbs) applies frequently: “When the sky looks dark” replaces “When the sky is dark.”
Strategy 3 (Existence Verbs) transforms constructions: “When problems arise” replaces “When there are problems.”
Strategy 1 (Active Voice) restructures questions: “When did she write the letter?” replaces “When was the letter written?”
Strategy 7 (State Verbs) handles conditions: “When I feel tired” replaces “When I am tired.”
Common Mistakes
Writers often forget to transform the verb following “when” while focusing on other parts of the sentence. “When the door opened, the room looked empty” correctly uses E-Prime, but writers might accidentally produce “When the door opened, the room was empty.”
Another frequent error involves “when” with progressive constructions: “When she was walking” must become “When she walked” or “While she walked.”
Questions pose particular difficulty: “When is it?” must become “When does it happen?” or “What time does the clock show?”
Style Notes
E-Prime writers develop facility with temporal action verbs: start, begin, end, finish, occur, happen, arrive, depart, open, close. These verbs naturally pair with “when” and eliminate the need for copulas.
The pairing of “when” with perception verbs creates elegant E-Prime: “When the music sounds right” flows naturally. Similarly, “when” with state verbs like “feel,” “seem,” and “appear” maintains fluency: “When everything feels possible.”
Formal and informal E-Prime both accommodate “when” without difficulty. The word’s versatility makes it a reliable anchor in E-Prime writing.
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General Semantics Background
Alfred Korzybski, in his foundational work Science and Sanity (1933), argued that the verb “to be” creates false identifications and confuses the map with the territory. E-Prime advocates note that Korzybski’s famous formulation itself violates E-Prime: “The map is not the territory.” In E-Prime, this becomes: “The map does not equal the territory” or “We should not confuse the map with the territory.”
D. David Bourland Jr. proposed E-Prime in 1965 as a practical discipline emerging from General Semantics. He argued that eliminating “to be” forces writers to specify their observations, attributions, and relationships more precisely.
Practical Applications
Scientists find E-Prime valuable for operational definitions. Rather than stating “The electron is a wave,” a physicist might write “The electron behaves as a wave under these conditions” or “This experiment demonstrates wave-like properties in electrons.” Such formulations acknowledge the observer and conditions more explicitly.
Therapists, particularly those practicing Rational Emotive Behavior Therapy (REBT), use E-Prime-like reformulations. Albert Ellis encouraged clients to replace “I am worthless” with “I feel worthless right now” or “I performed poorly on this task”—separating identity from temporary states or specific behaviors.
Negotiators and conflict resolution specialists employ E-Prime thinking to defuse absolute statements. “You are wrong” becomes “I disagree with your position” or “The evidence suggests a different conclusion.”
The E-Prime Community
The Institute of General Semantics has promoted E-Prime since Bourland’s initial proposal. Their journal ETC: A Review of General Semantics has published numerous articles exploring E-Prime applications.
Robert Anton Wilson championed E-Prime in popular culture, writing his book Quantum Psychology (1990) entirely in E-Prime. Wilson found E-Prime useful for discussing perception, reality, and the limits of certainty.
The anthologies To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997) collected essays demonstrating E-Prime’s range and addressing criticisms.
Philosophical Implications
E-Prime challenges the Aristotelian “A is A” framework. By eliminating the copula, E-Prime pushes users toward process-oriented thinking: things happen, change, relate, and appear—rather than simply “existing” in static states.
The discipline connects to linguistic relativity (the Sapir-Whorf hypothesis): if language shapes thought, then modifying language might modify thinking patterns. E-Prime advocates claim the discipline increases awareness of assumptions embedded in everyday speech.
Critiques and Limitations
Critics note that E-Prime sometimes produces awkward constructions. “The book is on the table” flows more naturally than “The book sits on the table” or “The book rests on the table” in many contexts.
Mathematical and logical statements present challenges: “Two plus two is four” transforms awkwardly. E-Prime users typically accept “Two plus two equals four” as standard.
Some linguists argue that “to be” serves essential functions beyond identity claims—existence statements, class membership, and location—that E-Prime conflates inappropriately.
A balanced view recognizes E-Prime as a useful exercise and occasional discipline rather than a permanent replacement for Standard English.
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From Robert Anton Wilson’s Quantum Psychology (1990), Chapter 1, demonstrating sustained E-Prime prose with temporal constructions:
F-A: Interlinear Construed Text
When (ADV-rel) we (PRON-subj) look (V-pres) at (PREP) a (INDEF.ART) book (N-obj), we (PRON-subj) think (V-pres) we (PRON-subj) see (V-pres) “a (INDEF.ART) book (N-obj).” Actually (ADV-manner), we (PRON-subj) see (V-pres) a (INDEF.ART) grid (N-obj) of (PREP) light (N-obj) and (CONJ) shadow (N-obj) when (ADV-rel) photons (N-subj) bounce (V-pres) off (PREP) the (DEF.ART) surface (N-obj) and (CONJ) enter (V-pres) our (DET-poss) eyes (N-obj). Our (DET-poss) brains (N-subj) then (ADV-time) construct (V-pres) “the (DEF.ART) book (N-obj)” out (PREP) of (PREP) these (DET) signals (N-obj).
F-B: Full Text with Translation
“When we look at a book, we think we see ‘a book.’ Actually, we see a grid of light and shadow when photons bounce off the surface and enter our eyes. Our brains then construct ‘the book’ out of these signals.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
F-C: E-Prime Text Only
When we look at a book, we think we see “a book.” Actually, we see a grid of light and shadow when photons bounce off the surface and enter our eyes. Our brains then construct “the book” out of these signals.
F-D: Vocabulary and Grammar Notes
Wilson demonstrates E-Prime mastery through action verbs: look, think, see, bounce, enter, construct. No copulas appear despite the passage discussing perception and cognition—topics that Standard English typically saturates with “to be.”
The temporal adverb “when” appears twice, introducing observational conditions. Wilson uses “when” to specify the circumstances of perception without resorting to “is” or “are.”
Note the scare quotes around “a book” and “the book”—Wilson signals that these labels represent mental constructions rather than direct perceptions. This technique, common in E-Prime writing, highlights the constructed nature of categories.
F-E: Commentary
Wilson’s passage exemplifies why “when” functions so effectively in E-Prime. The word allows precise temporal specification without copulas. “When photons bounce” describes a process; “when we look” identifies the observational moment.
The passage also demonstrates E-Prime’s philosophical purpose: distinguishing perception from reality, process from static identity. Wilson avoids saying “A book is what we see”; instead, he describes the process by which brains construct the category “book” from sensory data.
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The following narrative demonstrates sustained E-Prime writing with frequent use of “when” in temporal constructions.
Part A: Interlinear Construed Text
43.16a When my alarm rang at five, I jumped out of bed immediately. 43.16b When (ADV-rel) my (DET-poss) alarm (N-subj) rang (V-past) at (PREP) five (NUM), I (PRON-subj) jumped (V-past) out (PREP) of (PREP) bed (N-obj) immediately (ADV-time).
43.17a The morning air felt cold when I stepped outside. 43.17b The (DEF.ART) morning (N-mod) air (N-subj) felt (V-past.PERCEPT) cold (ADJ-pred) when (ADV-rel) I (PRON-subj) stepped (V-past) outside (ADV-place).
43.18a When did the trail begin to climb steeply? 43.18b When (ADV-interrog) did (AUX-past) the (DEF.ART) trail (N-subj) begin (V-inf) to (PART) climb (V-inf) steeply (ADV-manner)?
43.19a I rested when my legs started to ache. 43.19b I (PRON-subj) rested (V-past) when (ADV-rel) my (DET-poss) legs (N-subj) started (V-past) to (PART) ache (V-inf).
43.20a When the sun rose above the ridge, golden light flooded the valley. 43.20b When (ADV-rel) the (DEF.ART) sun (N-subj) rose (V-past) above (PREP) the (DEF.ART) ridge (N-obj), golden (ADJ) light (N-subj) flooded (V-past) the (DEF.ART) valley (N-obj).
43.21a I wondered when I would reach the summit. 43.21b I (PRON-subj) wondered (V-past) when (ADV-rel) I (PRON-subj) would (AUX-cond) reach (V-inf) the (DEF.ART) summit (N-obj).
43.22a The path seemed easier when wildflowers appeared along the edges. 43.22b The (DEF.ART) path (N-subj) seemed (V-past.PERCEPT) easier (ADJ-comp) when (ADV-rel) wildflowers (N-subj) appeared (V-past.EXIST) along (PREP) the (DEF.ART) edges (N-obj).
43.23a When did that hawk start circling overhead? 43.23b When (ADV-interrog) did (AUX-past) that (DET) hawk (N-subj) start (V-inf) circling (V-gerund) overhead (ADV-place)?
43.24a I smiled broadly when the summit marker came into view. 43.24b I (PRON-subj) smiled (V-past) broadly (ADV-manner) when (ADV-rel) the (DEF.ART) summit (N-mod) marker (N-subj) came (V-past) into (PREP) view (N-obj).
43.25a When I finally stood at the top, the world stretched endlessly below me. 43.25b When (ADV-rel) I (PRON-subj) finally (ADV-time) stood (V-past) at (PREP) the (DEF.ART) top (N-obj), the (DEF.ART) world (N-subj) stretched (V-past) endlessly (ADV-manner) below (PREP) me (PRON-obj).
43.26a Other hikers arrived when noon approached. 43.26b Other (DET) hikers (N-subj) arrived (V-past) when (ADV-rel) noon (N-subj) approached (V-past).
43.27a When the clouds gathered in the west, I decided to descend. 43.27b When (ADV-rel) the (DEF.ART) clouds (N-subj) gathered (V-past) in (PREP) the (DEF.ART) west (N-obj), I (PRON-subj) decided (V-past) to (PART) descend (V-inf).
43.28a The descent felt faster when gravity worked in my favor. 43.28b The (DEF.ART) descent (N-subj) felt (V-past.PERCEPT) faster (ADJ-comp) when (ADV-rel) gravity (N-subj) worked (V-past) in (PREP) my (DET-poss) favor (N-obj).
43.29a When thunder rumbled in the distance, I quickened my pace. 43.29b When (ADV-rel) thunder (N-subj) rumbled (V-past) in (PREP) the (DEF.ART) distance (N-obj), I (PRON-subj) quickened (V-past) my (DET-poss) pace (N-obj).
43.30a I reached my car just when the first raindrops fell, completing a perfect mountain day. 43.30b I (PRON-subj) reached (V-past) my (DET-poss) car (N-obj) just (ADV-time) when (ADV-rel) the (DEF.ART) first (ADJ-ord) raindrops (N-subj) fell (V-past), completing (V-gerund) a (INDEF.ART) perfect (ADJ) mountain (N-mod) day (N-obj).
Part B: Natural Sentences with Transformation Notes
43.16 “When my alarm rang at five, I jumped out of bed immediately.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—action verbs throughout]
43.17 “The morning air felt cold when I stepped outside.” [Standard English equivalent: “The morning air was cold when I was outside.”] [Strategy: Perception verb (felt) and action verb (stepped) replace copulas]
43.18 “When did the trail begin to climb steeply?” [Standard English equivalent: “When was the trail steep?”] [Strategy: Action verb (begin to climb) replaces copula + adjective]
43.19 “I rested when my legs started to ache.” [Standard English equivalent: “I rested when my legs were aching.”] [Strategy: Action verb (started to ache) replaces progressive with copula]
43.20 “When the sun rose above the ridge, golden light flooded the valley.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—strong action verbs (rose, flooded)]
43.21 “I wondered when I would reach the summit.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—mental verb (wondered) with temporal clause]
43.22 “The path seemed easier when wildflowers appeared along the edges.” [Standard English equivalent: “The path was easier when there were wildflowers along the edges.”] [Strategy: Perception verb (seemed) and existence verb (appeared) replace copulas]
43.23 “When did that hawk start circling overhead?” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—action verb (start circling)]
43.24 “I smiled broadly when the summit marker came into view.” [Standard English equivalent: “I smiled broadly when the summit marker was visible.”] [Strategy: Motion verb (came into view) replaces copula + adjective]
43.25 “When I finally stood at the top, the world stretched endlessly below me.” [Standard English equivalent: “When I was finally at the top, the world was endless below me.”] [Strategy: Existence verb (stood) and action verb (stretched) replace copulas]
43.26 “Other hikers arrived when noon approached.” [Standard English equivalent: “Other hikers arrived when it was almost noon.”] [Strategy: Action verb (approached) replaces copula + adverb]
43.27 “When the clouds gathered in the west, I decided to descend.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—action verbs (gathered, decided)]
43.28 “The descent felt faster when gravity worked in my favor.” [Standard English equivalent: “The descent was faster when gravity was in my favor.”] [Strategy: Perception verb (felt) and action verb (worked) replace copulas]
43.29 “When thunder rumbled in the distance, I quickened my pace.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—action verbs throughout]
43.30 “I reached my car just when the first raindrops fell, completing a perfect mountain day.” [Standard English equivalent: Already E-Prime compliant] [Strategy: N/A—action verbs (reached, fell, completing)]
Part C: E-Prime Text Only
43.16 When my alarm rang at five, I jumped out of bed immediately.
43.17 The morning air felt cold when I stepped outside.
43.18 When did the trail begin to climb steeply?
43.19 I rested when my legs started to ache.
43.20 When the sun rose above the ridge, golden light flooded the valley.
43.21 I wondered when I would reach the summit.
43.22 The path seemed easier when wildflowers appeared along the edges.
43.23 When did that hawk start circling overhead?
43.24 I smiled broadly when the summit marker came into view.
43.25 When I finally stood at the top, the world stretched endlessly below me.
43.26 Other hikers arrived when noon approached.
43.27 When the clouds gathered in the west, I decided to descend.
43.28 The descent felt faster when gravity worked in my favor.
43.29 When thunder rumbled in the distance, I quickened my pace.
43.30 I reached my car just when the first raindrops fell, completing a perfect mountain day.
Part D: Grammar Notes for Genre Section
This personal narrative demonstrates how “when” anchors temporal sequences in E-Prime writing. The word introduces both subordinate clauses describing circumstances (”when the sun rose”) and questions about timing (”When did the trail begin”).
Note the consistent use of perception verbs (felt, seemed) and existence verbs (stood, appeared) to replace copulas. Action verbs dominate the narrative: rang, jumped, stepped, rose, flooded, gathered, rumbled, quickened, reached, fell.
The narrative maintains a past-tense frame throughout, showing that E-Prime applies equally to past-tense storytelling. Temporal adverbs and phrases (at five, immediately, finally, just) complement “when” clauses to create a clear chronological structure.
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Standard English → E-Prime Practice
Standard: “She didn’t know when dinner would be ready.” E-Prime: “She didn’t know when dinner would reach completion.” / “She didn’t know when the cook would finish dinner.” Strategy: Action verb (reach completion/finish) replaces copula + adjective
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This lesson forms part of the Latinum Institute’s E-Prime course, which teaches English vocabulary and grammar through the discipline of English-Prime. Each lesson introduces one word from a carefully sequenced 1000-word curriculum, demonstrating its use in E-Prime constructions.
The Latinum Institute has created language learning materials for autodidacts since 2006. Our methodology emphasizes interlinear glossing, which breaks sentences into individual words with grammatical annotations. This format makes complex grammatical structures accessible to self-directed learners.
E-Prime functions both as a mental discipline and a practical writing tool. By eliminating “to be,” writers develop precision in their observations, attributions, and descriptions. The discipline connects to the General Semantics tradition founded by Alfred Korzybski and developed by D. David Bourland Jr.
The interlinear construed text approach accelerates comprehension by showing learners exactly how each word functions in context. Rather than memorizing rules abstractly, students absorb grammatical patterns through repeated exposure to analyzed examples.
Links
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 43 E-Prime complete
E-Prime compliance verified: All 30 examples scanned for forbidden forms. No instances of “be,” “am,” “is,” “are,” “was,” “were,” “been,” “being,” or related contractions found.
Definition: The word “if” functions as a subordinating conjunction that introduces conditional clauses—statements expressing hypothetical situations, possibilities, or contingencies. In E-Prime writing, “if” presents particular challenges because conditional statements in Standard English frequently employ forms of “to be” (especially the subjunctive “were” and indicative “is/are”).
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “if” mean in E-Prime?
A: In E-Prime, “if” retains its full conditional function while requiring writers to construct hypothetical statements without any form of “to be.” This discipline forces clearer thinking about conditions and consequences, replacing vague state-of-being conditionals with active, observable, or perception-based alternatives.
Discussion: This lesson demonstrates how to express conditions, hypotheticals, and contingencies entirely without “to be” forms. The word “if” appears in diverse positions—introducing simple conditions, counterfactuals, indirect questions, and concessive statements. E-Prime practitioners learn that conditions become sharper and more actionable when expressed through active verbs rather than static states.
Key Takeaways
• “If” commonly triggers “to be” constructions in Standard English—E-Prime writers must consciously select alternative verbs
• Replace “if X is Y” with perception verbs: “if X appears/seems/looks Y”
• Replace “if there is/are” with existence verbs: “if X exists/sits/stands/remains”
• The subjunctive “if I were” transforms to “if I became” or active reformulations
• Conditional statements often gain precision and clarity through E-Prime transformation
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44.1a If the rain continues, we stay inside. 44.1b If (CONJ-cond) the (DEF.ART) rain (N-subj) continues (V-pres) we (PRON-subj) stay (V-pres) inside (ADV-place).
44.2a If you feel tired, rest for an hour. 44.2b If (CONJ-cond) you (PRON-subj) feel (V-pres.STATE) tired (ADJ-pred) rest (V-imp) for (PREP) an (INDEF.ART) hour (N-obj).
44.3a She wonders if the letter arrived yesterday. 44.3b She (PRON-subj) wonders (V-pres) if (CONJ-indir.q) the (DEF.ART) letter (N-subj) arrived (V-past) yesterday (ADV-time).
44.4a If the path appears clear, proceed with caution. 44.4b If (CONJ-cond) the (DEF.ART) path (N-subj) appears (V-pres.PERCEPT) clear (ADJ-pred) proceed (V-imp) with (PREP) caution (N-obj).
44.5a Tell me if you need anything. 44.5b Tell (V-imp) me (PRON-obj) if (CONJ-cond) you (PRON-subj) need (V-pres) anything (PRON-obj).
44.6a If the experiment succeeds, the team publishes their findings immediately. 44.6b If (CONJ-cond) the (DEF.ART) experiment (N-subj) succeeds (V-pres) the (DEF.ART) team (N-subj) publishes (V-pres) their (DET-poss) findings (N-obj) immediately (ADV-time).
44.7a The manager asks if the report looks complete. 44.7b The (DEF.ART) manager (N-subj) asks (V-pres) if (CONJ-indir.q) the (DEF.ART) report (N-subj) looks (V-pres.PERCEPT) complete (ADJ-pred).
44.8a If you had arrived earlier, you would have met the author. 44.8b If (CONJ-cond.counter) you (PRON-subj) had (AUX-past.perf) arrived (V-past.part) earlier (ADV-time.comp) you (PRON-subj) would (AUX-cond) have (AUX-perf) met (V-past.part) the (DEF.ART) author (N-obj).
44.9a Even if the task seems difficult, keep trying. 44.9b Even (ADV-conc) if (CONJ-cond) the (DEF.ART) task (N-subj) seems (V-pres.PERCEPT) difficult (ADJ-pred) keep (V-imp) trying (V-pres.part).
44.10a If an opportunity arises, seize it without hesitation. 44.10b If (CONJ-cond) an (INDEF.ART) opportunity (N-subj) arises (V-pres) seize (V-imp) it (PRON-obj) without (PREP) hesitation (N-obj).
44.11a The scientist checks if the data appears consistent with previous experiments. 44.11b The (DEF.ART) scientist (N-subj) checks (V-pres) if (CONJ-indir.q) the (DEF.ART) data (N-subj) appears (V-pres.PERCEPT) consistent (ADJ-pred) with (PREP) previous (ADJ) experiments (N-obj).
44.12a If the medicine works, the patient recovers within a week. 44.12b If (CONJ-cond) the (DEF.ART) medicine (N-subj) works (V-pres) the (DEF.ART) patient (N-subj) recovers (V-pres) within (PREP) a (INDEF.ART) week (N-obj).
44.13a Ask yourself if this choice aligns with your values. 44.13b Ask (V-imp) yourself (PRON-refl) if (CONJ-indir.q) this (DET-dem) choice (N-subj) aligns (V-pres) with (PREP) your (DET-poss) values (N-obj).
44.14a If the weather holds, we launch the expedition at dawn. 44.14b If (CONJ-cond) the (DEF.ART) weather (N-subj) holds (V-pres) we (PRON-subj) launch (V-pres) the (DEF.ART) expedition (N-obj) at (PREP) dawn (N-obj).
44.15a If doubt remains in your mind, gather more evidence before deciding. 44.15b If (CONJ-cond) doubt (N-subj) remains (V-pres.EXIST) in (PREP) your (DET-poss) mind (N-obj) gather (V-imp) more (DET-quant) evidence (N-obj) before (PREP) deciding (V-pres.part).
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44.1 “If the rain continues, we stay inside.” [Standard English equivalent: “If it is raining, we are inside.”] [Strategy: Active verb “continues” replaces progressive “is raining”; active “stay” replaces “are”]
44.2 “If you feel tired, rest for an hour.” [Standard English equivalent: “If you are tired, rest for an hour.”] [Strategy: State verb “feel” replaces copula “are”]
44.3 “She wonders if the letter arrived yesterday.” [Standard English equivalent: “She wonders if the letter was delivered yesterday.”] [Strategy: Active verb “arrived” replaces passive “was delivered”]
44.4 “If the path appears clear, proceed with caution.” [Standard English equivalent: “If the path is clear, proceed with caution.”] [Strategy: Perception verb “appears” replaces copula “is”]
44.5 “Tell me if you need anything.” [Standard English equivalent: “Tell me if there is anything you need.”] [Strategy: Active construction “you need anything” replaces existential “there is”]
44.6 “If the experiment succeeds, the team publishes their findings immediately.” [Standard English equivalent: “If the experiment is successful, the findings are published immediately.”] [Strategy: Active verb “succeeds” replaces “is successful”; active voice replaces passive “are published”]
44.7 “The manager asks if the report looks complete.” [Standard English equivalent: “The manager asks if the report is complete.”] [Strategy: Perception verb “looks” replaces copula “is”]
44.8 “If you had arrived earlier, you would have met the author.” [Standard English equivalent: “If you had been here earlier, you would have met the author.”] [Strategy: Active verb “arrived” replaces “had been here”]
44.9 “Even if the task seems difficult, keep trying.” [Standard English equivalent: “Even if the task is difficult, keep trying.”] [Strategy: Perception verb “seems” replaces copula “is”]
44.10 “If an opportunity arises, seize it without hesitation.” [Standard English equivalent: “If there is an opportunity, seize it without hesitation.”] [Strategy: Existence verb “arises” replaces existential “there is”]
44.11 “The scientist checks if the data appears consistent with previous experiments.” [Standard English equivalent: “The scientist checks if the data is consistent with previous experiments.”] [Strategy: Perception verb “appears” replaces copula “is”]
44.12 “If the medicine works, the patient recovers within a week.” [Standard English equivalent: “If the medicine is effective, the patient will be recovered within a week.”] [Strategy: Active verb “works” replaces “is effective”; active “recovers” replaces “will be recovered”]
44.13 “Ask yourself if this choice aligns with your values.” [Standard English equivalent: “Ask yourself if this choice is in line with your values.”] [Strategy: Active verb “aligns” replaces phrase “is in line with”]
44.14 “If the weather holds, we launch the expedition at dawn.” [Standard English equivalent: “If the weather is good, we will be launching at dawn.”] [Strategy: Active “holds” replaces “is good”; active “launch” replaces progressive “will be launching”]
44.15 “If doubt remains in your mind, gather more evidence before deciding.” [Standard English equivalent: “If there is doubt in your mind, gather more evidence before deciding.”] [Strategy: Existence verb “remains” replaces existential “there is”]
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44.1 If the rain continues, we stay inside.
44.2 If you feel tired, rest for an hour.
44.3 She wonders if the letter arrived yesterday.
44.4 If the path appears clear, proceed with caution.
44.5 Tell me if you need anything.
44.6 If the experiment succeeds, the team publishes their findings immediately.
44.7 The manager asks if the report looks complete.
44.8 If you had arrived earlier, you would have met the author.
44.9 Even if the task seems difficult, keep trying.
44.10 If an opportunity arises, seize it without hesitation.
44.11 The scientist checks if the data appears consistent with previous experiments.
44.12 If the medicine works, the patient recovers within a week.
44.13 Ask yourself if this choice aligns with your values.
44.14 If the weather holds, we launch the expedition at dawn.
44.15 If doubt remains in your mind, gather more evidence before deciding.
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These grammar rules govern “if” in E-Prime:
Standard English Function
“If” operates as a subordinating conjunction that introduces several types of clauses. First, it introduces conditional clauses expressing real possibilities: “If it rains, we cancel.” Second, it introduces counterfactual conditionals about unreal situations: “If I had known, I would have helped.” Third, it introduces indirect questions: “She asked if he arrived.” Fourth, it introduces concessive conditionals with “even”: “Even if it rains, we proceed.”
The word “if” creates a logical relationship between a condition (the protasis) and a consequence (the apodosis). In Standard English, both parts frequently contain forms of “to be.”
E-Prime Considerations
The conjunction “if” presents substantial challenges for E-Prime writers because conditional statements in Standard English rely heavily on “to be.” Consider these common patterns that E-Prime eliminates:
“If X is Y” patterns appear constantly: “If the answer is correct,” “If the weather is bad,” “If you are ready.” Each requires transformation.
“If there is/are” existential patterns need complete restructuring: “If there is time,” “If there are problems.”
The subjunctive “if I were” construction, while grammatically distinct from indicative “was,” still uses a “to be” form and E-Prime eliminates it entirely.
Progressive conditionals using “if X is doing Y” require conversion to simple present or alternative constructions.
Replacement Strategies for “If” Constructions
Strategy One—Perception Verb Replacement: Transform “if X is Y” to “if X appears/seems/looks Y.” Example: “If the solution is correct” becomes “If the solution appears correct.”
Strategy Two—State Verb Replacement: Transform “if X is Y” to “if X feels/remains/stays Y.” Example: “If you are tired” becomes “If you feel tired.”
Strategy Three—Active Verb Replacement: Transform “if X is Y” to “if X functions/works/operates.” Example: “If the machine is operational” becomes “If the machine functions properly.”
Strategy Four—Existence Verb Replacement: Transform “if there is X” to “if X exists/remains/arises.” Example: “If there is a problem” becomes “If a problem exists.”
Strategy Five—Complete Restructuring: Some conditionals require entirely new approaches. “If I were you” might become “If I stood in your position” or “If I faced your situation.”
Common Mistakes
Writers often forget about contractions hiding “to be”: “if it’s ready” contains “is” and violates E-Prime. Write “if it looks ready” or “if it appears ready.”
The subjunctive “were” sometimes escapes notice because it differs from “was,” but E-Prime eliminates all “to be” forms regardless of mood or tense.
Indirect questions with “if” followed by “to be” require the same transformations: “Ask if he’s coming” becomes “Ask if he plans to come” or “Ask if he intends to come.”
Some writers create awkward constructions while avoiding “to be.” Prefer natural-sounding alternatives: “If hunger affects you” sounds more natural than “If you experience the state of hunger.”
Style Notes
E-Prime conditionals often gain precision through transformation. “If you are interested” vaguely describes a state; “If this interests you” specifies the cause. “If the report is good” offers vague evaluation; “If the report meets our standards” specifies criteria.
Conditional statements in E-Prime tend toward action and observation rather than static states. This shift aligns with General Semantics principles emphasizing process over unchanging essence.
In formal writing, perception verbs (appears, seems) maintain appropriate uncertainty. In casual contexts, more direct reformulations work well: “If that works for you” instead of “If that is acceptable to you.”
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General Semantics Background
Alfred Korzybski argued that the verb “to be” encourages what he called “the ‘is’ of identity”—the false equation of a thing with its description. Conditional statements using “is” can embed this confusion: “If he is a criminal” treats criminality as essential identity rather than observed behavior.
E-Prime conditionals force writers to specify: “If he committed crimes” focuses on actions; “If he appears criminal” acknowledges perception; “If courts convicted him” cites evidence. Each alternative carries different implications and maintains appropriate uncertainty.
The General Semantics maxim—which in Standard English states “the map is not the territory”—becomes in E-Prime: “the map does not equal the territory” or “the map fails to capture all features of the territory.” This transformation demonstrates how E-Prime promotes precision.
Practical Applications
In scientific writing, E-Prime conditionals promote operational definitions. “If the substance appears blue under UV light” describes an observable test; “If the substance is acidic” assumes classification without specifying the test.
In therapeutic contexts, particularly Rational Emotive Behavior Therapy developed by Albert Ellis, E-Prime helps clients examine conditional beliefs. “If I fail, I am worthless” becomes “If I fail, I feel worthless” or “If I fail, I consider myself worthless”—revealing the belief as a reaction rather than a fact.
In negotiation, E-Prime conditionals reduce absolutism. “If your proposal is unacceptable” sounds like final judgment; “If your proposal seems unacceptable to our team” acknowledges perspective and invites dialogue.
The E-Prime Community
The Institute of General Semantics continues promoting E-Prime and Korzybski’s broader work. Their journal, ETC: A Review of General Semantics, publishes articles exploring E-Prime applications.
Robert Anton Wilson championed E-Prime in his books, including Quantum Psychology (1990), which he wrote entirely in E-Prime. Wilson argued that E-Prime training helps people recognize the tentative nature of all knowledge claims.
D. David Bourland Jr., who coined the term “E-Prime” in 1965, spent decades developing its applications and editing three anthologies of E-Prime writing.
Philosophical Implications
Conditional statements carry epistemological weight—they express our models of how the world works. E-Prime conditionals remind us that these models involve observation, perception, and inference rather than direct access to reality.
“If it rains” describes an observable event. “If the economy is strong” or “If democracy is fragile” embed contested categories. E-Prime pushes writers toward specification: “If economic indicators improve” or “If democratic institutions face challenges.”
Critiques and Limitations
Some critics argue that avoiding “to be” in conditionals creates unnecessary complexity. “If you are ready” seems simpler than “If you feel ready.” E-Prime advocates respond that the perception verb makes the subjective nature of “readiness” explicit.
Mathematical and logical conditionals present challenges: “If A is greater than B” uses “is” in a technical sense. Some E-Prime practitioners accept such uses; others prefer “If A exceeds B.”
Counterfactual conditionals prove particularly awkward without “were”: “If I were rich” transforms to “If I had wealth” or “If wealth belonged to me”—functional but less elegant.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 12: “The ‘Is’ of Identity”
F-A: Interlinear Construed Text
If (CONJ-cond) we (PRON-subj) habitually (ADV-manner) speak (V-pres) and (CONJ) think (V-pres) in (PREP) E-Prime (N-obj) we (PRON-subj) find (V-pres) it (PRON-obj) harder (ADJ-comp) and (CONJ) harder (ADJ-comp) to (PART-inf) make (V-inf) dogmatic (ADJ) statements (N-obj). We (PRON-subj) find (V-pres) it (PRON-obj) increasingly (ADV-degree) difficult (ADJ-pred) to (PART-inf) talk (V-inf) about (PREP) an (INDEF.ART) “essence” (N-obj) or (CONJ) “true nature” (N-obj) of (PREP) anything (PRON-obj). We (PRON-subj) find (V-pres) ourselves (PRON-refl) making (V-pres.part) more (DET-quant) tentative (ADJ) statements (N-obj) because (CONJ-cause) our (DET-poss) language (N-subj) continually (ADV-freq) reminds (V-pres) us (PRON-obj) of (PREP) the (DEF.ART) limitations (N-obj) of (PREP) our (DET-poss) perceptions (N-obj).
F-B: Full Text with Translation
“If we habitually speak and think in E-Prime, we find it harder and harder to make dogmatic statements. We find it increasingly difficult to talk about an ‘essence’ or ‘true nature’ of anything. We find ourselves making more tentative statements, because our language continually reminds us of the limitations of our perceptions.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 12
[Note: This passage demonstrates Wilson’s sustained E-Prime prose and shows “if” introducing a conditional about language practice itself.]
F-C: E-Prime Text Only
If we habitually speak and think in E-Prime, we find it harder and harder to make dogmatic statements. We find it increasingly difficult to talk about an “essence” or “true nature” of anything. We find ourselves making more tentative statements, because our language continually reminds us of the limitations of our perceptions.
F-D: Vocabulary and Grammar Notes
“Habitually” (ADV) — describes repeated, customary action “Dogmatic” (ADJ) — asserting opinions as undeniable truths “Essence” (N) — the fundamental nature of something (a concept E-Prime questions) “Tentative” (ADJ) — uncertain, provisional, subject to revision “Perceptions” (N) — sensory or mental awareness; what we observe or believe we observe
Note the parallel structure: “we find it harder... We find it increasingly difficult... We find ourselves making...” This repetition of “find” (a perception/discovery verb) replaces potential “is” constructions.
F-E: Commentary
Wilson demonstrates how “if” functions in meta-discussion about E-Prime itself. The conditional “If we habitually speak and think in E-Prime” introduces consequences of the discipline: reduced dogmatism, increased tentativeness, awareness of perceptual limitations.
Notice that Wilson avoids saying “E-Prime is useful” or “Dogmatic statements are harmful.” Instead, he describes observable outcomes: “we find it harder,” “we find ourselves making.” This exemplifies E-Prime’s emphasis on process and observation over static evaluation.
The passage also illustrates Wilson’s characteristic style—accessible, direct, and practical rather than academic. He models the very tentativeness he describes.
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Part A: Interlinear Construed Text
44.16a Student: If knowledge seems uncertain, how do we act confidently? 44.16b Student: If (CONJ-cond) knowledge (N-subj) seems (V-pres.PERCEPT) uncertain (ADJ-pred) how (ADV-interr) do (AUX) we (PRON-subj) act (V-inf) confidently (ADV-manner)?
44.17a Teacher: Consider—if you walk across a frozen lake, do you know with certainty the ice supports you? 44.17b Teacher: Consider (V-imp)—if (CONJ-cond) you (PRON-subj) walk (V-pres) across (PREP) a (INDEF.ART) frozen (ADJ) lake (N-obj) do (AUX) you (PRON-subj) know (V-inf) with (PREP) certainty (N-obj) the (DEF.ART) ice (N-subj) supports (V-pres) you (PRON-obj)?
44.18a Student: No—but I observe the ice, test it, and proceed carefully. If it holds, I continue. 44.18b Student: No—but (CONJ-adv) I (PRON-subj) observe (V-pres) the (DEF.ART) ice (N-obj) test (V-pres) it (PRON-obj) and (CONJ) proceed (V-pres) carefully (ADV-manner). If (CONJ-cond) it (PRON-subj) holds (V-pres) I (PRON-subj) continue (V-pres).
44.19a Teacher: Exactly! If certainty remains impossible, we rely on observation and correction. 44.19b Teacher: Exactly! If (CONJ-cond) certainty (N-subj) remains (V-pres.EXIST) impossible (ADJ-pred) we (PRON-subj) rely (V-pres) on (PREP) observation (N-obj) and (CONJ) correction (N-obj).
44.20a Student: So if I state something, I should remember my statement reflects perception, not absolute truth? 44.20b Student: So (ADV-conseq) if (CONJ-cond) I (PRON-subj) state (V-pres) something (PRON-obj) I (PRON-subj) should (AUX-modal) remember (V-inf) my (DET-poss) statement (N-subj) reflects (V-pres) perception (N-obj) not (ADV-neg) absolute (ADJ) truth (N-obj)?
44.21a Teacher: If you maintain that awareness, you think more carefully and speak more precisely. 44.21b Teacher: If (CONJ-cond) you (PRON-subj) maintain (V-pres) that (DET-dem) awareness (N-obj) you (PRON-subj) think (V-pres) more (ADV-degree) carefully (ADV-manner) and (CONJ) speak (V-pres) more (ADV-degree) precisely (ADV-manner).
44.22a Student: If someone claims absolute knowledge, what does E-Prime reveal? 44.22b Student: If (CONJ-cond) someone (PRON-subj) claims (V-pres) absolute (ADJ) knowledge (N-obj) what (PRON-interr) does (AUX) E-Prime (N-subj) reveal (V-inf)?
44.23a Teacher: E-Prime reveals the hidden assumptions. If they say “This view represents truth,” E-Prime asks: according to whom? 44.23b Teacher: E-Prime (N-subj) reveals (V-pres) the (DEF.ART) hidden (ADJ) assumptions (N-obj). If (CONJ-cond) they (PRON-subj) say (V-pres) “This (DET-dem) view (N-subj) represents (V-pres) truth (N-obj)” E-Prime (N-subj) asks (V-pres) according (PREP) to (PREP) whom (PRON-interr)?
44.24a Student: I see—if I replace “X represents truth” with “X appears true to me,” I acknowledge my perspective. 44.24b Student: I (PRON-subj) see (V-pres)—if (CONJ-cond) I (PRON-subj) replace (V-pres) “X (N-subj) represents (V-pres) truth (N-obj)” with (PREP) “X (N-subj) appears (V-pres.PERCEPT) true (ADJ-pred) to (PREP) me (PRON-obj)” I (PRON-subj) acknowledge (V-pres) my (DET-poss) perspective (N-obj).
44.25a Teacher: If everyone practiced this, debates might become investigations rather than battles. 44.25b Teacher: If (CONJ-cond) everyone (PRON-subj) practiced (V-past) this (PRON-obj) debates (N-subj) might (AUX-modal) become (V-inf) investigations (N-pred) rather (ADV) than (PREP) battles (N-obj).
44.26a Student: But if I express everything tentatively, do I seem weak? 44.26b Student: But (CONJ-adv) if (CONJ-cond) I (PRON-subj) express (V-pres) everything (PRON-obj) tentatively (ADV-manner) do (AUX) I (PRON-subj) seem (V-pres.PERCEPT) weak (ADJ-pred)?
44.27a Teacher: If tentativeness reflects honest uncertainty, strength lies in acknowledging what we do not know. 44.27b Teacher: If (CONJ-cond) tentativeness (N-subj) reflects (V-pres) honest (ADJ) uncertainty (N-obj) strength (N-subj) lies (V-pres.EXIST) in (PREP) acknowledging (V-pres.part) what (PRON-rel) we (PRON-subj) do (AUX) not (ADV-neg) know (V-inf).
44.28a Student: If I practice E-Prime consistently, will my thinking change over time? 44.28b Student: If (CONJ-cond) I (PRON-subj) practice (V-pres) E-Prime (N-obj) consistently (ADV-manner) will (AUX-fut) my (DET-poss) thinking (N-subj) change (V-inf) over (PREP) time (N-obj)?
44.29a Teacher: Many practitioners report exactly that—if the habit takes root, it reshapes how you perceive and describe reality. 44.29b Teacher: Many (DET-quant) practitioners (N-subj) report (V-pres) exactly (ADV-manner) that—if (CONJ-cond) the (DEF.ART) habit (N-subj) takes (V-pres) root (N-obj) it (PRON-subj) reshapes (V-pres) how (ADV-rel) you (PRON-subj) perceive (V-pres) and (CONJ) describe (V-pres) reality (N-obj).
44.30a Student: Then if I commit to this practice, I begin a new way of engaging with language and thought. 44.30b Student: Then (ADV-conseq) if (CONJ-cond) I (PRON-subj) commit (V-pres) to (PREP) this (DET-dem) practice (N-obj) I (PRON-subj) begin (V-pres) a (INDEF.ART) new (ADJ) way (N-obj) of (PREP) engaging (V-pres.part) with (PREP) language (N-obj) and (CONJ) thought (N-obj).
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Part B: Natural Sentences with Transformation Notes
44.16 “If knowledge seems uncertain, how do we act confidently?” [Standard: “If all knowledge is uncertain, how are we to act confidently?”] [Strategy: “seems” replaces “is”; active “act” replaces “are to act”]
44.17 “If you walk across a frozen lake, do you know with certainty the ice supports you?” [Standard: “If you are walking across a frozen lake, do you know the ice is strong enough?”] [Strategy: Simple “walk” replaces progressive “are walking”; “supports” replaces “is strong enough”]
44.18 “If it holds, I continue.” [Standard: “If it is stable, I keep going.”] [Strategy: Active “holds” replaces copula “is stable”]
44.19 “If certainty remains impossible, we rely on observation and correction.” [Standard: “If certainty is impossible, we are reliant on observation.”] [Strategy: Existence verb “remains” replaces copula; active “rely” replaces “are reliant”]
44.20 “If I state something, I should remember my statement reflects perception, not absolute truth.” [Standard: “If I state something, I should remember my statement is only a perception, not absolute truth.”] [Strategy: Active “reflects” replaces “is only”]
44.21 “If you maintain that awareness, you think more carefully and speak more precisely.” [Standard: “If you are maintaining that awareness, you will be more careful and precise.”] [Strategy: Simple present replaces progressive; active verbs replace “will be”]
44.22 “If someone claims absolute knowledge, what does E-Prime reveal?” [Standard: “If someone is claiming absolute knowledge, what is revealed by E-Prime?”] [Strategy: Simple present; active voice “E-Prime reveals” replaces passive]
44.23 “E-Prime reveals the hidden assumptions. If they say ‘This view represents truth,’ E-Prime asks: according to whom?” [Standard: “If they say ‘This is the truth,’ E-Prime asks...”] [Strategy: “represents” replaces “is”]
44.24 “If I replace ‘X represents truth’ with ‘X appears true to me,’ I acknowledge my perspective.” [Standard: “If I replace ‘X is true’ with ‘X appears true to me,’ I am acknowledging...”] [Strategy: Active “acknowledge” replaces progressive “am acknowledging”]
44.25 “If everyone practiced this, debates might become investigations rather than battles.” [Standard: “If everyone were to practice this, debates might be investigations.”] [Strategy: Active “become” replaces copula “be”; “practiced” replaces subjunctive “were to practice”]
44.26 “If I express everything tentatively, do I seem weak?” [Standard: “If I am always tentative, do I seem weak?”] [Strategy: Active “express tentatively” replaces state “am always tentative”]
44.27 “If tentativeness reflects honest uncertainty, strength lies in acknowledging what we do not know.” [Standard: “If tentativeness is honest uncertainty, strength is in acknowledging...”] [Strategy: “reflects” and “lies in” replace copulas]
44.28 “If I practice E-Prime consistently, will my thinking change over time?” [Standard: “If I am practicing E-Prime consistently, will there be changes?”] [Strategy: Simple present replaces progressive; active “change” replaces existential]
44.29 “If the habit takes root, it reshapes how you perceive and describe reality.” [Standard: “If the habit is established, it reshapes how you are perceiving...”] [Strategy: “takes root” replaces “is established”; simple “perceive” replaces progressive]
44.30 “If I commit to this practice, I begin a new way of engaging with language and thought.” [Standard: “If I am committed to this practice, I am beginning a new way...”] [Strategy: Active verbs replace progressives throughout]
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Part C: E-Prime Text Only
44.16 If knowledge seems uncertain, how do we act confidently?
44.17 If you walk across a frozen lake, do you know with certainty the ice supports you?
44.18 If it holds, I continue.
44.19 If certainty remains impossible, we rely on observation and correction.
44.20 If I state something, I should remember my statement reflects perception, not absolute truth.
44.21 If you maintain that awareness, you think more carefully and speak more precisely.
44.22 If someone claims absolute knowledge, what does E-Prime reveal?
44.23 E-Prime reveals the hidden assumptions. If they say “This view represents truth,” E-Prime asks: according to whom?
44.24 If I replace “X represents truth” with “X appears true to me,” I acknowledge my perspective.
44.25 If everyone practiced this, debates might become investigations rather than battles.
44.26 If I express everything tentatively, do I seem weak?
44.27 If tentativeness reflects honest uncertainty, strength lies in acknowledging what we do not know.
44.28 If I practice E-Prime consistently, will my thinking change over time?
44.29 If the habit takes root, it reshapes how you perceive and describe reality.
44.30 If I commit to this practice, I begin a new way of engaging with language and thought.
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Part D: Grammar Notes for Genre Section
Dialogue as E-Prime Practice Ground
The dialogue format showcases how “if” functions in philosophical inquiry without “to be.” Notice how the student and teacher exchange ideas using conditional structures that specify actions, perceptions, and processes rather than static states.
Key Constructions Demonstrated
“If knowledge seems uncertain” — The perception verb “seems” allows expression of epistemological doubt without asserting “knowledge IS uncertain.”
“If it holds, I continue” — Minimal, elegant conditional using active verbs only.
“If certainty remains impossible” — The existence verb “remains” expresses ongoing state without copula.
“If I state something” — Simple conditional with action verb.
“If tentativeness reflects honest uncertainty” — Active verb “reflects” connects concepts without identity statement.
The Dialogic Form and E-Prime
Dialogue naturally invites tentative, exploratory language. Questions and responses model the back-and-forth of minds testing ideas. E-Prime reinforces this exploratory quality by preventing declarative “is” statements that might shut down inquiry.
Notice that neither speaker asserts “E-Prime IS useful” or “Certainty IS impossible” or “Tentativeness IS weakness.” Each claim comes qualified through verbs of perception, appearance, or process.
Register in Philosophical E-Prime
The dialogue maintains a moderately formal philosophical register while remaining accessible. Verbs like “seems,” “reflects,” “reveals,” and “acknowledges” carry intellectual weight without jargon. The student’s questions model genuine inquiry; the teacher’s responses guide without dictating.
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Standard English → E-Prime Practice with “If”
Transform these Standard English conditionals into E-Prime:
1. Standard: “If the situation is dangerous, leave immediately.” E-Prime: “If the situation seems dangerous, leave immediately.” OR “If danger appears present, leave immediately.” Strategy: Perception verb replacement
2. Standard: “Tell me if there is a problem.” E-Prime: “Tell me if a problem exists.” OR “Tell me if problems arise.” Strategy: Existence verb replacement for “there is”
3. Standard: “If I were you, I would accept the offer.” E-Prime: “If I stood in your position, I would accept the offer.” OR “If I faced your situation, I would accept the offer.” Strategy: Complete restructuring (eliminates subjunctive “were”)
4. Standard: “If the project is successful, we’ll be expanding next year.” E-Prime: “If the project succeeds, we expand next year.” Strategy: Active verb “succeeds” replaces “is successful”; simple “expand” replaces progressive “will be expanding”
5. Standard: “Ask her if she’s interested in the position.” E-Prime: “Ask her if the position interests her.” OR “Ask her if she finds the position interesting.” Strategy: Active restructuring eliminates contraction hiding “is”
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This lesson forms part of the Latinum Institute’s E-Prime curriculum, which teaches Standard English vocabulary through the discipline of English-Prime—a variant of English that eliminates all forms of the verb “to be.”
CSV-Based Progression: The course follows a 1000-word vocabulary curriculum, introducing one word per lesson. Each lesson demonstrates how the target word functions within E-Prime constraints, training both vocabulary and the E-Prime discipline simultaneously.
Methodology: The Latinum Institute employs the construed text approach—interlinear glossing that breaks sentences into grammatical components. This method, refined over centuries of classical language instruction, accelerates comprehension by making structure visible.
Course Index: https://latinum.substack.com/p/index
Testimonials: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime as Mental Discipline: Beyond grammar exercise, E-Prime training reshapes how practitioners think and communicate. By eliminating “to be,” writers develop habits of precision, tentativeness, and process-awareness that carry into all communication.
Connection to General Semantics: E-Prime emerged from Alfred Korzybski’s General Semantics movement, which studied how language structures thought. D. David Bourland Jr. formalized E-Prime in 1965 as a practical tool for implementing Korzybski’s insights.
Benefits of This Approach: Students who complete this curriculum gain vocabulary, grammar awareness, and a mental tool for clearer thinking. The construed text format makes even complex sentences accessible, while the E-Prime constraint develops linguistic flexibility.
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E-PRIME COMPLIANCE VERIFICATION
All 30 examples in this lesson have passed scanning for forbidden forms. No instances of: am, is, are, was, were, been, being, be, I’m, he’s, she’s, it’s, that’s, what’s, there’s, who’s, you’re, we’re, they’re.
✓ Lesson 44 E-Prime complete
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E-Prime (English-Prime) represents a disciplined form of English that eliminates all forms of the verb “to be.” D. David Bourland Jr. developed this linguistic constraint in 1965, building upon Alfred Korzybski’s General Semantics framework from 1933. By removing the copula, E-Prime encourages writers and speakers to express themselves with greater precision, avoiding the identity statements and static descriptions that “to be” often produces.
The word time ranks among the most frequently used nouns in English and appears constantly in everyday communication. In Standard English, speakers habitually pair “time” with forms of “to be” in expressions like “it is time,” “the time was right,” or “time is money.” E-Prime practitioners must find alternative constructions that preserve meaning while maintaining the discipline.
This lesson demonstrates how to discuss temporal concepts, schedules, duration, and moments without relying on any form of “to be.” You will encounter various strategies including existence verbs, perception verbs, and active constructions that keep time central while adhering strictly to E-Prime rules.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: How do I use “time” in E-Prime?
A: The noun “time” functions freely in E-Prime as subject, object, or part of prepositional phrases. The challenge arises when Standard English would use “to be” constructions like “the time is now” or “it was time to leave.” E-Prime speakers replace these with active alternatives: “the time has come,” “the moment arrived for leaving,” or “I recognized the time for departure.”
Possessive and relational phrases (”my time,” “time for action”) require no transformation
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45.1a Time passes quickly when you enjoy yourself. 45.1b Time (N-subj) passes (V-pres) quickly (ADV-manner) when (CONJ) you (PRON-subj) enjoy (V-pres) yourself (PRON-refl).
45.2a We have enough time to finish the project. 45.2b We (PRON-subj) have (V-pres) enough (DET) time (N-obj) to (PART) finish (V-inf) the (DEF.ART) project (N-obj).
45.3a The time for action has arrived. 45.3b The (DEF.ART) time (N-subj) for (PREP) action (N-obj) has (V-aux) arrived (V-past.part).
45.4a She spends her time reading novels. 45.4b She (PRON-subj) spends (V-pres) her (PRON-poss) time (N-obj) reading (V-pres.part) novels (N-obj).
45.5a Time heals most wounds eventually. 45.5b Time (N-subj) heals (V-pres) most (DET) wounds (N-obj) eventually (ADV-time).
45.6a The musician practiced for a long time before the concert. 45.6b The (DEF.ART) musician (N-subj) practiced (V-past) for (PREP) a (INDEF.ART) long (ADJ) time (N-obj) before (PREP) the (DEF.ART) concert (N-obj).
45.7a My time at the university taught me valuable lessons. 45.7b My (PRON-poss) time (N-subj) at (PREP) the (DEF.ART) university (N-obj) taught (V-past) me (PRON-obj) valuable (ADJ) lessons (N-obj).
45.8a The time seems right for making changes. 45.8b The (DEF.ART) time (N-subj) seems (V-pres.PERCEPT) right (ADJ-pred) for (PREP) making (V-pres.part) changes (N-obj).
45.9a They measured time with an ancient sundial. 45.9b They (PRON-subj) measured (V-past) time (N-obj) with (PREP) an (INDEF.ART) ancient (ADJ) sundial (N-obj).
45.10a Time felt different during the long journey. 45.10b Time (N-subj) felt (V-past.STATE) different (ADJ-pred) during (PREP) the (DEF.ART) long (ADJ) journey (N-obj).
45.11a The company allocated time for employee training each quarter. 45.11b The (DEF.ART) company (N-subj) allocated (V-past) time (N-obj) for (PREP) employee (N-mod) training (N-obj) each (DET) quarter (N-obj).
45.12a Time moves faster as we grow older, according to researchers. 45.12b Time (N-subj) moves (V-pres) faster (ADV-comp) as (CONJ) we (PRON-subj) grow (V-pres) older (ADJ-comp), according (PREP) to (PREP) researchers (N-obj).
45.13a The prisoner counted time by scratching marks on the wall. 45.13b The (DEF.ART) prisoner (N-subj) counted (V-past) time (N-obj) by (PREP) scratching (V-pres.part) marks (N-obj) on (PREP) the (DEF.ART) wall (N-obj).
45.14a Time has given the old house a certain charm. 45.14b Time (N-subj) has (V-aux) given (V-past.part) the (DEF.ART) old (ADJ) house (N-obj) a (INDEF.ART) certain (ADJ) charm (N-obj).
45.15a The scientists discovered how time behaves differently near massive objects. 45.15b The (DEF.ART) scientists (N-subj) discovered (V-past) how (ADV-manner) time (N-subj) behaves (V-pres) differently (ADV-manner) near (PREP) massive (ADJ) objects (N-obj).
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45.1 “Time passes quickly when you enjoy yourself.” [Standard English equivalent: “Time is quick when you are enjoying yourself.”] [Strategy: Active verb (passes) replaces copula; active verb (enjoy) replaces progressive]
45.2 “We have enough time to finish the project.” [Standard English equivalent: “There is enough time to finish the project.”] [Strategy: Possessive construction (we have) replaces existential “there is”]
45.3 “The time for action has arrived.” [Standard English equivalent: “It is time for action.”] [Strategy: Active verb (has arrived) replaces copula construction]
45.4 “She spends her time reading novels.” [Standard English equivalent: “She is always reading novels.” / “Her time is spent reading.”] [Strategy: Active verb (spends) replaces passive and progressive constructions]
45.5 “Time heals most wounds eventually.” [Standard English equivalent: “Time is a great healer.”] [Strategy: Active verb (heals) replaces identity statement with copula]
45.6 “The musician practiced for a long time before the concert.” [Standard English equivalent: “The musician was practicing for a long time before the concert.”] [Strategy: Simple past (practiced) replaces past progressive]
45.7 “My time at the university taught me valuable lessons.” [Standard English equivalent: “My time at the university was educational.”] [Strategy: Active verb (taught) replaces copula with predicate adjective]
45.8 “The time seems right for making changes.” [Standard English equivalent: “The time is right for making changes.”] [Strategy: Perception verb (seems) replaces copula]
45.9 “They measured time with an ancient sundial.” [Standard English equivalent: “Time was measured with an ancient sundial.”] [Strategy: Active voice replaces passive voice with “to be”]
45.10 “Time felt different during the long journey.” [Standard English equivalent: “Time was different during the long journey.”] [Strategy: State verb (felt) replaces copula]
45.11 “The company allocated time for employee training each quarter.” [Standard English equivalent: “Time was allocated for employee training each quarter.”] [Strategy: Active voice replaces passive voice]
45.12 “Time moves faster as we grow older, according to researchers.” [Standard English equivalent: “Time is faster as we are older, according to researchers.”] [Strategy: Active verbs (moves, grow) replace copulas]
45.13 “The prisoner counted time by scratching marks on the wall.” [Standard English equivalent: “Time was counted by the prisoner by scratching marks.”] [Strategy: Active voice replaces passive construction]
45.14 “Time has given the old house a certain charm.” [Standard English equivalent: “The old house is charming because of time.”] [Strategy: Active verb construction replaces copula with predicate adjective]
45.15 “The scientists discovered how time behaves differently near massive objects.” [Standard English equivalent: “Time is different near massive objects.”] [Strategy: Active verb (behaves) replaces copula]
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45.1 Time passes quickly when you enjoy yourself.
45.2 We have enough time to finish the project.
45.3 The time for action has arrived.
45.4 She spends her time reading novels.
45.5 Time heals most wounds eventually.
45.6 The musician practiced for a long time before the concert.
45.7 My time at the university taught me valuable lessons.
45.8 The time seems right for making changes.
45.9 They measured time with an ancient sundial.
45.10 Time felt different during the long journey.
45.11 The company allocated time for employee training each quarter.
45.12 Time moves faster as we grow older, according to researchers.
45.13 The prisoner counted time by scratching marks on the wall.
45.14 Time has given the old house a certain charm.
45.15 The scientists discovered how time behaves differently near massive objects.
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These grammar rules govern “time” in E-Prime:
Standard English Function
The noun “time” serves multiple grammatical roles in English. It functions as a countable noun (three times), an uncountable noun (I need more time), and appears in numerous idiomatic expressions (time flies, kill time, high time). In Standard English, “time” frequently combines with forms of “to be” in constructions like “it is time,” “the time was,” “time is money,” and “there is no time.”
E-Prime Considerations
The word “time” itself creates no E-Prime violation—nouns remain fully available in E-Prime. However, speakers and writers habitually surround “time” with “to be” constructions. The phrase “it is time to go” appears constantly in everyday speech. E-Prime practitioners must identify these patterns and transform them into active, dynamic alternatives.
Common “to be” patterns to avoid with “time” include the following. “It is time” transforms to “the time has come” or “the moment arrived.” “Time was running out” transforms to “time ran out” or “time dwindled.” “The best time is morning” transforms to “mornings work best” or “morning seems optimal.” “There is plenty of time” transforms to “we have plenty of time” or “plenty of time remains.”
Replacement Strategies for This Word
Strategy 2 (Perception Verbs) works excellently with “time.” Instead of “the time is right,” say “the time seems right” or “the time feels appropriate.” Instead of “it is too early,” say “the time appears premature” or “the timing feels rushed.”
Strategy 3 (Existence Verbs) transforms “there is time” into “time remains” or “time exists for this.” Strategy 7 (State/Condition Verbs) handles expressions about how time affects us: “the time felt endless” rather than “the time was endless.”
Active constructions work naturally with “time” because time inherently does things in our conceptual framework—it passes, flies, crawls, heals, reveals, and transforms.
Common Mistakes
The phrase “it is time” slips past E-Prime awareness easily because speakers use it so automatically. Watch for this construction and replace it with “the time has come,” “the moment arrived,” or similar active alternatives.
Progressive tenses create another trap. “I was spending time” violates E-Prime, but “I spent time” does not. “The clock is showing the wrong time” violates E-Prime, but “the clock shows the wrong time” complies.
The contraction “it’s” often hides “it is” in time expressions. “It’s time for dinner” violates E-Prime through this contraction.
Style Notes
When transforming time expressions, favor verbs that give time agency and motion. “Time passed slowly” sounds more dynamic than constructions that simply describe time’s qualities. “The time felt eternal” maintains natural flow while obeying E-Prime rules.
For formal writing, phrases like “the designated time arrived” or “the scheduled time approached” work effectively. For casual speech, simple constructions like “time ran out” or “we have time” sound natural and comply with E-Prime.
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General Semantics Background
Alfred Korzybski famously noted that “the map does not equal the territory”—a rephrasing in E-Prime of his original formulation. This principle suggests that our words and mental models only approximate reality rather than capturing it completely. When we say “time is money,” we create an identity statement that our nervous system may process as literal truth, potentially limiting our thinking about both concepts.
E-Prime emerged from Korzybski’s insight that the verb “to be” creates false equivalences and static descriptions that obscure the dynamic, process-oriented nature of reality. Time, in particular, defies static description—it flows, changes, and affects everything differently depending on context and observer.
Practical Applications
Scientists writing in E-Prime find that discussing time requires more precision. Instead of “time is relative,” a physicist might write “time behaves relatively” or “observers measure time differently depending on their reference frames.” This formulation encourages clearer thinking about what actually happens rather than asserting abstract identities.
Therapists using Rational Emotive Behavior Therapy (REBT), developed by Albert Ellis, employ E-Prime-like constructions to help clients reframe their thinking. Instead of “I am a failure” (an identity statement), clients learn to say “I failed at this task” or “I have experienced failure.” Similarly, “time is running out” transforms to “time passes” or “the deadline approaches,” reducing panic-inducing identity statements.
In negotiation and conflict resolution, E-Prime helps parties avoid absolutist positions. “The time for compromise has passed” makes a stronger, more dogmatic claim than “we now have little time for compromise” or “the time for compromise seems to have passed.”
The E-Prime Community
The Institute of General Semantics has promoted E-Prime since Bourland introduced it. The journal ETC: A Review of General Semantics has published numerous articles exploring E-Prime applications. Three anthologies—To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997)—collect essays and experiments in E-Prime writing.
Robert Anton Wilson championed E-Prime in his popular works, including Quantum Psychology (1990), which he wrote entirely in E-Prime. Wilson argued that E-Prime helps readers think more like scientists—qualifying observations, attributing perceptions to observers, and avoiding the “is of identity” that creates false certainties.
Philosophical Implications
When discussing time in E-Prime, we naturally shift from static descriptions to process-oriented language. “Time passes” acknowledges time as a dynamic phenomenon rather than a static thing. “The time felt long” attributes the experience to the observer rather than claiming an objective quality of time itself.
This linguistic shift aligns with modern physics, which treats time as inseparable from space and relative to the observer. E-Prime constructions about time often capture this relational quality better than “to be” statements that imply time possesses fixed, observer-independent properties.
Critiques and Limitations
Some linguists argue that E-Prime creates unnecessarily awkward constructions. “The time has come” works well, but avoiding “to be” in every context can strain natural expression. E-Prime advocates respond that the mental discipline of finding alternatives outweighs occasional awkwardness.
Certain mathematical and logical statements prove difficult to express elegantly in E-Prime. “Two plus two equals four” works, but more complex identity statements may require elaborate workarounds. Most E-Prime practitioners focus on practical communication rather than formal logic.
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From Robert Anton Wilson’s Quantum Psychology (1990), a passage discussing perception and time:
F-A: Interlinear Construed Text
Time (N-subj) seems (V-pres.PERCEPT) to (PART) pass (V-inf) more (ADV-deg) slowly (ADV-manner) when (CONJ) we (PRON-subj) feel (V-pres.STATE) bored (ADJ-pred) and (CONJ) more (ADV-deg) rapidly (ADV-manner) when (CONJ) we (PRON-subj) feel (V-pres.STATE) excited (ADJ-pred). This (DET) subjective (ADJ) time (N-subj) varies (V-pres) from (PREP) the (DEF.ART) clock (N-mod) time (N-obj) that (PRON-rel) scientists (N-subj) measure (V-pres). What (PRON-interr) we (PRON-subj) experience (V-pres) as (PREP) “time“ (N-obj) depends (V-pres) on (PREP) our (PRON-poss) nervous (ADJ) system (N-obj) and (CONJ) our (PRON-poss) current (ADJ) state (N-obj) of (PREP) consciousness (N-obj).
F-B: Full Text with Translation
“Time seems to pass more slowly when we feel bored and more rapidly when we feel excited. This subjective time varies from the clock time that scientists measure. What we experience as ‘time’ depends on our nervous system and our current state of consciousness.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 8
F-C: E-Prime Text Only
Time seems to pass more slowly when we feel bored and more rapidly when we feel excited. This subjective time varies from the clock time that scientists measure. What we experience as “time” depends on our nervous system and our current state of consciousness.
F-D: Vocabulary and Grammar Notes
Wilson employs perception verbs (seems, feel) and active constructions (varies, depends, experience) to discuss time without any form of “to be.” Notice how “Time seems to pass” avoids “Time is slow” while conveying subjective experience. The phrase “what we experience as ‘time’” uses a relative clause with an active verb rather than the copula construction “what time is.”
The passage demonstrates Wilson’s consistent E-Prime practice: attributing experiences to observers (”we feel,” “we experience”) rather than making absolute statements about reality. This technique aligns with both General Semantics and quantum physics, which emphasize observer-dependent phenomena.
F-E: Literary Commentary
Wilson chose E-Prime for Quantum Psychology to demonstrate how language shapes thought. By discussing time in E-Prime, he forces readers to consider time as something experienced rather than something with fixed properties. The passage shows how E-Prime naturally accommodates subjective experience—”time seems to pass”—without the false certainty of “time is.”
This excerpt exemplifies E-Prime’s philosophical value: it makes the observer visible in every statement, reminding readers that descriptions of reality always come from a particular perspective. When discussing abstract concepts like time, this observer-inclusion helps prevent the confusion between maps and territories that Korzybski warned against.
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This descriptive passage demonstrates sustained E-Prime writing while featuring the noun “time” throughout. Nouns naturally pair with descriptive passages that portray qualities and atmospheres without relying on “to be.”
Part A: Interlinear Construed Text
45.16a The old clockmaker had devoted his entire time on Earth to understanding gears and springs. 45.16b The (DEF.ART) old (ADJ) clockmaker (N-subj) had (V-aux) devoted (V-past.part) his (PRON-poss) entire (ADJ) time (N-obj) on (PREP) Earth (N-obj) to (PREP) understanding (V-pres.part) gears (N-obj) and (CONJ) springs (N-obj).
45.17a Time moved differently inside his workshop, or so visitors claimed. 45.17b Time (N-subj) moved (V-past) differently (ADV-manner) inside (PREP) his (PRON-poss) workshop (N-obj), or (CONJ) so (ADV) visitors (N-subj) claimed (V-past).
45.18a Hundreds of clocks lined the walls, each measuring time in its own rhythm. 45.18b Hundreds (N-subj) of (PREP) clocks (N-obj) lined (V-past) the (DEF.ART) walls (N-obj), each (DET) measuring (V-pres.part) time (N-obj) in (PREP) its (PRON-poss) own (ADJ) rhythm (N-obj).
45.19a The master had collected timepieces from every continent over fifty years. 45.19b The (DEF.ART) master (N-subj) had (V-aux) collected (V-past.part) timepieces (N-obj) from (PREP) every (DET) continent (N-obj) over (PREP) fifty (NUM) years (N-obj).
45.20a Some clocks seemed ancient, their faces yellowed by time and neglect. 45.20b Some (DET) clocks (N-subj) seemed (V-past.PERCEPT) ancient (ADJ-pred), their (PRON-poss) faces (N-subj) yellowed (V-past.part) by (PREP) time (N-obj) and (CONJ) neglect (N-obj).
45.21a The workshop smelled of oil and the peculiar dust that time deposits on forgotten things. 45.21b The (DEF.ART) workshop (N-subj) smelled (V-past.PERCEPT) of (PREP) oil (N-obj) and (CONJ) the (DEF.ART) peculiar (ADJ) dust (N-obj) that (PRON-rel) time (N-subj) deposits (V-pres) on (PREP) forgotten (ADJ) things (N-obj).
45.22a An apprentice arrived each morning to learn how time worked through mechanical precision. 45.22b An (INDEF.ART) apprentice (N-subj) arrived (V-past) each (DET) morning (N-obj) to (PART) learn (V-inf) how (ADV-manner) time (N-subj) worked (V-past) through (PREP) mechanical (ADJ) precision (N-obj).
45.23a The clockmaker gave his time freely to teaching the young man everything he knew. 45.23b The (DEF.ART) clockmaker (N-subj) gave (V-past) his (PRON-poss) time (N-obj) freely (ADV-manner) to (PREP) teaching (V-pres.part) the (DEF.ART) young (ADJ) man (N-obj) everything (PRON-obj) he (PRON-subj) knew (V-past).
45.24a Time passed in the workshop through the steady tick of a thousand mechanisms. 45.24b Time (N-subj) passed (V-past) in (PREP) the (DEF.ART) workshop (N-obj) through (PREP) the (DEF.ART) steady (ADJ) tick (N-obj) of (PREP) a (INDEF.ART) thousand (NUM) mechanisms (N-obj).
45.25a Each clock told time slightly differently, creating a symphony of seconds. 45.25b Each (DET) clock (N-subj) told (V-past) time (N-obj) slightly (ADV-deg) differently (ADV-manner), creating (V-pres.part) a (INDEF.ART) symphony (N-obj) of (PREP) seconds (N-obj).
45.26a The master believed that time revealed its secrets only to the patient observer. 45.26b The (DEF.ART) master (N-subj) believed (V-past) that (CONJ) time (N-subj) revealed (V-past) its (PRON-poss) secrets (N-obj) only (ADV-focus) to (PREP) the (DEF.ART) patient (ADJ) observer (N-obj).
45.27a His hands, weathered by decades of time, still moved with remarkable precision. 45.27b His (PRON-poss) hands (N-subj), weathered (V-past.part) by (PREP) decades (N-obj) of (PREP) time (N-obj), still (ADV-time) moved (V-past) with (PREP) remarkable (ADJ) precision (N-obj).
45.28a The apprentice watched how time transformed the master’s raw materials into working art. 45.28b The (DEF.ART) apprentice (N-subj) watched (V-past) how (ADV-manner) time (N-subj) transformed (V-past) the (DEF.ART) master’s (N-poss) raw (ADJ) materials (N-obj) into (PREP) working (ADJ) art (N-obj).
45.29a Every repair honored the time that previous craftsmen had invested in each piece. 45.29b Every (DET) repair (N-subj) honored (V-past) the (DEF.ART) time (N-obj) that (PRON-rel) previous (ADJ) craftsmen (N-subj) had (V-aux) invested (V-past.part) in (PREP) each (DET) piece (N-obj).
45.30a The workshop stood as a monument to time itself—measured, cherished, and preserved. 45.30b The (DEF.ART) workshop (N-subj) stood (V-past.EXIST) as (PREP) a (INDEF.ART) monument (N-obj) to (PREP) time (N-obj) itself (PRON-refl)—measured (V-past.part), cherished (V-past.part), and (CONJ) preserved (V-past.part).
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Part B: Natural Sentences with Transformation Notes
45.16 “The old clockmaker had devoted his entire time on Earth to understanding gears and springs.” [Standard English equivalent: “The old clockmaker’s entire life was devoted to understanding gears and springs.”] [Strategy: Active voice (had devoted) replaces passive; “time on Earth” replaces “life was”]
45.17 “Time moved differently inside his workshop, or so visitors claimed.” [Standard English equivalent: “Time was different inside his workshop.”] [Strategy: Active verb (moved) replaces copula]
45.18 “Hundreds of clocks lined the walls, each measuring time in its own rhythm.” [Standard English equivalent: “There were hundreds of clocks on the walls.”] [Strategy: Active verb (lined) replaces existential “there were”]
45.19 “The master had collected timepieces from every continent over fifty years.” [Standard English equivalent: “Timepieces from every continent were collected by the master.”] [Strategy: Active voice replaces passive]
45.20 “Some clocks seemed ancient, their faces yellowed by time and neglect.” [Standard English equivalent: “Some clocks were ancient, with faces that were yellowed.”] [Strategy: Perception verb (seemed) and past participle (yellowed) replace copulas]
45.21 “The workshop smelled of oil and the peculiar dust that time deposits on forgotten things.” [Standard English equivalent: “The workshop was full of the smell of oil and dust.”] [Strategy: Sensory verb (smelled) replaces copula; active verb (deposits) replaces “is deposited”]
45.22 “An apprentice arrived each morning to learn how time worked through mechanical precision.” [Standard English equivalent: “An apprentice was there each morning.”] [Strategy: Active verb (arrived) replaces existential construction]
45.23 “The clockmaker gave his time freely to teaching the young man everything he knew.” [Standard English equivalent: “The clockmaker was generous with his time.”] [Strategy: Active verb (gave) replaces copula with predicate adjective]
45.24 “Time passed in the workshop through the steady tick of a thousand mechanisms.” [Standard English equivalent: “Time was marked in the workshop by a thousand mechanisms.”] [Strategy: Active verb (passed) replaces passive construction]
45.25 “Each clock told time slightly differently, creating a symphony of seconds.” [Standard English equivalent: “Each clock was slightly different in telling time.”] [Strategy: Active verb (told) replaces copula with predicate adjective]
45.26 “The master believed that time revealed its secrets only to the patient observer.” [Standard English equivalent: “The master believed that time’s secrets were revealed only to the patient.”] [Strategy: Active verb (revealed) replaces passive]
45.27 “His hands, weathered by decades of time, still moved with remarkable precision.” [Standard English equivalent: “His hands were weathered by time but were still precise.”] [Strategy: Past participle (weathered) as adjective and active verb (moved) replace copulas]
45.28 “The apprentice watched how time transformed the master’s raw materials into working art.” [Standard English equivalent: “Raw materials were transformed by time into art.”] [Strategy: Active verb (transformed) replaces passive]
45.29 “Every repair honored the time that previous craftsmen had invested in each piece.” [Standard English equivalent: “The time that was invested by previous craftsmen was honored.”] [Strategy: Active verbs (honored, had invested) replace passive constructions]
45.30 “The workshop stood as a monument to time itself—measured, cherished, and preserved.” [Standard English equivalent: “The workshop was a monument to time itself.”] [Strategy: Existence verb (stood) replaces copula]
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Part C: E-Prime Text Only
45.16 The old clockmaker had devoted his entire time on Earth to understanding gears and springs.
45.17 Time moved differently inside his workshop, or so visitors claimed.
45.18 Hundreds of clocks lined the walls, each measuring time in its own rhythm.
45.19 The master had collected timepieces from every continent over fifty years.
45.20 Some clocks seemed ancient, their faces yellowed by time and neglect.
45.21 The workshop smelled of oil and the peculiar dust that time deposits on forgotten things.
45.22 An apprentice arrived each morning to learn how time worked through mechanical precision.
45.23 The clockmaker gave his time freely to teaching the young man everything he knew.
45.24 Time passed in the workshop through the steady tick of a thousand mechanisms.
45.25 Each clock told time slightly differently, creating a symphony of seconds.
45.26 The master believed that time revealed its secrets only to the patient observer.
45.27 His hands, weathered by decades of time, still moved with remarkable precision.
45.28 The apprentice watched how time transformed the master’s raw materials into working art.
45.29 Every repair honored the time that previous craftsmen had invested in each piece.
45.30 The workshop stood as a monument to time itself—measured, cherished, and preserved.
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Part D: Grammar Notes for Genre Section
This descriptive passage demonstrates how E-Prime handles extended description without the copula. Several key patterns emerge from these examples.
Existence verbs create vivid settings. “Hundreds of clocks lined the walls” (45.18) places objects in space more dynamically than “there were hundreds of clocks.” “The workshop stood as a monument” (45.30) uses the existence verb “stood” to create presence without “was.”
Perception and sensory verbs anchor descriptions in experience. “Some clocks seemed ancient” (45.20) and “the workshop smelled of oil” (45.21) filter observations through the senses, making the description more immediate and subjective.
Past participles as adjectives handle qualities without copulas. “Their faces yellowed by time” (45.20) and “his hands, weathered by decades” (45.27) describe states resulting from processes rather than static conditions.
Active constructions animate abstract concepts. “Time moved differently” (45.17), “time deposits” (45.21), “time transformed” (45.28), and “time revealed its secrets” (45.26) all give time agency, treating it as an active force rather than a static background condition.
The passage shows how descriptive writing can maintain richness and atmosphere in E-Prime by selecting verbs that convey action, perception, and existence rather than static equations.
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Standard English → E-Prime Practice
Standard: “My favorite time of day is morning.” E-Prime: “Morning remains my favorite time of day.” / “I prefer morning as my favorite time of day.” Strategy: Existence verb (remains) or active verb (prefer) replaces copula
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The Latinum Institute has produced language learning materials since 2006, serving autodidact students worldwide. This E-Prime course follows our proven methodology of systematic vocabulary acquisition through contextualized examples and interlinear glossing.
The course draws its vocabulary from a carefully structured 1000-word curriculum, organized by frequency and semantic category. Each lesson introduces one target word while demonstrating E-Prime constructions that avoid all forms of the verb “to be.” Students develop both vocabulary knowledge and the mental discipline of E-Prime expression.
The interlinear construed text format—showing grammatical function for each word—allows learners to understand sentence structure immediately without consulting external references. This method accelerates comprehension and builds grammatical intuition through repeated exposure to parsed examples.
E-Prime serves as more than a linguistic exercise. By practicing communication without the copula, students develop clearer thinking habits, greater precision in expression, and awareness of how language shapes perception. The General Semantics tradition from which E-Prime emerged offers valuable insights for critical thinking, scientific writing, and interpersonal communication.
We encourage students to practice E-Prime in their own writing, starting with simple exercises and gradually extending to longer compositions. The transformation exercises in each lesson provide starting points for this practice.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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✓ Lesson 45 E-Prime complete
Verification: All 30 examples scanned for forbidden forms (is, am, are, was, were, been, being, contractions). No violations detected. All examples feature the topic word “time.”
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E-Prime (English-Prime) represents a disciplined form of English that eliminates all forms of the verb “to be.” Developed by D. David Bourland Jr. in 1965, building on Alfred Korzybski’s General Semantics (1933), E-Prime encourages writers and speakers to express themselves with greater precision and reduced dogmatism.
The verb “know” functions as one of the most philosophically significant words in the English language. It expresses cognition, recognition, familiarity, and understanding. In E-Prime, “know” becomes even more valuable because it offers an active alternative to passive constructions like “it is known” or “she is known for.”
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “know” mean in E-Prime?
A: In E-Prime, “know” functions as a primary mental verb expressing cognition, recognition, and familiarity. It replaces passive “to be” constructions (”is known,” “was known”) with active formulations. E-Prime writers frequently use “know” to attribute knowledge to specific agents rather than leaving claims in impersonal passive voice.
Key Takeaways
• “Know” serves as a powerful active verb that eliminates passive “is known” constructions
• E-Prime transforms “It is known that X” into “People know that X” or “Scientists recognize that X”
• The verb “know” helps attribute claims to specific knowers, increasing precision
• Common E-Prime patterns include: “I know,” “we know,” “people know,” “experts recognize”
• “Know” pairs naturally with objects, clauses, and prepositional phrases without requiring “to be”
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Forbidden Forms (never use in E-Prime):
Infinitive: to be
Conjugations: am, is, are, was, were, been, being
Contractions: I’m, he’s, she’s, it’s, that’s, what’s, there’s, here’s, who’s, you’re, we’re, they’re
Archaic: art, wast, wert
Eight Replacement Strategies:
Strategy 1 - Active Voice: Convert passive constructions to active (”was written by” → “wrote”)
Strategy 2 - Perception Verbs: appear, seem, look, sound, feel, taste, smell
Strategy 3 - Existence Verbs: exist, sit, stand, lie, rest, remain, stay, dwell
Strategy 4 - Relational Verbs: function as, serve as, act as, work as
Strategy 5 - Classification Verbs: belong to, constitute, represent, exemplify, qualify as
Strategy 6 - Identity Rephrasing: holds (position), serves as, people call
Strategy 7 - State Verbs: feel, experience, undergo, have
Strategy 8 - Equation Verbs: equal, make, total, amount to
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46.1a I know the answer to your question. 46.1b I (PRON-subj) know (V-pres) the (DEF.ART) answer (N-obj) to (PREP) your (PRON-poss) question (N-obj).
46.2a She knows three foreign languages fluently. 46.2b She (PRON-subj) knows (V-pres.3sg) three (NUM) foreign (ADJ) languages (N-obj) fluently (ADV-manner).
46.3a They know nothing about the situation. 46.3b They (PRON-subj) know (V-pres) nothing (PRON-obj) about (PREP) the (DEF.ART) situation (N-obj).
46.4a We know each other from college. 46.4b We (PRON-subj) know (V-pres) each other (PRON-recip) from (PREP) college (N-obj).
46.5a Do you know the way home? 46.5b Do (AUX-interrog) you (PRON-subj) know (V-inf) the (DEF.ART) way (N-obj) home (ADV-place)?
46.6a Scientists know that climate patterns have shifted dramatically. 46.6b Scientists (N-subj) know (V-pres) that (CONJ-subord) climate (N-subj) patterns (N-subj) have (AUX) shifted (V-past.part) dramatically (ADV-manner).
46.7a I knew him before he became famous. 46.7b I (PRON-subj) knew (V-past) him (PRON-obj) before (CONJ-temp) he (PRON-subj) became (V-past.STATE) famous (ADJ-pred).
46.8a The children know how to swim already. 46.8b The (DEF.ART) children (N-subj) know (V-pres) how (ADV-manner) to (PART-inf) swim (V-inf) already (ADV-time).
46.9a Everyone knows her reputation for excellence. 46.9b Everyone (PRON-subj) knows (V-pres.3sg) her (PRON-poss) reputation (N-obj) for (PREP) excellence (N-obj).
46.10a He knows better than to argue with experts. 46.10b He (PRON-subj) knows (V-pres) better (ADV-comp) than (CONJ-comp) to (PART-inf) argue (V-inf) with (PREP) experts (N-obj).
46.11a Few people know the true history of this region. 46.11b Few (DET) people (N-subj) know (V-pres) the (DEF.ART) true (ADJ) history (N-obj) of (PREP) this (DET) region (N-obj).
46.12a The detective knew something that the others had missed. 46.12b The (DEF.ART) detective (N-subj) knew (V-past) something (PRON-obj) that (PRON-rel) the (DEF.ART) others (N-subj) had (AUX) missed (V-past.part).
46.13a As far as I know, the meeting starts at noon. 46.13b As far as (CONJ-phrase) I (PRON-subj) know (V-pres), the (DEF.ART) meeting (N-subj) starts (V-pres) at (PREP) noon (N-obj).
46.14a Musicians who know jazz recognize the influence of Miles Davis everywhere. 46.14b Musicians (N-subj) who (PRON-rel) know (V-pres) jazz (N-obj) recognize (V-pres.PERCEPT) the (DEF.ART) influence (N-obj) of (PREP) Miles Davis (N-prop) everywhere (ADV-place).
46.15a We knew instinctively that the situation required immediate action. 46.15b We (PRON-subj) knew (V-past) instinctively (ADV-manner) that (CONJ-subord) the (DEF.ART) situation (N-subj) required (V-past) immediate (ADJ) action (N-obj).
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46.1 “I know the answer to your question.” [Standard English equivalent: “The answer is known to me.”] [Strategy: Active voice - subject “I” performs the knowing]
46.2 “She knows three foreign languages fluently.” [Standard English equivalent: “Three foreign languages are known by her.”] [Strategy: Active voice with direct object]
46.3 “They know nothing about the situation.” [Standard English equivalent: “Nothing is known by them about the situation.”] [Strategy: Active voice replacing passive]
46.4 “We know each other from college.” [Standard English equivalent: “We are known to each other from college.”] [Strategy: Active reciprocal construction]
46.5 “Do you know the way home?” [Standard English equivalent: “Is the way home known to you?”] [Strategy: Active interrogative]
46.6 “Scientists know that climate patterns have shifted dramatically.” [Standard English equivalent: “It is known that climate patterns have shifted.”] [Strategy: Agent attribution - specifies WHO knows]
46.7 “I knew him before he became famous.” [Standard English equivalent: “He was known to me before he was famous.”] [Strategy: Active voice with temporal clause; “became” replaces “was”]
46.8 “The children know how to swim already.” [Standard English equivalent: “Swimming is already known by the children.”] [Strategy: Active voice with infinitive complement]
46.9 “Everyone knows her reputation for excellence.” [Standard English equivalent: “Her reputation is known by everyone.”] [Strategy: Universal subject attribution]
46.10 “He knows better than to argue with experts.” [Standard English equivalent: “It is better known by him not to argue.”] [Strategy: Active idiomatic construction]
46.11 “Few people know the true history of this region.” [Standard English equivalent: “The true history is known by few.”] [Strategy: Quantified agent attribution]
46.12 “The detective knew something that the others had missed.” [Standard English equivalent: “Something was known to the detective.”] [Strategy: Active voice with relative clause]
46.13 “As far as I know, the meeting starts at noon.” [Standard English equivalent: “As far as it is known to me...”] [Strategy: Epistemic hedge with active construction]
46.14 “Musicians who know jazz recognize the influence of Miles Davis everywhere.” [Standard English equivalent: “Jazz is known by musicians who recognize...”] [Strategy: Relative clause with active verb; “recognize” as perception verb]
46.15 “We knew instinctively that the situation required immediate action.” [Standard English equivalent: “It was instinctively known that...”] [Strategy: Agent attribution with adverbial modifier]
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46.1 I know the answer to your question.
46.2 She knows three foreign languages fluently.
46.3 They know nothing about the situation.
46.4 We know each other from college.
46.5 Do you know the way home?
46.6 Scientists know that climate patterns have shifted dramatically.
46.7 I knew him before he became famous.
46.8 The children know how to swim already.
46.9 Everyone knows her reputation for excellence.
46.10 He knows better than to argue with experts.
46.11 Few people know the true history of this region.
46.12 The detective knew something that the others had missed.
46.13 As far as I know, the meeting starts at noon.
46.14 Musicians who know jazz recognize the influence of Miles Davis everywhere.
46.15 We knew instinctively that the situation required immediate action.
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These grammar rules govern “know” in E-Prime:
Standard English Function
The verb “know” functions as a transitive mental verb expressing cognition, familiarity, recognition, or understanding. It takes various complements including direct objects (”know the answer”), clausal complements (”know that X”), infinitive complements (”know how to X”), and prepositional phrases (”know about X”).
Conjugation forms: know (base/present), knows (3rd person singular present), knew (past), known (past participle), knowing (present participle).
E-Prime Considerations
“Know” itself poses no E-Prime problems—it functions as an active verb that E-Prime writers embrace. However, the past participle “known” frequently appears in passive “to be” constructions that E-Prime forbids:
Forbidden: “It is known that...” / “She is known for...” / “The fact was known...”
These constructions require transformation using active voice or alternative verbs.
Replacement Strategies for “Know”
Strategy 1 - Active Voice (Primary): Convert all “is known” passives to active “X knows”: “It is known that water boils at 100°C” → “Scientists know that water boils at 100°C” “She is known for her generosity” → “People know her for her generosity”
Strategy 2 - Agent Attribution: Specify who does the knowing: “It is widely known” → “Most people know” / “Everyone knows” / “Experts recognize”
Strategy 3 - Perception Verb Substitution: For “is known as”: “He is known as ‘The King’” → “People call him ‘The King’” / “He goes by ‘The King’”
Strategy 6 - Identity Rephrasing: For identity statements: “She is known to be reliable” → “People know her as reliable” / “She has a reputation for reliability”
Common Mistakes
Mistake 1: Using “is known” passively Wrong: “The answer is known to few people.” Correct: “Few people know the answer.”
Mistake 2: Hidden “to be” in progressive Wrong: “I am knowing more each day.” (also grammatically odd in Standard English) Correct: “I learn more each day.” / “My knowledge grows each day.”
Mistake 3: Using “known” as predicate adjective with “to be” Wrong: “This fact remains well-known.” (contains hidden identity claim) Correct: “Many people know this fact.” / “This fact has wide recognition.”
Mistake 4: Existential “there is” with “known” Wrong: “There is no known cure.” Correct: “Scientists know of no cure.” / “No one knows a cure.”
Style Notes
E-Prime transforms vague, passive statements about knowledge into precise, attributed claims. Instead of “It is known that smoking causes cancer,” E-Prime requires specification: “Medical researchers know that smoking causes cancer” or “Studies demonstrate that smoking causes cancer.”
This transformation serves General Semantics’ goal of reducing false-to-fact statements. By forcing writers to attribute knowledge to specific knowers, E-Prime discourages appeals to anonymous authority and encourages epistemological precision.
The verb “know” itself carries nuances: “know” (direct cognition), “know of” (awareness), “know about” (information), “know how” (skill), “get to know” (process of familiarization). E-Prime writers can exploit these distinctions for precision.
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General Semantics Background
Alfred Korzybski’s famous principle—often stated as “the map is not the territory”—itself violates E-Prime! The E-Prime formulation reads: “the map does not equal the territory” or “we should not confuse maps with territories.”
Korzybski argued that the verb “to be” creates false identifications. When we say “John is a failure,” we equate John’s entire existence with failure—a semantic distortion. E-Prime forces reformulation: “John failed at this task” or “John’s business went bankrupt.” These statements describe specific events without making totalizing identity claims.
The verb “know” plays a central role in General Semantics because epistemology—the study of knowledge—requires precise language about what we know, how we know it, and with what certainty.
Practical Applications
Scientific Writing: E-Prime encourages operational definitions. Instead of “Gravity is the force that attracts objects,” scientists can write “Objects attract each other with a force that Newton called gravity” or “Physicists describe gravity as the curvature of spacetime.”
Therapeutic Contexts: Albert Ellis, founder of Rational Emotive Behavior Therapy (REBT), advocated E-Prime for therapeutic self-talk. Instead of “I am worthless,” clients learn to say “I made a mistake” or “I feel disappointed in my performance.”
Conflict Resolution: E-Prime reduces absolutist statements. “You are wrong” becomes “I disagree with your conclusion” or “I see the situation differently.”
Critical Thinking: E-Prime cultivates awareness of hidden assumptions. Students who practice E-Prime learn to question claims like “The answer is obvious” by reformulating: “The answer seems obvious to me” or “Most experts accept this answer.”
The E-Prime Community
The Institute of General Semantics continues Korzybski’s work. Publications include ETC: A Review of General Semantics (journal). D. David Bourland Jr. and Paul Dennithorne Johnston edited three E-Prime anthologies: To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997).
Robert Anton Wilson wrote Quantum Psychology (1990) entirely in E-Prime, demonstrating sustained E-Prime prose in a philosophical work.
Philosophical Implications
E-Prime highlights the difference between predication and identity. Standard English conflates “The apple is red” (predication—the apple has the property of redness) with “That man is my father” (identity—that man equals my father). E-Prime separates these:
Predication: “The apple looks red” / “The apple appears red to me” Identity: “That man functions as my father” / “I call that man my father”
This distinction connects to debates in philosophy of language about reference, sense, and identity.
Critiques and Limitations
E-Prime sometimes produces awkward constructions. Mathematical identities (”2 + 2 = 4”) and definitions (”A bachelor = an unmarried man”) seem to require “is.”
Some scholars argue E-Prime overstates the problems with “to be.” Many “is” statements function as shorthand that listeners understand correctly.
Sustained E-Prime writing demands effort and can feel unnatural. Most practitioners use E-Prime as a thinking tool and editing discipline rather than a permanent constraint.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
F-A: Interlinear Construed Text
We (PRON-subj) know (V-pres) what (PRON-rel) we (PRON-subj) know (V-pres) because (CONJ-causal) our (PRON-poss) brains (N-subj) have (V-pres) evolved (V-past.part) to (PART-inf) create (V-inf) models (N-obj) of (PREP) the (DEF.ART) world (N-obj). These (DET) models (N-subj) function (V-pres.REL) as (PREP) our (PRON-poss) reality-tunnels (N-pred), and (CONJ) we (PRON-subj) experience (V-pres.STATE) everything (PRON-obj) through (PREP) them (PRON-obj). When (CONJ-temp) someone (PRON-subj) tells (V-pres) us (PRON-obj) something (PRON-obj) that (PRON-rel) contradicts (V-pres) our (PRON-poss) model (N-obj), we (PRON-subj) usually (ADV-freq) reject (V-pres) it (PRON-obj) or (CONJ) distort (V-pres) it (PRON-obj) to (PART-inf) fit (V-inf) what (PRON-rel) we (PRON-subj) already (ADV-time) know (V-pres).
F-B: Full Excerpt with Translation
“We know what we know because our brains have evolved to create models of the world. These models function as our reality-tunnels, and we experience everything through them. When someone tells us something that contradicts our model, we usually reject it or distort it to fit what we already know.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
[Note: Wilson wrote the entire book in E-Prime. This passage demonstrates how “know” anchors epistemological discussion without requiring “to be.”]
F-C: E-Prime Text Only
We know what we know because our brains have evolved to create models of the world. These models function as our reality-tunnels, and we experience everything through them. When someone tells us something that contradicts our model, we usually reject it or distort it to fit what we already know.
F-D: Vocabulary and Grammar Notes
“Reality-tunnels” — Wilson’s term for the perceptual and conceptual filters through which individuals process experience. The hyphenated compound functions as a noun.
“Function as” — E-Prime relational verb construction replacing “are.” Instead of “These models are our reality-tunnels,” Wilson writes “These models function as our reality-tunnels.”
“Experience” — State verb replacing “to be” constructions. Instead of “we are in them” or “everything is filtered,” Wilson uses the active verb “experience.”
“Have evolved” — Perfect aspect using auxiliary “have” (not “to be”). This construction poses no E-Prime problems.
F-E: Commentary on E-Prime Technique
Wilson demonstrates several E-Prime strategies in this brief passage:
First, he uses “know” three times, anchoring the epistemological content in active cognition attributed to “we” (the readers and humans generally).
Second, he employs “function as” to express category membership without identity claims. The models do not “become” reality-tunnels or “equal” them; they “function as” them—a more precise and revisable claim.
Third, he uses active verbs throughout: “have evolved,” “create,” “experience,” “tells,” “contradicts,” “reject,” “distort,” “fit.” Each verb specifies an agent performing an action.
The passage reads naturally despite its E-Prime constraints, demonstrating that sustained E-Prime prose can achieve philosophical sophistication without awkwardness.
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46.16a “How do you know that your senses give you accurate information?” asked the professor. 46.16b “How (ADV-interrog) do (AUX) you (PRON-subj) know (V-inf) that (CONJ-subord) your (PRON-poss) senses (N-subj) give (V-pres) you (PRON-obj) accurate (ADJ) information (N-obj)?” asked (V-past) the (DEF.ART) professor (N-subj).
46.17a The student paused, realizing she had never questioned what she knew so automatically. 46.17b The (DEF.ART) student (N-subj) paused (V-past), realizing (V-pres.part) she (PRON-subj) had (AUX) never (ADV-neg) questioned (V-past.part) what (PRON-rel) she (PRON-subj) knew (V-past) so (ADV-deg) automatically (ADV-manner).
46.18a “I suppose I know things through experience and reasoning,” she replied thoughtfully. 46.18b “I (PRON-subj) suppose (V-pres) I (PRON-subj) know (V-pres) things (N-obj) through (PREP) experience (N-obj) and (CONJ) reasoning (N-obj),” she (PRON-subj) replied (V-past) thoughtfully (ADV-manner).
46.19a “But how do you know your reasoning leads to truth?” pressed the professor. 46.19b “But (CONJ) how (ADV-interrog) do (AUX) you (PRON-subj) know (V-inf) your (PRON-poss) reasoning (N-subj) leads (V-pres) to (PREP) truth (N-obj)?” pressed (V-past) the (DEF.ART) professor (N-subj).
46.20a The class grew quiet, and several students knew they had encountered a genuine puzzle. 46.20b The (DEF.ART) class (N-subj) grew (V-past.STATE) quiet (ADJ-pred), and (CONJ) several (DET) students (N-subj) knew (V-past) they (PRON-subj) had (AUX) encountered (V-past.part) a (INDEF.ART) genuine (ADJ) puzzle (N-obj).
46.21a “Philosophers have struggled with this question for millennia,” the professor continued, “and we still know no definitive answer.” 46.21b “Philosophers (N-subj) have (AUX) struggled (V-past.part) with (PREP) this (DET) question (N-obj) for (PREP) millennia (N-obj),” the (DEF.ART) professor (N-subj) continued (V-past), “and (CONJ) we (PRON-subj) still (ADV-aspect) know (V-pres) no (DET-neg) definitive (ADJ) answer (N-obj).”
46.22a “Do you know Descartes’ approach to this problem?” asked a student in the back row. 46.22b “Do (AUX-interrog) you (PRON-subj) know (V-inf) Descartes’ (N-poss) approach (N-obj) to (PREP) this (DET) problem (N-obj)?” asked (V-past) a (INDEF.ART) student (N-subj) in (PREP) the (DEF.ART) back (ADJ) row (N-obj).
46.23a The professor nodded. “Descartes knew he could doubt everything except the fact of his own doubting.” 46.23b The (DEF.ART) professor (N-subj) nodded (V-past). “Descartes (N-prop.subj) knew (V-past) he (PRON-subj) could (AUX-modal) doubt (V-inf) everything (PRON-obj) except (PREP) the (DEF.ART) fact (N-obj) of (PREP) his (PRON-poss) own (ADJ) doubting (N-gerund).”
46.24a “So he knew at least that he existed as a thinking thing,” added another student. 46.24b “So (ADV-conseq) he (PRON-subj) knew (V-past) at least (ADV-phrase) that (CONJ-subord) he (PRON-subj) existed (V-past.EXIST) as (PREP) a (INDEF.ART) thinking (ADJ) thing (N-pred),” added (V-past) another (DET) student (N-subj).
46.25a “Exactly. But how much more can we know with certainty from that foundation?” 46.25b “Exactly (ADV-affirm). But (CONJ) how (ADV-interrog) much (DET) more (ADV-comp) can (AUX-modal) we (PRON-subj) know (V-inf) with (PREP) certainty (N-obj) from (PREP) that (DET) foundation (N-obj)?”
46.26a The discussion continued for an hour, and by the end, everyone knew the difficulty of justifying knowledge claims. 46.26b The (DEF.ART) discussion (N-subj) continued (V-past) for (PREP) an (INDEF.ART) hour (N-obj), and (CONJ) by (PREP) the (DEF.ART) end (N-obj), everyone (PRON-subj) knew (V-past) the (DEF.ART) difficulty (N-obj) of (PREP) justifying (V-gerund) knowledge (N-obj) claims (N-obj).
46.27a “I know one thing now,” said the first student. “I know less than I thought I knew this morning.” 46.27b “I (PRON-subj) know (V-pres) one (NUM) thing (N-obj) now (ADV-time),” said (V-past) the (DEF.ART) first (ADJ-ord) student (N-subj). “I (PRON-subj) know (V-pres) less (DET-comp) than (CONJ-comp) I (PRON-subj) thought (V-past) I (PRON-subj) knew (V-past) this (DET) morning (N-obj).”
46.28a The professor smiled. “Then you have learned something valuable. You now know the limits of your own knowledge.” 46.28b The (DEF.ART) professor (N-subj) smiled (V-past). “Then (ADV-conseq) you (PRON-subj) have (AUX) learned (V-past.part) something (PRON-obj) valuable (ADJ). You (PRON-subj) now (ADV-time) know (V-pres) the (DEF.ART) limits (N-obj) of (PREP) your (PRON-poss) own (ADJ) knowledge (N-obj).”
46.29a “Socrates called this the beginning of wisdom—to know that you do not know.” 46.29b “Socrates (N-prop.subj) called (V-past) this (PRON-obj) the (DEF.ART) beginning (N-pred) of (PREP) wisdom (N-obj)—to (PART-inf) know (V-inf) that (CONJ-subord) you (PRON-subj) do (AUX) not (ADV-neg) know (V-inf).”
46.30a The students filed out, each knowing that today’s class had changed how they understood their own minds. 46.30b The (DEF.ART) students (N-subj) filed out (V-past.PHRASAL), each (DET) knowing (V-pres.part) that (CONJ-subord) today’s (N-poss) class (N-subj) had (AUX) changed (V-past.part) how (ADV-manner) they (PRON-subj) understood (V-past) their (PRON-poss) own (ADJ) minds (N-obj).
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46.16 “’How do you know that your senses give you accurate information?’ asked the professor.” [Standard equivalent: “How is it known to you that...”] [Strategy: Active interrogative replacing impersonal passive]
46.17 “The student paused, realizing she had never questioned what she knew so automatically.” [Standard equivalent: “...what was known by her so automatically.”] [Strategy: Active voice with embedded relative clause]
46.18 “’I suppose I know things through experience and reasoning,’ she replied thoughtfully.” [Standard equivalent: “Things are known through...”] [Strategy: First-person attribution]
46.19 “’But how do you know your reasoning leads to truth?’ pressed the professor.” [Standard equivalent: “How is it known that reasoning leads...”] [Strategy: Active interrogative with second-person subject]
46.20 “The class grew quiet, and several students knew they had encountered a genuine puzzle.” [Standard equivalent: “...it was known that they had encountered...”] [Strategy: Active voice; “grew” as state-change verb replacing “became”]
46.21 “’Philosophers have struggled with this question for millennia,’ the professor continued, ‘and we still know no definitive answer.’” [Standard equivalent: “...no definitive answer is known.”] [Strategy: Active voice with negated object]
46.22 “’Do you know Descartes’ approach to this problem?’ asked a student in the back row.” [Standard equivalent: “Is Descartes’ approach known to you?”] [Strategy: Active interrogative]
46.23 “The professor nodded. ‘Descartes knew he could doubt everything except the fact of his own doubting.’” [Standard equivalent: “It was known by Descartes that he could...”] [Strategy: Named agent attribution]
46.24 “’So he knew at least that he existed as a thinking thing,’ added another student.” [Standard equivalent: “It was known that he was a thinking thing.”] [Strategy: Active voice; “existed as” replacing “was”]
46.25 “’Exactly. But how much more can we know with certainty from that foundation?’” [Standard equivalent: “How much more can be known...”] [Strategy: First-person plural subject]
46.26 “The discussion continued for an hour, and by the end, everyone knew the difficulty of justifying knowledge claims.” [Standard equivalent: “The difficulty was known by everyone.”] [Strategy: Universal subject attribution]
46.27 “’I know one thing now,’ said the first student. ‘I know less than I thought I knew this morning.’” [Standard equivalent: “Less is known to me than was thought...”] [Strategy: Triple use of active “know” with first-person subject]
46.28 “The professor smiled. ‘Then you have learned something valuable. You now know the limits of your own knowledge.’” [Standard equivalent: “The limits are now known.”] [Strategy: Second-person attribution]
46.29 “’Socrates called this the beginning of wisdom—to know that you do not know.’” [Standard equivalent: “This is called the beginning... to know that nothing is known.”] [Strategy: “Called” as naming verb; infinitive phrase]
46.30 “The students filed out, each knowing that today’s class had changed how they understood their own minds.” [Standard equivalent: “It was known that the class had changed...”] [Strategy: Participial phrase with quantified subject]
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46.16 “How do you know that your senses give you accurate information?” asked the professor.
46.17 The student paused, realizing she had never questioned what she knew so automatically.
46.18 “I suppose I know things through experience and reasoning,” she replied thoughtfully.
46.19 “But how do you know your reasoning leads to truth?” pressed the professor.
46.20 The class grew quiet, and several students knew they had encountered a genuine puzzle.
46.21 “Philosophers have struggled with this question for millennia,” the professor continued, “and we still know no definitive answer.”
46.22 “Do you know Descartes’ approach to this problem?” asked a student in the back row.
46.23 The professor nodded. “Descartes knew he could doubt everything except the fact of his own doubting.”
46.24 “So he knew at least that he existed as a thinking thing,” added another student.
46.25 “Exactly. But how much more can we know with certainty from that foundation?”
46.26 The discussion continued for an hour, and by the end, everyone knew the difficulty of justifying knowledge claims.
46.27 “I know one thing now,” said the first student. “I know less than I thought I knew this morning.”
46.28 The professor smiled. “Then you have learned something valuable. You now know the limits of your own knowledge.”
46.29 “Socrates called this the beginning of wisdom—to know that you do not know.”
46.30 The students filed out, each knowing that today’s class had changed how they understood their own minds.
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Dialogue Attribution in E-Prime
The genre section demonstrates dialogue-heavy E-Prime writing. Attribution verbs like “asked,” “replied,” “pressed,” “continued,” “added,” and “said” provide variety without requiring “to be.”
Philosophical Vocabulary
“Epistemology” derives from Greek episteme (knowledge) + logos (study). E-Prime naturally suits epistemological discussion because it requires explicit attribution of knowledge claims.
The Socratic Paradox
Example 46.29 references the famous Socratic claim: “I know that I know nothing” (Greek: oida ouk eidos). The E-Prime formulation—”to know that you do not know”—preserves the paradox without “to be.”
State-Change Verbs
“Grew quiet” (46.20) and “continued” (46.21, 46.26) function as E-Prime alternatives to “was quiet” or “was continuing.” These verbs emphasize process rather than static states.
Participial Constructions
“Realizing” (46.17), “knowing” (46.30), and “thinking” (46.24) function as present participles. These forms pose no E-Prime problems when not combined with “to be” auxiliaries.
Embedded Questions
Several examples contain embedded questions: “how do you know,” “what she knew,” “how they understood.” These maintain E-Prime compliance by keeping “know” in active constructions.
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Standard English → E-Prime Practice
Transform these Standard English sentences (containing “to be”) into E-Prime while preserving the topic word “know”:
Exercise 1 Standard: “It is known by everyone that water freezes at zero degrees.” E-Prime: “Everyone knows that water freezes at zero degrees.” Strategy: Active voice with universal subject
Exercise 2 Standard: “The secret was known only to the three conspirators.” E-Prime: “Only the three conspirators knew the secret.” Strategy: Active voice with inverted subject-object order
Exercise 3 Standard: “She is known as the fastest runner in her school.” E-Prime: “People know her as the fastest runner in her school.” / “Her classmates call her the fastest runner in her school.” Strategy: Agent attribution / Naming verb substitution
Exercise 4 Standard: “What is known about this disease remains limited.” E-Prime: “What scientists know about this disease remains limited.” / “Researchers know little about this disease.” Strategy: Agent attribution specifying who knows
Exercise 5 Standard: “He was known to be generous with his time.” E-Prime: “People knew him as generous with his time.” / “Everyone knew he gave his time generously.” Strategy: Active voice with clausal complement
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The Latinum Institute has created language learning materials since 2006, serving autodidact learners worldwide. This E-Prime course follows our CSV-based 1000-word curriculum, teaching each high-frequency English word within the discipline of E-Prime writing.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The E-Prime Methodology
E-Prime functions as both a linguistic discipline and a tool for clearer thinking. By eliminating all forms of “to be,” writers and thinkers develop awareness of hidden assumptions, vague generalizations, and identity-based reasoning.
General Semanticists argue that “to be” creates false equations between maps and territories, words and referents, categories and individuals. E-Prime disrupts this automatic identification, forcing more precise, operational language.
The Construed Text Approach
Our interlinear format provides word-by-word grammatical glossing, making sentence structure visible to learners. For E-Prime, this approach highlights how active verbs replace “to be” constructions and how E-Prime writers attribute claims to specific agents.
Progressive Vocabulary Building
Each lesson introduces one word from our frequency-ranked list while demonstrating its use in E-Prime contexts. The cumulative effect builds both vocabulary and E-Prime fluency simultaneously.
Benefits of E-Prime Practice
E-Prime writers report increased precision in communication, reduced dogmatism in thinking, greater awareness of the observer’s role in statements, and improved ability to distinguish facts from interpretations. Whether or not learners adopt E-Prime permanently, the discipline sharpens linguistic awareness and critical thinking skills.
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END OF LESSON 46
✓ Lesson 46 E-Prime complete: “know” (Mental verb - Cognition)
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Definition: The verb “take” denotes the action of grasping, receiving, accepting, requiring, or transporting something. In E-Prime, “take” serves as one of the most versatile and powerful verbs available to writers, functioning both as a primary action word and as a key component in idiomatic expressions that replace “to be” constructions.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “take” mean in E-Prime?
A: In E-Prime, “take” operates as a fully compliant action verb that writers can deploy in numerous contexts. Beyond its literal meaning of grasping or receiving, “take” forms the backbone of many idiomatic expressions that help E-Prime writers avoid the forbidden copula. Phrases like “take place,” “take effect,” “take charge,” and “take shape” allow writers to express concepts that Standard English often handles with “to be” constructions.
How “take” Functions in This Lesson
The verb “take” appears throughout these 30 examples in various forms and tenses: take, takes, took, taken, taking. Each example demonstrates how this versatile verb creates dynamic, active sentences without any reliance on “to be” forms. Notice how “take” often replaces passive constructions and static descriptions with vivid action.
This verb helps writers express duration, transportation, acceptance, and requirement without the copula
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47.1a She takes the morning train to work every day. 47.1b She (PRON-subj) takes (V-pres) the (DEF.ART) morning (N-mod) train (N-obj) to (PREP) work (N-obj) every (DET) day (N-time).
47.2a The ceremony took place in the ancient cathedral. 47.2b The (DEF.ART) ceremony (N-subj) took (V-past) place (N-obj.IDIOM) in (PREP) the (DEF.ART) ancient (ADJ) cathedral (N-loc).
47.3a Please take a seat near the window. 47.3b Please (ADV-polite) take (V-imp) a (INDEF.ART) seat (N-obj) near (PREP) the (DEF.ART) window (N-loc).
47.4a The new regulations take effect next Monday. 47.4b The (DEF.ART) new (ADJ) regulations (N-subj) take (V-pres) effect (N-obj.IDIOM) next (ADJ) Monday (N-time).
47.5a He took charge of the entire project last week. 47.5b He (PRON-subj) took (V-past) charge (N-obj.IDIOM) of (PREP) the (DEF.ART) entire (ADJ) project (N-obj) last (ADJ) week (N-time).
47.6a The children take their grandfather’s stories seriously. 47.6b The (DEF.ART) children (N-subj) take (V-pres) their (PRON-poss) grandfather’s (N-poss) stories (N-obj) seriously (ADV-manner).
47.7a My assistant took detailed notes during the meeting. 47.7b My (PRON-poss) assistant (N-subj) took (V-past) detailed (ADJ) notes (N-obj) during (PREP) the (DEF.ART) meeting (N-time).
47.8a This recipe takes approximately two hours to prepare. 47.8b This (DET) recipe (N-subj) takes (V-pres) approximately (ADV-degree) two (NUM) hours (N-obj) to (PREP) prepare (V-inf).
47.9a The hikers took shelter under a large oak tree. 47.9b The (DEF.ART) hikers (N-subj) took (V-past) shelter (N-obj) under (PREP) a (INDEF.ART) large (ADJ) oak (N-mod) tree (N-loc).
47.10a Scientists take multiple measurements before drawing conclusions. 47.10b Scientists (N-subj) take (V-pres) multiple (ADJ) measurements (N-obj) before (PREP) drawing (V-ger) conclusions (N-obj).
47.11a The documentary filmmaker took her camera into the remote village. 47.11b The (DEF.ART) documentary (N-mod) filmmaker (N-subj) took (V-past) her (PRON-poss) camera (N-obj) into (PREP) the (DEF.ART) remote (ADJ) village (N-loc).
47.12a We take for granted the clean water flowing from our taps. 47.12b We (PRON-subj) take (V-pres) for (PREP) granted (V-pp.IDIOM) the (DEF.ART) clean (ADJ) water (N-obj) flowing (V-pres.part) from (PREP) our (PRON-poss) taps (N-loc).
47.13a The ambitious young lawyer took on three difficult cases simultaneously. 47.13b The (DEF.ART) ambitious (ADJ) young (ADJ) lawyer (N-subj) took (V-past) on (PART) three (NUM) difficult (ADJ) cases (N-obj) simultaneously (ADV-manner).
47.14a Her argument takes a different approach to the classical problem. 47.14b Her (PRON-poss) argument (N-subj) takes (V-pres) a (INDEF.ART) different (ADJ) approach (N-obj) to (PREP) the (DEF.ART) classical (ADJ) problem (N-obj).
47.15a The protesters took to the streets demanding immediate reform. 47.15b The (DEF.ART) protesters (N-subj) took (V-past) to (PREP) the (DEF.ART) streets (N-loc) demanding (V-pres.part) immediate (ADJ) reform (N-obj).
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47.1 “She takes the morning train to work every day.” Standard English equivalent: “She is a commuter who takes the morning train.” Strategy: Direct action verb—no transformation needed; “takes” naturally avoids copula.
47.2 “The ceremony took place in the ancient cathedral.” Standard English equivalent: “The ceremony was held in the ancient cathedral.” Strategy: Idiomatic replacement—”took place” replaces passive “was held.”
47.3 “Please take a seat near the window.” Standard English equivalent: “Please be seated near the window.” Strategy: Active imperative—”take a seat” replaces passive/copula “be seated.”
47.4 “The new regulations take effect next Monday.” Standard English equivalent: “The new regulations are effective starting Monday.” Strategy: Idiomatic replacement—”take effect” replaces “are effective.”
47.5 “He took charge of the entire project last week.” Standard English equivalent: “He was put in charge of the entire project.” Strategy: Active voice—subject performs action directly instead of receiving it passively.
47.6 “The children take their grandfather’s stories seriously.” Standard English equivalent: “The children are serious about their grandfather’s stories.” Strategy: Adverbial construction—”take seriously” replaces “are serious about.”
47.7 “My assistant took detailed notes during the meeting.” Standard English equivalent: “Detailed notes were taken by my assistant.” Strategy: Active voice transformation—agent becomes subject.
47.8 “This recipe takes approximately two hours to prepare.” Standard English equivalent: “This recipe is a two-hour commitment.” Strategy: Duration expression—”takes [time]” replaces “is [duration].”
47.9 “The hikers took shelter under a large oak tree.” Standard English equivalent: “The hikers were sheltered under a large oak tree.” Strategy: Active voice—subjects perform action rather than receiving state.
47.10 “Scientists take multiple measurements before drawing conclusions.” Standard English equivalent: “Multiple measurements are taken by scientists.” Strategy: Active voice transformation—agent becomes grammatical subject.
47.11 “The documentary filmmaker took her camera into the remote village.” Standard English equivalent: “The camera was taken into the remote village by the filmmaker.” Strategy: Active voice—foregrounding the agent and action.
47.12 “We take for granted the clean water flowing from our taps.” Standard English equivalent: “Clean water is taken for granted by us.” Strategy: Active voice with idiomatic phrase—”take for granted” remains active.
47.13 “The ambitious young lawyer took on three difficult cases simultaneously.” Standard English equivalent: “Three difficult cases were taken on by the lawyer.” Strategy: Phrasal verb in active voice—”took on” keeps agency clear.
47.14 “Her argument takes a different approach to the classical problem.” Standard English equivalent: “Her argument is different in its approach.” Strategy: Action framing—”takes an approach” replaces “is [quality] in approach.”
47.15 “The protesters took to the streets demanding immediate reform.” Standard English equivalent: “The streets were filled with protesters.” Strategy: Idiomatic action—”took to the streets” replaces static description.
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47.1 She takes the morning train to work every day.
47.2 The ceremony took place in the ancient cathedral.
47.3 Please take a seat near the window.
47.4 The new regulations take effect next Monday.
47.5 He took charge of the entire project last week.
47.6 The children take their grandfather’s stories seriously.
47.7 My assistant took detailed notes during the meeting.
47.8 This recipe takes approximately two hours to prepare.
47.9 The hikers took shelter under a large oak tree.
47.10 Scientists take multiple measurements before drawing conclusions.
47.11 The documentary filmmaker took her camera into the remote village.
47.12 We take for granted the clean water flowing from our taps.
47.13 The ambitious young lawyer took on three difficult cases simultaneously.
47.14 Her argument takes a different approach to the classical problem.
47.15 The protesters took to the streets demanding immediate reform.
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These grammar rules govern “take” in E-Prime:
Standard English Function
The verb “take” operates as one of English’s most versatile action verbs. Its core meanings include physical grasping (take the book), receiving (take a gift), accepting (take advice), requiring (takes time), and transporting (take the bus). Beyond these literal uses, “take” forms the nucleus of dozens of idiomatic expressions and phrasal verbs.
Principal parts: take (base), takes (3rd person singular present), took (past), taken (past participle), taking (present participle).
E-Prime Considerations
“Take” naturally aligns with E-Prime principles because it emphasizes action over state. Writers rarely need to transform sentences containing “take” since the verb inherently promotes active construction. However, the past participle “taken” sometimes appears in passive constructions (”was taken,” “had been taken”) that require transformation.
Key E-Prime advantage: Many idiomatic “take” expressions replace common “to be” constructions.
“She is careful” → “She takes care”
Replacement Strategies for “Take”
Active (unknown agent): “Someone took this photograph at sunset.”
“She is accountable” → “She takes accountability”
“This task is time-consuming” → “This task takes considerable time”
take back (retract, return)
Common Mistakes
Mistake 1 - Retaining Passive “Taken”: Incorrect: “The decision was taken by the committee.” Correct E-Prime: “The committee took the decision.” or “The committee decided.”
Mistake 2 - Hidden Copula in Progressive: Incorrect: “She is taking the exam right now.” Correct E-Prime: “She takes the exam right now.” or “She currently takes the exam.”
Mistake 3 - Copula in Participial Phrase: Incorrect: “The path, being taken by few travelers, remained quiet.” Correct E-Prime: “The path, taken by few travelers, remained quiet.” or “Few travelers took this path, so it remained quiet.”
Mistake 4 - “It takes” with Hidden Copula: Watch constructions like “What it takes to be successful.” Correct E-Prime: “What it takes to succeed” or “What success takes.”
Style Notes
“Take” offers E-Prime writers remarkable flexibility. When Standard English presents a static description, consider whether a “take” expression might convey the same meaning more dynamically.
Conversational: “I take your point.”
The verb’s versatility means writers can often find a natural-sounding “take” construction for concepts that Standard English expresses with “to be.”
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that the structure of language influences how we perceive and think about reality. His famous formulation—which E-Prime writers rephrase as “the map does not equal the territory”—emphasizes the distinction between our representations of reality and reality itself.
D. David Bourland Jr. created E-Prime in 1965 as a practical tool for implementing Korzybski’s insights. By eliminating “to be,” writers force themselves to make more precise, less absolutist statements. Instead of “John is lazy” (which implies an essential, unchanging quality), E-Prime encourages “John acted lazily yesterday” or “I perceive John as lazy”—statements that acknowledge context, observer perspective, and potential change.
The Role of Action Verbs Like “Take”
Action verbs like “take” embody the E-Prime philosophy by emphasizing process over static being. When we say “She takes responsibility,” we describe an action, a choice, a moment of agency. Compare this with “She is responsible,” which implies a fixed trait. E-Prime encourages us to see the world in terms of actions, processes, and relationships rather than essences and fixed categories.
Framing attitudes as activities (take offense, take pride, take interest)
Practical Applications
Scientific Writing: Researchers using E-Prime find that “take” helps describe methodology precisely. “We took measurements at three intervals” proves clearer than “Measurements were taken.” The active construction identifies the agent and emphasizes the deliberate nature of the action.
Therapeutic Contexts: Albert Ellis, founder of Rational Emotive Behavior Therapy (REBT), advocated E-Prime for therapeutic settings. Phrases like “take responsibility for your actions” or “take a different perspective” encourage clients to see themselves as agents capable of change, rather than as beings with fixed, problematic essences.
Conflict Resolution: E-Prime language using “take” can de-escalate disputes. “I take issue with that approach” sounds less confrontational than “That approach is wrong.” The speaker takes ownership of their perspective rather than making absolute claims.
The E-Prime Community
The Institute of General Semantics continues to promote Korzybski’s work and E-Prime as a practical discipline. Key publications include the journal ETC: A Review of General Semantics and the three E-Prime anthologies edited by Bourland and Paul David Johnston.
Robert Anton Wilson popularized E-Prime through his book Quantum Psychology (1990), written entirely without “to be.” Wilson demonstrated that sustained E-Prime writing could produce engaging, readable prose while encouraging more careful thinking about perception and reality.
Philosophical Implications
E-Prime challenges the Aristotelian “is of identity” and “is of predication”—the tendency to equate things with categories or qualities. By using action verbs like “take,” writers naturally adopt a more process-oriented worldview aligned with modern physics and systems thinking.
When we say “Water takes the shape of its container,” we describe a process, a relationship, a response to conditions. This proves more accurate than “Water is shapeless,” which implies an essential quality independent of context.
Critiques and Limitations
Some critics argue that E-Prime sometimes produces awkward or unnecessarily complex constructions. Defenders respond that the mental effort required to write in E-Prime constitutes precisely its benefit—it forces careful thought about meaning.
“Take” occasionally requires careful handling. “Take it or leave it” works perfectly in E-Prime, but some “take” expressions border on cliché. Skilled E-Prime writers vary their verb choices rather than over-relying on any single word.
The discipline works best as a tool for awareness rather than an absolute rule. Even Bourland acknowledged that writers might occasionally find “to be” genuinely irreplaceable, though he maintained such cases occurred rarely.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 8
F-A: Interlinear Construed Text
We (PRON-subj) can (V-modal) only perceive (V-inf) what (PRON-rel) our (PRON-poss) nervous (ADJ) systems (N-subj) allow (V-pres) us (PRON-obj) to (PREP) perceive (V-inf). Each (DET) perception (N-subj) takes (V-pres) a (INDEF.ART) finite (ADJ) time (N-obj) and (CONJ) involves (V-pres) a (INDEF.ART) sequence (N-obj) of (PREP) electrochemical (ADJ) processes (N-obj) in (PREP) the (DEF.ART) brain (N-loc). What (PRON-rel) we (PRON-subj) experience (V-pres) as (PREP) perception (N-obj) actually (ADV-manner) represents (V-pres.STATE) an (INDEF.ART) edited (ADJ) summary (N-obj) of (PREP) signals (N-obj) that (PRON-rel) took (V-past) many (DET) milliseconds (N-obj) to (PREP) arrive (V-inf) and (CONJ) process (V-inf).
F-B: Natural Text with Translation
“We can only perceive what our nervous systems allow us to perceive. Each perception takes a finite time and involves a sequence of electrochemical processes in the brain. What we experience as perception actually represents an edited summary of signals that took many milliseconds to arrive and process.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 8
Note: Wilson wrote this entire book in E-Prime, demonstrating that complex philosophical and scientific ideas could find expression without “to be.”
F-C: E-Prime Text Only
We can only perceive what our nervous systems allow us to perceive. Each perception takes a finite time and involves a sequence of electrochemical processes in the brain. What we experience as perception actually represents an edited summary of signals that took many milliseconds to arrive and process.
F-D: Vocabulary and Grammar Notes
milliseconds (N): thousandths of a second
“involves” — relational verb maintaining E-Prime compliance
F-E: Commentary on E-Prime Technique
Wilson demonstrates masterful E-Prime in this passage. Notice how “takes a finite time” replaces what Standard English might express as “perception is not instantaneous.” The verb “take” here conveys duration actively rather than describing a static property.
The phrase “signals that took many milliseconds” maintains the action orientation—the signals performed the action of taking time. This framing reminds readers that perception involves actual physical processes occurring in time, not just abstract properties.
Wilson’s use of “represents” to replace “is” shows another E-Prime strategy: choosing verbs that acknowledge the relationship between signifier and signified rather than asserting identity. What we experience does not equal perception itself; it represents a processed version.
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Part A: Interlinear Construed Text
47.16a The mountain path took us through ancient forests and across rushing streams. 47.16b The (DEF.ART) mountain (N-mod) path (N-subj) took (V-past) us (PRON-obj) through (PREP) ancient (ADJ) forests (N-obj) and (CONJ) across (PREP) rushing (ADJ) streams (N-obj).
47.17a We took shelter in a small stone hut when the storm arrived. 47.17b We (PRON-subj) took (V-past) shelter (N-obj) in (PREP) a (INDEF.ART) small (ADJ) stone (N-mod) hut (N-loc) when (CONJ) the (DEF.ART) storm (N-subj) arrived (V-past).
47.18a The guide took great care in selecting our camping spot. 47.18b The (DEF.ART) guide (N-subj) took (V-past) great (ADJ) care (N-obj.IDIOM) in (PREP) selecting (V-ger) our (PRON-poss) camping (N-mod) spot (N-obj).
47.19a Each steep ascent took considerable effort from every member of our group. 47.19b Each (DET) steep (ADJ) ascent (N-subj) took (V-past) considerable (ADJ) effort (N-obj) from (PREP) every (DET) member (N-obj) of (PREP) our (PRON-poss) group (N-obj).
47.20a I took photographs of the snow-capped peaks at sunset. 47.20b I (PRON-subj) took (V-past) photographs (N-obj) of (PREP) the (DEF.ART) snow-capped (ADJ) peaks (N-obj) at (PREP) sunset (N-time).
47.21a The local villagers took us into their homes and shared their traditional food. 47.21b The (DEF.ART) local (ADJ) villagers (N-subj) took (V-past) us (PRON-obj) into (PREP) their (PRON-poss) homes (N-loc) and (CONJ) shared (V-past) their (PRON-poss) traditional (ADJ) food (N-obj).
47.22a A narrow suspension bridge took us across the deep gorge. 47.22b A (INDEF.ART) narrow (ADJ) suspension (N-mod) bridge (N-subj) took (V-past) us (PRON-obj) across (PREP) the (DEF.ART) deep (ADJ) gorge (N-obj).
47.23a The children took an immediate interest in our hiking equipment. 47.23b The (DEF.ART) children (N-subj) took (V-past) an (INDEF.ART) immediate (ADJ) interest (N-obj.IDIOM) in (PREP) our (PRON-poss) hiking (N-mod) equipment (N-obj).
47.24a My climbing partner took the lead as we approached the summit. 47.24b My (PRON-poss) climbing (N-mod) partner (N-subj) took (V-past) the (DEF.ART) lead (N-obj.IDIOM) as (CONJ) we (PRON-subj) approached (V-past) the (DEF.ART) summit (N-obj).
47.25a The winding trail took nearly four hours to complete. 47.25b The (DEF.ART) winding (ADJ) trail (N-subj) took (V-past) nearly (ADV-degree) four (NUM) hours (N-obj) to (PREP) complete (V-inf).
47.26a We took turns carrying the heaviest pack up the steep incline. 47.26b We (PRON-subj) took (V-past) turns (N-obj.IDIOM) carrying (V-ger) the (DEF.ART) heaviest (ADJ-superl) pack (N-obj) up (PREP) the (DEF.ART) steep (ADJ) incline (N-loc).
47.27a The mountain sunrise took my breath away with its brilliant colors. 47.27b The (DEF.ART) mountain (N-mod) sunrise (N-subj) took (V-past) my (PRON-poss) breath (N-obj) away (ADV-dir.IDIOM) with (PREP) its (PRON-poss) brilliant (ADJ) colors (N-obj).
47.28a Our experienced guide took note of the changing weather conditions. 47.28b Our (PRON-poss) experienced (ADJ) guide (N-subj) took (V-past) note (N-obj.IDIOM) of (PREP) the (DEF.ART) changing (ADJ) weather (N-mod) conditions (N-obj).
47.29a The journey took us through five different climate zones in a single day. 47.29b The (DEF.ART) journey (N-subj) took (V-past) us (PRON-obj) through (PREP) five (NUM) different (ADJ) climate (N-mod) zones (N-obj) in (PREP) a (INDEF.ART) single (ADJ) day (N-time).
47.30a I took away from that expedition a profound respect for nature’s power. 47.30b I (PRON-subj) took (V-past) away (ADV-dir) from (PREP) that (DET) expedition (N-obj) a (INDEF.ART) profound (ADJ) respect (N-obj) for (PREP) nature’s (N-poss) power (N-obj).
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Part B: Natural Sentences with Transformation Notes
47.16 “The mountain path took us through ancient forests and across rushing streams.” Standard English equivalent: “We were led through ancient forests by the mountain path.” Strategy: Active subject—the path performs the action of “taking” travelers.
47.17 “We took shelter in a small stone hut when the storm arrived.” Standard English equivalent: “We were sheltered in a small stone hut.” Strategy: Idiomatic active—”took shelter” replaces passive state.
47.18 “The guide took great care in selecting our camping spot.” Standard English equivalent: “The guide was very careful in selecting our spot.” Strategy: Idiomatic replacement—”took care” replaces “was careful.”
47.19 “Each steep ascent took considerable effort from every member of our group.” Standard English equivalent: “Each steep ascent was demanding for every member.” Strategy: Duration/requirement expression—”took effort” replaces “was demanding.”
47.20 “I took photographs of the snow-capped peaks at sunset.” Standard English equivalent: “Photographs were taken of the snow-capped peaks.” Strategy: Active voice transformation—agent becomes subject.
47.21 “The local villagers took us into their homes and shared their traditional food.” Standard English equivalent: “We were taken into their homes by the villagers.” Strategy: Active voice—villagers perform the welcoming action.
47.22 “A narrow suspension bridge took us across the deep gorge.” Standard English equivalent: “We were carried across by the suspension bridge.” Strategy: Active subject—the bridge “takes” travelers as agent.
47.23 “The children took an immediate interest in our hiking equipment.” Standard English equivalent: “The children were immediately interested in our equipment.” Strategy: Idiomatic replacement—”took interest” replaces “were interested.”
47.24 “My climbing partner took the lead as we approached the summit.” Standard English equivalent: “My climbing partner was in the lead.” Strategy: Idiomatic action—”took the lead” replaces static “was in the lead.”
47.25 “The winding trail took nearly four hours to complete.” Standard English equivalent: “The trail was a four-hour journey.” Strategy: Duration expression—”took [time]” replaces “was [duration].”
47.26 “We took turns carrying the heaviest pack up the steep incline.” Standard English equivalent: “Turns were taken in carrying the pack.” Strategy: Idiomatic active—”took turns” maintains subject agency.
47.27 “The mountain sunrise took my breath away with its brilliant colors.” Standard English equivalent: “The sunrise was breathtaking.” Strategy: Idiomatic expression—”took my breath away” replaces “was breathtaking.”
47.28 “Our experienced guide took note of the changing weather conditions.” Standard English equivalent: “The changing conditions were noted by our guide.” Strategy: Idiomatic active—”took note” with active subject.
47.29 “The journey took us through five different climate zones in a single day.” Standard English equivalent: “We were taken through five climate zones.” Strategy: Active subject—the journey “takes” travelers.
47.30 “I took away from that expedition a profound respect for nature’s power.” Standard English equivalent: “A profound respect was gained from that expedition.” Strategy: Phrasal verb in active voice—”took away” (gained) with personal subject.
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Part C: E-Prime Text Only
47.16 The mountain path took us through ancient forests and across rushing streams.
47.17 We took shelter in a small stone hut when the storm arrived.
47.18 The guide took great care in selecting our camping spot.
47.19 Each steep ascent took considerable effort from every member of our group.
47.20 I took photographs of the snow-capped peaks at sunset.
47.21 The local villagers took us into their homes and shared their traditional food.
47.22 A narrow suspension bridge took us across the deep gorge.
47.23 The children took an immediate interest in our hiking equipment.
47.24 My climbing partner took the lead as we approached the summit.
47.25 The winding trail took nearly four hours to complete.
47.26 We took turns carrying the heaviest pack up the steep incline.
47.27 The mountain sunrise took my breath away with its brilliant colors.
47.28 Our experienced guide took note of the changing weather conditions.
47.29 The journey took us through five different climate zones in a single day.
47.30 I took away from that expedition a profound respect for nature’s power.
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Part D: Grammar Notes for Genre Section
Narrative Use of “Take”
This travel narrative demonstrates how “take” naturally creates dynamic, engaging prose. The verb appears in several distinct functions:
Transportation meaning: “took us through” (47.16, 47.21, 47.22, 47.29) — the path/bridge/journey moves travelers from one place to another.
Duration meaning: “took [time]” (47.19, 47.25) — expressing how long something requires.
took away (47.30) — gained, acquired
Past Tense Consistency
All genre section examples use “took” (past tense) to maintain narrative consistency. Travel writing typically employs past tense to recount completed journeys. Notice how the past tense creates a sense of completed experience while maintaining E-Prime compliance.
Metaphorical Extension
“the path took us” — the path does not literally grab travelers, but this framing makes the path an active guide
These metaphorical uses demonstrate how E-Prime can employ vivid, figurative language while avoiding the copula.
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Standard English → E-Prime Practice
Transform these “to be” sentences using “take”:
Exercise 1 Standard: “The meeting is at 3 PM in the conference room.” E-Prime: “The meeting takes place at 3 PM in the conference room.” Strategy: Idiomatic replacement—”takes place” for location/time.
Exercise 2 Standard: “She is in charge of the department.” E-Prime: “She takes charge of the department.” Strategy: Idiomatic replacement—”takes charge” for responsibility.
Exercise 3 Standard: “The new policy is effective immediately.” E-Prime: “The new policy takes effect immediately.” Strategy: Idiomatic replacement—”takes effect” for activation.
Exercise 4 Standard: “He is very careful with fragile items.” E-Prime: “He takes great care with fragile items.” Strategy: Idiomatic replacement—”takes care” for carefulness.
Exercise 5 Standard: “This project is a six-month commitment.” E-Prime: “This project takes six months to complete.” Strategy: Duration expression—”takes [time]” for duration.
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The Latinum Institute Methodology
The Latinum Institute has created language learning materials since 2006, specializing in autodidact-friendly approaches that enable self-directed learners to make genuine progress without classroom instruction. This E-Prime course applies that methodology to the discipline of writing English without the verb “to be.”
CSV-Based Vocabulary Progression
This course follows a systematic 1000-word curriculum. Each lesson introduces one high-frequency English word, demonstrating its use within E-Prime constraints. By completing all lessons, students encounter the most common English vocabulary while internalizing E-Prime patterns.
The Construed Text Approach
The interlinear format—showing grammatical function beneath each word—allows students to understand sentence structure at a glance. This method, adapted from classical language pedagogy, accelerates comprehension by making grammatical relationships explicit.
E-Prime as Mental Discipline
Beyond producing cleaner prose, E-Prime trains the mind to think more precisely. By eliminating “to be,” writers must consider what they actually mean. Instead of “John is lazy,” the E-Prime writer asks: “What has John done? When? As observed by whom?” This precision carries benefits far beyond writing.
Connection to General Semantics
This course honors the tradition established by Alfred Korzybski and developed by D. David Bourland Jr. General Semantics offers tools for clearer thinking, and E-Prime provides a practical method for implementing those insights in daily communication.
Course Links
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
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END OF LESSON 47
✓ Lesson 47 E-Prime complete: “take” — Action Verb in E-Prime Construction
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The verb “see” occupies a privileged position in E-Prime writing. Beyond its literal meaning of visual perception, “see” functions as one of the most versatile replacement verbs for eliminating “to be” constructions. When Standard English speakers say “The situation is dangerous,” E-Prime writers can transform this into “I see the situation as dangerous”—shifting from an absolute statement to an observer-dependent perception.
This dual nature makes “see” essential for E-Prime mastery. The verb carries multiple meanings: physical sight, understanding, meeting someone, and perceiving qualities. Each of these uses helps writers avoid the forbidden copula while maintaining natural expression.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: How does “see” function in E-Prime?
A: The verb “see” serves two vital functions in E-Prime. First, it operates as a standard perception verb describing visual experience. Second, and more importantly for E-Prime discipline, “see” works as a replacement for “to be” constructions, allowing writers to express perceptions and judgments without making absolute identity statements. “The answer appears correct” and “I see the answer as correct” both avoid “The answer is correct” while acknowledging the observer’s role in the judgment.
Mastering “see” opens pathways to natural, fluent E-Prime expression
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48.1a I see the mountain from my window every morning. 48.1b I (PRON-subj) see (V-pres.PERCEPT) the (DEF.ART) mountain (N-obj) from (PREP) my (PRON-poss) window (N-obj) every (DET) morning (N-time).
48.2a She sees him as a capable leader. 48.2b She (PRON-subj) sees (V-pres.PERCEPT) him (PRON-obj) as (PREP) a (INDEF.ART) capable (ADJ) leader (N-pred).
48.3a The children see colors differently than adults. 48.3b The (DEF.ART) children (N-subj) see (V-pres.PERCEPT) colors (N-obj) differently (ADV-manner) than (CONJ) adults (N-obj).
48.4a I see your point clearly now. 48.4b I (PRON-subj) see (V-pres.PERCEPT/understand) your (PRON-poss) point (N-obj) clearly (ADV-manner) now (ADV-time).
48.5a We saw three eagles circling above the valley. 48.5b We (PRON-subj) saw (V-past.PERCEPT) three (NUM) eagles (N-obj) circling (V-pres.part) above (PREP) the (DEF.ART) valley (N-obj).
48.6a The witness saw the accident happen at the intersection. 48.6b The (DEF.ART) witness (N-subj) saw (V-past.PERCEPT) the (DEF.ART) accident (N-obj) happen (V-inf) at (PREP) the (DEF.ART) intersection (N-loc).
48.7a Many people see this policy as unfair to small businesses. 48.7b Many (DET) people (N-subj) see (V-pres.PERCEPT) this (DET) policy (N-obj) as (PREP) unfair (ADJ) to (PREP) small (ADJ) businesses (N-obj).
48.8a I see now what you meant by that comment. 48.8b I (PRON-subj) see (V-pres.PERCEPT/understand) now (ADV-time) what (PRON-rel) you (PRON-subj) meant (V-past) by (PREP) that (DET) comment (N-obj).
48.9a The doctor will see you at three o’clock. 48.9b The (DEF.ART) doctor (N-subj) will (AUX-fut) see (V-inf.PERCEPT) you (PRON-obj) at (PREP) three (NUM) o’clock (N-time).
48.10a We see the situation as manageable despite the challenges. 48.10b We (PRON-subj) see (V-pres.PERCEPT) the (DEF.ART) situation (N-obj) as (PREP) manageable (ADJ) despite (PREP) the (DEF.ART) challenges (N-obj).
48.11a The astronomer saw a previously unknown comet through the telescope last night. 48.11b The (DEF.ART) astronomer (N-subj) saw (V-past.PERCEPT) a (INDEF.ART) previously (ADV-time) unknown (ADJ) comet (N-obj) through (PREP) the (DEF.ART) telescope (N-instr) last (ADJ) night (N-time).
48.12a Critics see the novel as a departure from the author’s earlier work. 48.12b Critics (N-subj) see (V-pres.PERCEPT) the (DEF.ART) novel (N-obj) as (PREP) a (INDEF.ART) departure (N-pred) from (PREP) the (DEF.ART) author’s (N-poss) earlier (ADJ) work (N-obj).
48.13a I saw her confidence grow throughout the presentation. 48.13b I (PRON-subj) saw (V-past.PERCEPT) her (PRON-poss) confidence (N-obj) grow (V-inf) throughout (PREP) the (DEF.ART) presentation (N-obj).
48.14a The committee sees several options for resolving this dispute. 48.14b The (DEF.ART) committee (N-subj) sees (V-pres.PERCEPT) several (DET) options (N-obj) for (PREP) resolving (V-ger) this (DET) dispute (N-obj).
48.15a Having seen both proposals, the board favors the more conservative approach. 48.15b Having (AUX) seen (V-past.part.PERCEPT) both (DET) proposals (N-obj), the (DEF.ART) board (N-subj) favors (V-pres) the (DEF.ART) more (ADV-deg) conservative (ADJ) approach (N-obj).
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48.1 “I see the mountain from my window every morning.” [Standard English equivalent: “The mountain is visible from my window every morning.”] [Strategy: Direct perception replaces passive “to be” construction]
48.2 “She sees him as a capable leader.” [Standard English equivalent: “He is a capable leader (in her view).”] [Strategy: “See X as Y” replaces identity statement with attributed perception]
48.3 “The children see colors differently than adults.” [Standard English equivalent: “Colors are different for children than for adults.”] [Strategy: Active perception verb replaces existential statement]
48.4 “I see your point clearly now.” [Standard English equivalent: “Your point is clear to me now.”] [Strategy: “See” (understand) replaces predication with cognitive verb]
48.5 “We saw three eagles circling above the valley.” [Standard English equivalent: “There were three eagles circling above the valley.”] [Strategy: Perception verb eliminates existential “there was/were”]
48.6 “The witness saw the accident happen at the intersection.” [Standard English equivalent: “The accident was witnessed at the intersection.”] [Strategy: Active voice with perception verb replaces passive construction]
48.7 “Many people see this policy as unfair to small businesses.” [Standard English equivalent: “This policy is unfair to small businesses.”] [Strategy: “See X as Y” converts absolute judgment to attributed perception]
48.8 “I see now what you meant by that comment.” [Standard English equivalent: “It is now clear what you meant.”] [Strategy: Cognitive “see” replaces impersonal “it is” construction]
48.9 “The doctor will see you at three o’clock.” [Standard English equivalent: “Your appointment is at three o’clock.”] [Strategy: Active meeting verb replaces scheduled “to be”]
48.10 “We see the situation as manageable despite the challenges.” [Standard English equivalent: “The situation is manageable despite the challenges.”] [Strategy: Attributed perception replaces absolute predication]
48.11 “The astronomer saw a previously unknown comet through the telescope last night.” [Standard English equivalent: “A previously unknown comet was observed through the telescope.”] [Strategy: Direct perception replaces passive observation]
48.12 “Critics see the novel as a departure from the author’s earlier work.” [Standard English equivalent: “The novel is a departure from the author’s earlier work.”] [Strategy: Attributed perception acknowledges source of judgment]
48.13 “I saw her confidence grow throughout the presentation.” [Standard English equivalent: “Her confidence was growing throughout the presentation.”] [Strategy: Perception verb replaces progressive “to be” construction]
48.14 “The committee sees several options for resolving this dispute.” [Standard English equivalent: “There are several options for resolving this dispute.”] [Strategy: Active perception eliminates existential “there are”]
48.15 “Having seen both proposals, the board favors the more conservative approach.” [Standard English equivalent: “Both proposals have been reviewed, and the more conservative approach is favored.”] [Strategy: Past participle of perception verb replaces passive review]
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48.1 I see the mountain from my window every morning.
48.2 She sees him as a capable leader.
48.3 The children see colors differently than adults.
48.4 I see your point clearly now.
48.5 We saw three eagles circling above the valley.
48.6 The witness saw the accident happen at the intersection.
48.7 Many people see this policy as unfair to small businesses.
48.8 I see now what you meant by that comment.
48.9 The doctor will see you at three o’clock.
48.10 We see the situation as manageable despite the challenges.
48.11 The astronomer saw a previously unknown comet through the telescope last night.
48.12 Critics see the novel as a departure from the author’s earlier work.
48.13 I saw her confidence grow throughout the presentation.
48.14 The committee sees several options for resolving this dispute.
48.15 Having seen both proposals, the board favors the more conservative approach.
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These grammar rules govern “see” in E-Prime:
Standard English Function
The verb “see” belongs to the class of perception verbs and carries multiple related meanings. In its primary sense, “see” denotes visual perception—the physical act of receiving light through the eyes and processing images. Extended meanings include understanding (”I see what you mean”), meeting someone (”I’ll see you tomorrow”), and experiencing (”This house has seen many changes”). The verb conjugates as: see (base/present), sees (third person singular), saw (past), seen (past participle), seeing (present participle).
E-Prime Significance
The verb “see” holds exceptional importance in E-Prime for two reasons. First, as a perception verb, “see” naturally describes experience without requiring “to be.” Second, and more crucially, “see” provides one of the most elegant replacement strategies for copula elimination. The construction “X sees Y as Z” converts absolute identity statements into observer-dependent perceptions, aligning perfectly with General Semantics principles.
The “See X as Y” Construction
This construction serves as a primary E-Prime tool. When Standard English states “The proposal is risky,” E-Prime offers “I see the proposal as risky” or “The board sees the proposal as risky.” This shift accomplishes several things simultaneously: it eliminates “to be,” identifies the perceiver, and acknowledges that the quality (risky) represents a perception rather than an inherent property.
Semantic Range in E-Prime
Physical sight: “I see the birds outside” (direct perception) Understanding: “I see what you mean” (cognitive grasp) Meeting: “The counselor will see you now” (appointment/encounter) Attribution: “We see this as a positive development” (judgment/perception) Witnessing: “She saw the whole event unfold” (observation)
Common Mistakes
The most frequent error involves combining “see” with hidden “to be” forms. Writers might produce “I see that he’s talented” when they mean “I see him as talented” or “I notice his talent.” Watch for contractions hiding the copula. Another error involves redundancy: “I can see that this seems difficult” doubles perception verbs unnecessarily. Choose one: “I see this as difficult” or “This seems difficult.”
Some writers overuse “see” as their only E-Prime replacement, creating monotonous prose. Vary perception verbs: appears, seems, looks, feels, sounds, strikes me as, comes across as. Reserve “see” for visual perception and deliberate attribution statements.
Style Considerations
The “see X as Y” construction works best when attributing judgments to specific observers. “The investors see this as an opportunity” sounds more natural than “This gets seen as an opportunity by the investors.” When no specific observer matters, consider other perception verbs: “This appears promising” or “This seems like an opportunity.”
In formal writing, “see” carries slightly less authority than “regard” or “consider.” For academic E-Prime, you might prefer “Scholars regard this theory as outdated” over “Scholars see this theory as outdated.” Both comply with E-Prime; choose based on register.
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General Semantics Foundation
Alfred Korzybski developed General Semantics in the 1930s, arguing that language shapes perception and that the verb “to be” creates particular problems. When we say “John is lazy,” we equate John with laziness absolutely, ignoring context, time, and observer perspective. E-Prime, developed by D. David Bourland Jr. in 1965, proposed eliminating “to be” entirely to combat such identification patterns.
The verb “see” supports Korzybski’s project perfectly. “I see John as lazy” or “John seems lazy to me” acknowledges that laziness represents a perception, not an inherent property. Different observers might see John differently; the same observer might see John differently at different times. The construction makes these relativities explicit.
Perception and Reality
General Semantics emphasizes that humans do not perceive reality directly but through nervous systems that abstract, filter, and interpret. Every perception involves a perceiver. The “see X as Y” construction encodes this insight grammatically. When we write “Economists see inflation as a growing concern,” we acknowledge that this concern exists relative to economists’ models and priorities. Other observers—consumers, politicians, retirees—might see the same data differently.
Robert Anton Wilson, who wrote extensively in E-Prime, called this principle “model agnosticism.” We cannot know reality directly; we only know our models of reality. E-Prime usage, especially the perception verbs like “see,” keeps this limitation visible in our language.
Practical Applications
Therapists using Rational Emotive Behavior Therapy (REBT), developed by Albert Ellis, often employ E-Prime-like constructions. Instead of allowing clients to say “I am worthless,” they encourage “I see myself as worthless right now” or “I feel worthless in this situation.” The shift opens space for change: perceptions can shift; identities feel fixed.
Mediators and negotiators find “see” constructions valuable. “You see this as unfair” validates one party’s perception without endorsing it as absolute truth. “Both sides see different priorities here” describes a situation without assigning blame. Such language reduces defensiveness and promotes understanding.
Scientific Writing
Scientific discourse benefits from perception verbs. “The data suggest X” or “We see a correlation between Y and Z” acknowledges that interpretation mediates between raw data and conclusions. Scientists “observe,” “detect,” “notice,” and “see” phenomena; they do not claim direct access to reality unmediated by instruments and theories.
The Observer in Language
Quantum physics revealed that observation affects the observed at subatomic levels. General Semantics makes an analogous claim about language: describing something changes our relationship to it. The verb “see” keeps the observer visible. “I see the painting as beautiful” differs from “The painting is beautiful” in placing me, the perceiver, within the statement. This humility—acknowledging my role in generating the judgment—represents E-Prime’s core philosophical contribution.
Limitations
Some find constant attribution tedious. “Many see this as problematic” repeated throughout a text can feel evasive. E-Prime works best when varied with other perception verbs and when the attribution serves a genuine purpose. Using “see” merely to comply with E-Prime rules without engaging its philosophical purpose produces awkward prose that misses the point.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
We (PRON-subj) see (V-pres.PERCEPT) the (DEF.ART) world (N-obj) through (PREP) our (PRON-poss) nervous (ADJ) systems (N-obj), and (CONJ) our (PRON-poss) nervous (ADJ) systems (N-subj) filter (V-pres) and (CONJ) edit (V-pres) according (PREP) to (PREP) their (PRON-poss) own (ADJ) structures (N-obj). What (PRON-rel) we (PRON-subj) see (V-pres.PERCEPT) reflects (V-pres) both (DET) the (DEF.ART) external (ADJ) event (N-obj) and (CONJ) our (PRON-poss) internal (ADJ) processing (N-obj) of (PREP) that (DET) event (N-obj). No (DET) one (PRON) sees (V-pres.PERCEPT) “reality” (N-obj) directly (ADV-manner); everyone (PRON-subj) sees (V-pres.PERCEPT) a (INDEF.ART) construct (N-obj) mediated (V-past.part) by (PREP) neurology (N-agent), language (N-agent), and (CONJ) culture (N-agent).
F-B: Full Excerpt with Translation
“We see the world through our nervous systems, and our nervous systems filter and edit according to their own structures. What we see reflects both the external event and our internal processing of that event. No one sees ‘reality’ directly; everyone sees a construct mediated by neurology, language, and culture.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-C: E-Prime Text Only
We see the world through our nervous systems, and our nervous systems filter and edit according to their own structures. What we see reflects both the external event and our internal processing of that event. No one sees “reality” directly; everyone sees a construct mediated by neurology, language, and culture.
F-D: Vocabulary and Grammar Notes
Wilson employs “see” four times in this passage, demonstrating its centrality to E-Prime discourse. The first use—”We see the world through our nervous systems”—establishes the basic claim: perception mediates experience. The second—”What we see reflects...”—treats perception as a noun phrase subject, showing grammatical flexibility. The third and fourth uses—”No one sees ‘reality’ directly; everyone sees a construct”—create parallel structures that reinforce the philosophical point.
Note the absence of any “to be” form throughout. Wilson avoids “reality is...” and “perception is...” constructions, instead using active verbs: “filter,” “edit,” “reflects,” “mediated.” The passage demonstrates how sophisticated philosophical claims can flow naturally in E-Prime.
The scare quotes around “reality” perform additional work, suggesting that even the concept of unmediated reality deserves skepticism.
F-E: Commentary
This passage exemplifies Wilson’s project in Quantum Psychology: using E-Prime to convey General Semantics principles while demonstrating those principles through the writing itself. The word “see” carries philosophical weight here—it doesn’t merely denote vision but encompasses all perception, understanding, and model-building.
Wilson’s claim that “no one sees ‘reality’ directly” echoes Korzybski’s famous formulation about maps and territories. E-Prime makes this claim not just by stating it but by embodying it: every perception verb acknowledges a perceiver, every judgment comes attributed to an observer. The form reinforces the content.
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The following passage demonstrates E-Prime in scientific observational writing, showing how “see” and related perception verbs support rigorous description without “to be” constructions.
Part A: Interlinear Construed Text
48.16a The researchers saw significant variation in participant responses across all test conditions. 48.16b The (DEF.ART) researchers (N-subj) saw (V-past.PERCEPT) significant (ADJ) variation (N-obj) in (PREP) participant (N-mod) responses (N-obj) across (PREP) all (DET) test (N-mod) conditions (N-obj).
48.17a We see these results as consistent with our initial hypothesis. 48.17b We (PRON-subj) see (V-pres.PERCEPT) these (DET) results (N-obj) as (PREP) consistent (ADJ) with (PREP) our (PRON-poss) initial (ADJ) hypothesis (N-obj).
48.18a The data see application in multiple clinical contexts. 48.18b The (DEF.ART) data (N-subj) see (V-pres-have) application (N-obj) in (PREP) multiple (ADJ) clinical (ADJ) contexts (N-obj).
48.19a Observers saw the subjects exhibit increased stress responses during phase two. 48.19b Observers (N-subj) saw (V-past.PERCEPT) the (DEF.ART) subjects (N-obj) exhibit (V-inf) increased (ADJ) stress (N-mod) responses (N-obj) during (PREP) phase (N-mod) two (NUM).
48.20a As we see from Figure 3, the correlation strengthens over time. 48.20b As (CONJ) we (PRON-subj) see (V-pres.PERCEPT) from (PREP) Figure (N) 3 (NUM), the (DEF.ART) correlation (N-subj) strengthens (V-pres) over (PREP) time (N-obj).
48.21a Previous studies saw similar patterns emerge in comparable populations. 48.21b Previous (ADJ) studies (N-subj) saw (V-past.PERCEPT) similar (ADJ) patterns (N-obj) emerge (V-inf) in (PREP) comparable (ADJ) populations (N-obj).
48.22a We see room for improvement in the methodology of future trials. 48.22b We (PRON-subj) see (V-pres.PERCEPT) room (N-obj) for (PREP) improvement (N-obj) in (PREP) the (DEF.ART) methodology (N-obj) of (PREP) future (ADJ) trials (N-obj).
48.23a The control group saw no measurable change during the observation period. 48.23b The (DEF.ART) control (N-mod) group (N-subj) saw (V-past.PERCEPT/experience) no (DET) measurable (ADJ) change (N-obj) during (PREP) the (DEF.ART) observation (N-mod) period (N-obj).
48.24a Clinicians see potential in these findings for treating anxiety disorders. 48.24b Clinicians (N-subj) see (V-pres.PERCEPT) potential (N-obj) in (PREP) these (DET) findings (N-obj) for (PREP) treating (V-ger) anxiety (N-mod) disorders (N-obj).
48.25a The microscope allowed us to see cellular changes previously invisible to researchers. 48.25b The (DEF.ART) microscope (N-subj) allowed (V-past) us (PRON-obj) to (PART) see (V-inf.PERCEPT) cellular (ADJ) changes (N-obj) previously (ADV-time) invisible (ADJ) to (PREP) researchers (N-obj).
48.26a We see the limitations of this study and acknowledge them in our discussion. 48.26b We (PRON-subj) see (V-pres.PERCEPT) the (DEF.ART) limitations (N-obj) of (PREP) this (DET) study (N-obj) and (CONJ) acknowledge (V-pres) them (PRON-obj) in (PREP) our (PRON-poss) discussion (N-obj).
48.27a Future researchers will see value in replicating these experiments with larger sample sizes. 48.27b Future (ADJ) researchers (N-subj) will (AUX-fut) see (V-inf.PERCEPT) value (N-obj) in (PREP) replicating (V-ger) these (DET) experiments (N-obj) with (PREP) larger (ADJ) sample (N-mod) sizes (N-obj).
48.28a The peer reviewers saw our methodology as sound and our conclusions as justified. 48.28b The (DEF.ART) peer (N-mod) reviewers (N-subj) saw (V-past.PERCEPT) our (PRON-poss) methodology (N-obj) as (PREP) sound (ADJ) and (CONJ) our (PRON-poss) conclusions (N-obj) as (PREP) justified (ADJ).
48.29a Anyone seeing these graphs can observe the clear trend toward improvement. 48.29b Anyone (PRON-subj) seeing (V-pres.part.PERCEPT) these (DET) graphs (N-obj) can (AUX-modal) observe (V-inf) the (DEF.ART) clear (ADJ) trend (N-obj) toward (PREP) improvement (N-obj).
48.30a We see this research as a foundation for continued investigation into treatment protocols. 48.30b We (PRON-subj) see (V-pres.PERCEPT) this (DET) research (N-obj) as (PREP) a (INDEF.ART) foundation (N-pred) for (PREP) continued (ADJ) investigation (N-obj) into (PREP) treatment (N-mod) protocols (N-obj).
Part B: Natural Sentences with Transformation Notes
48.16 “The researchers saw significant variation in participant responses across all test conditions.” [Standard English equivalent: “There was significant variation in participant responses.”] [Strategy: Active perception verb replaces existential “there was”]
48.17 “We see these results as consistent with our initial hypothesis.” [Standard English equivalent: “These results are consistent with our initial hypothesis.”] [Strategy: “See X as Y” replaces absolute predication]
48.18 “The data see application in multiple clinical contexts.” [Standard English equivalent: “The data are applicable in multiple clinical contexts.”] [Strategy: Active verb “see application” replaces predicate adjective with “to be”]
48.19 “Observers saw the subjects exhibit increased stress responses during phase two.” [Standard English equivalent: “Subjects were observed exhibiting increased stress responses.”] [Strategy: Active perception replaces passive “were observed”]
48.20 “As we see from Figure 3, the correlation strengthens over time.” [Standard English equivalent: “As is evident from Figure 3, the correlation strengthens.”] [Strategy: “We see” replaces impersonal “is evident”]
48.21 “Previous studies saw similar patterns emerge in comparable populations.” [Standard English equivalent: “Similar patterns were seen in previous studies.”] [Strategy: Studies as active perceiver replaces passive construction]
48.22 “We see room for improvement in the methodology of future trials.” [Standard English equivalent: “There is room for improvement in methodology.”] [Strategy: “We see” replaces existential “there is”]
48.23 “The control group saw no measurable change during the observation period.” [Standard English equivalent: “There was no measurable change in the control group.”] [Strategy: Group “saw” (experienced) replaces “there was”]
48.24 “Clinicians see potential in these findings for treating anxiety disorders.” [Standard English equivalent: “These findings are potentially useful for treating anxiety.”] [Strategy: Active perception replaces predication with “are”]
48.25 “The microscope allowed us to see cellular changes previously invisible to researchers.” [Standard English equivalent: “Cellular changes that were previously invisible became visible.”] [Strategy: Direct perception replaces “were invisible/became visible”]
48.26 “We see the limitations of this study and acknowledge them in our discussion.” [Standard English equivalent: “The limitations of this study are acknowledged.”] [Strategy: Active “see and acknowledge” replaces passive “are acknowledged”]
48.27 “Future researchers will see value in replicating these experiments with larger sample sizes.” [Standard English equivalent: “Replication will be valuable for future researchers.”] [Strategy: Researchers “will see value” replaces “will be valuable”]
48.28 “The peer reviewers saw our methodology as sound and our conclusions as justified.” [Standard English equivalent: “Our methodology is sound and our conclusions are justified.”] [Strategy: Attributed perception replaces absolute quality statements]
48.29 “Anyone seeing these graphs can observe the clear trend toward improvement.” [Standard English equivalent: “It is clear from these graphs that there is a trend.”] [Strategy: Participial “seeing” plus active “observe” replaces impersonal “it is”]
48.30 “We see this research as a foundation for continued investigation into treatment protocols.” [Standard English equivalent: “This research is a foundation for continued investigation.”] [Strategy: “See X as Y” replaces identity statement]
Part C: E-Prime Text Only
48.16 The researchers saw significant variation in participant responses across all test conditions.
48.17 We see these results as consistent with our initial hypothesis.
48.18 The data see application in multiple clinical contexts.
48.19 Observers saw the subjects exhibit increased stress responses during phase two.
48.20 As we see from Figure 3, the correlation strengthens over time.
48.21 Previous studies saw similar patterns emerge in comparable populations.
48.22 We see room for improvement in the methodology of future trials.
48.23 The control group saw no measurable change during the observation period.
48.24 Clinicians see potential in these findings for treating anxiety disorders.
48.25 The microscope allowed us to see cellular changes previously invisible to researchers.
48.26 We see the limitations of this study and acknowledge them in our discussion.
48.27 Future researchers will see value in replicating these experiments with larger sample sizes.
48.28 The peer reviewers saw our methodology as sound and our conclusions as justified.
48.29 Anyone seeing these graphs can observe the clear trend toward improvement.
48.30 We see this research as a foundation for continued investigation into treatment protocols.
Part D: Grammar Notes for Genre Section
Scientific writing presents particular challenges and opportunities for E-Prime. Standard scientific prose relies heavily on passive constructions (”was observed,” “were measured,” “is indicated”) and existential statements (”there is evidence that,” “it is significant that”). E-Prime forces active voice and specific attribution.
The verb “see” proves especially useful in scientific E-Prime. “We see” introduces findings while acknowledging the researchers as interpreters. “The data see application” treats data as active rather than passive. “Previous studies saw” grants agency to prior research.
The “see X as Y” construction handles interpretation claims elegantly. “We see these results as consistent with...” makes explicit that consistency represents a judgment, not an inherent property. This aligns with good scientific practice: acknowledging that conclusions involve interpretation.
Notice how the genre section maintains scientific register while eliminating all “to be” forms. Formal vocabulary persists: “methodology,” “protocols,” “replication,” “correlation.” Only the verb structure changes. This demonstrates that E-Prime works across registers and genres.
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Standard English → E-Prime Practice with “see”
Exercise 1 Standard: “The sunset is beautiful.” E-Prime: “I see the sunset as beautiful.” / “The sunset looks beautiful to me.” Strategy: Attributed perception / Perception verb
Exercise 2 Standard: “There are many birds in the garden.” E-Prime: “I see many birds in the garden.” / “Many birds fill the garden.” Strategy: Direct perception / Active verb replacement
Exercise 3 Standard: “His argument is flawed.” E-Prime: “I see flaws in his argument.” / “Critics see his argument as flawed.” Strategy: Direct perception of flaws / Attributed judgment
Exercise 4 Standard: “It is obvious that she disagrees.” E-Prime: “Anyone can see that she disagrees.” / “I see her disagreement clearly.” Strategy: Universal perception / Direct perception
Exercise 5 Standard: “The solution was simple.” E-Prime: “We saw the solution as simple.” / “The solution appeared simple to us.” Strategy: Attributed past perception / Perception verb
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The Latinum Institute E-Prime Course follows a systematic 1000-word curriculum, introducing vocabulary in frequency order while training students in the discipline of writing without “to be.” Each lesson builds competence in both standard vocabulary and E-Prime transformation strategies.
The interlinear construed format makes grammatical structures visible, helping autodidact learners internalize both word meanings and E-Prime patterns. By glossing each word with its grammatical function and marking perception verbs that replace “to be,” the course trains both linguistic knowledge and E-Prime fluency simultaneously.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The Latinum Institute has created language learning materials since 2006, serving autodidacts worldwide. Our approach emphasizes authentic usage, systematic progression, and explicit grammar instruction. The E-Prime course extends this methodology to the discipline of General Semantics, helping writers develop clearer, more precise expression.
E-Prime practice develops mental discipline beyond mere grammatical compliance. By eliminating “to be,” writers learn to identify observers, attribute perceptions, and avoid absolutist statements. These skills transfer to clearer thinking and more effective communication across all contexts.
The verb “see” exemplifies E-Prime’s power: a simple perception verb becomes a tool for epistemological precision, reminding us that all observation involves an observer.
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✓ Lesson 48 E-Prime complete
Verification: All 30 examples scanned and confirmed free of “to be” forms (am, is, are, was, were, been, being, be, ‘m, ‘s, ‘re contractions).
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Come functions as one of English’s fundamental motion verbs, expressing movement toward a reference point—typically the speaker, the listener, or a contextually established location. Unlike “go,” which indicates movement away from a reference point, “come” draws entities closer, creating a deictic relationship between mover and destination.
In E-Prime writing, “come” presents relatively few challenges since it already functions as an active verb rather than a copula. However, writers must remain vigilant about constructions that pair “come” with forms of “to be,” such as “Spring has come and is here” or “The time has come when it is necessary to act.” These hybrid constructions require transformation to maintain E-Prime compliance.
The verb “come” also participates in numerous phrasal verb constructions (come about, come across, come along, come apart, come around) and idiomatic expressions that E-Prime writers can employ freely, provided they avoid smuggling “to be” forms into surrounding contexts.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: How does “come” function in E-Prime?
A: “Come” operates freely in E-Prime as an active motion verb. Writers simply need to avoid pairing it with “to be” forms in progressive constructions (avoiding “is coming”) and ensure surrounding sentences maintain E-Prime compliance. The verb’s inherent dynamism makes it naturally compatible with E-Prime’s action-oriented philosophy.
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The deictic nature of “come” (movement toward) contrasts with “go” (movement away)
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49.1a The guests come to the celebration every year. 49.1b The (DEF.ART) guests (N-subj) come (V-pres) to (PREP) the (DEF.ART) celebration (N-obj) every (DET) year (N-time).
49.2a Please come inside before the rain starts. 49.2b Please (ADV-polite) come (V-imper) inside (ADV-place) before (PREP) the (DEF.ART) rain (N-subj) starts (V-pres).
49.3a My grandmother came from a small village in the mountains. 49.3b My (PRON-poss) grandmother (N-subj) came (V-past) from (PREP) a (INDEF.ART) small (ADJ) village (N-obj) in (PREP) the (DEF.ART) mountains (N-obj).
49.4a The children come running whenever they hear the ice cream truck. 49.4b The (DEF.ART) children (N-subj) come (V-pres) running (V-pres.part) whenever (CONJ) they (PRON-subj) hear (V-pres) the (DEF.ART) ice cream (N-mod) truck (N-obj).
49.5a Good ideas often come during moments of relaxation. 49.5b Good (ADJ) ideas (N-subj) often (ADV-freq) come (V-pres) during (PREP) moments (N-obj) of (PREP) relaxation (N-obj).
49.6a The letter finally came after three weeks of waiting. 49.6b The (DEF.ART) letter (N-subj) finally (ADV-time) came (V-past) after (PREP) three (NUM) weeks (N-obj) of (PREP) waiting (N-gerund).
49.7a Several unexpected opportunities came her way last month. 49.7b Several (DET) unexpected (ADJ) opportunities (N-subj) came (V-past) her (PRON-poss) way (N-obj) last (ADJ) month (N-time).
49.8a The professor asked the students to come prepared for discussion. 49.8b The (DEF.ART) professor (N-subj) asked (V-past) the (DEF.ART) students (N-obj) to (PART-inf) come (V-inf) prepared (ADJ-pred) for (PREP) discussion (N-obj).
49.9a Inspiration comes to those who work diligently and remain patient. 49.9b Inspiration (N-subj) comes (V-pres) to (PREP) those (PRON-obj) who (PRON-rel) work (V-pres) diligently (ADV-manner) and (CONJ) remain (V-pres.STATE) patient (ADJ-pred).
49.10a The train comes through this station twice daily. 49.10b The (DEF.ART) train (N-subj) comes (V-pres) through (PREP) this (DET) station (N-obj) twice (ADV-freq) daily (ADV-freq).
49.11a After years abroad, she finally came home to her family. 49.11b After (PREP) years (N-obj) abroad (ADV-place), she (PRON-subj) finally (ADV-time) came (V-past) home (ADV-place) to (PREP) her (PRON-poss) family (N-obj).
49.12a The realization came to him suddenly during the meeting. 49.12b The (DEF.ART) realization (N-subj) came (V-past) to (PREP) him (PRON-obj) suddenly (ADV-manner) during (PREP) the (DEF.ART) meeting (N-obj).
49.13a Musicians from around the world come to this festival each summer. 49.13b Musicians (N-subj) from (PREP) around (PREP) the (DEF.ART) world (N-obj) come (V-pres) to (PREP) this (DET) festival (N-obj) each (DET) summer (N-time).
49.14a The solution came through collaboration and persistent effort. 49.14b The (DEF.ART) solution (N-subj) came (V-past) through (PREP) collaboration (N-obj) and (CONJ) persistent (ADJ) effort (N-obj).
49.15a Dreams sometimes come true for those who pursue them relentlessly. 49.15b Dreams (N-subj) sometimes (ADV-freq) come (V-pres) true (ADJ-pred) for (PREP) those (PRON-obj) who (PRON-rel) pursue (V-pres) them (PRON-obj) relentlessly (ADV-manner).
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49.1 “The guests come to the celebration every year.” [Standard English equivalent: “The guests are coming to the celebration every year.” / “The celebration is where guests come.”] [Strategy: Simple present tense—no transformation needed; avoids progressive]
49.2 “Please come inside before the rain starts.” [Standard English equivalent: “Please come inside before it is raining.”] [Strategy: Simple present “starts” replaces progressive “is raining”]
49.3 “My grandmother came from a small village in the mountains.” [Standard English equivalent: “My grandmother was from a small village in the mountains.”] [Strategy: Active motion verb “came from” replaces static “was from”]
49.4 “The children come running whenever they hear the ice cream truck.” [Standard English equivalent: “The children are always running when they hear the ice cream truck.”] [Strategy: “Come running” as compound verb replaces progressive construction]
49.5 “Good ideas often come during moments of relaxation.” [Standard English equivalent: “Good ideas are often born during moments of relaxation.”] [Strategy: Active verb “come” replaces passive “are born”]
49.6 “The letter finally came after three weeks of waiting.” [Standard English equivalent: “The letter was finally here after three weeks of waiting.”] [Strategy: Motion verb “came” replaces static “was here”]
49.7 “Several unexpected opportunities came her way last month.” [Standard English equivalent: “Several unexpected opportunities were available to her last month.”] [Strategy: Idiomatic “came her way” replaces static “were available”]
49.8 “The professor asked the students to come prepared for discussion.” [Standard English equivalent: “The professor asked the students to be prepared for discussion.”] [Strategy: “Come prepared” replaces infinitive “to be prepared”]
49.9 “Inspiration comes to those who work diligently and remain patient.” [Standard English equivalent: “Inspiration is given to those who are diligent and patient.”] [Strategy: Active “comes to” replaces passive “is given to”; “remain patient” replaces “are patient”]
49.10 “The train comes through this station twice daily.” [Standard English equivalent: “The train is scheduled to come through this station twice daily.”] [Strategy: Simple present “comes” eliminates “is scheduled”]
49.11 “After years abroad, she finally came home to her family.” [Standard English equivalent: “After being abroad for years, she finally came home.”] [Strategy: Prepositional “after years abroad” replaces gerund “after being abroad”]
49.12 “The realization came to him suddenly during the meeting.” [Standard English equivalent: “He was suddenly aware of the realization during the meeting.”] [Strategy: Active “realization came” replaces passive “was aware”]
49.13 “Musicians from around the world come to this festival each summer.” [Standard English equivalent: “Musicians from around the world are drawn to this festival each summer.”] [Strategy: Active “come to” replaces passive “are drawn to”]
49.14 “The solution came through collaboration and persistent effort.” [Standard English equivalent: “The solution was achieved through collaboration and persistent effort.”] [Strategy: Active “came through” replaces passive “was achieved through”]
49.15 “Dreams sometimes come true for those who pursue them relentlessly.” [Standard English equivalent: “Dreams are sometimes realized for those who pursue them relentlessly.”] [Strategy: Idiomatic “come true” replaces passive “are realized”]
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49.1 The guests come to the celebration every year.
49.2 Please come inside before the rain starts.
49.3 My grandmother came from a small village in the mountains.
49.4 The children come running whenever they hear the ice cream truck.
49.5 Good ideas often come during moments of relaxation.
49.6 The letter finally came after three weeks of waiting.
49.7 Several unexpected opportunities came her way last month.
49.8 The professor asked the students to come prepared for discussion.
49.9 Inspiration comes to those who work diligently and remain patient.
49.10 The train comes through this station twice daily.
49.11 After years abroad, she finally came home to her family.
49.12 The realization came to him suddenly during the meeting.
49.13 Musicians from around the world come to this festival each summer.
49.14 The solution came through collaboration and persistent effort.
49.15 Dreams sometimes come true for those who pursue them relentlessly.
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These grammar rules govern “come” in E-Prime:
Standard English Function
“Come” operates as an intransitive motion verb indicating movement toward a reference point (speaker, listener, or established location). Its principal parts follow an irregular pattern: come (present), came (past), come (past participle). The verb participates extensively in phrasal constructions (come about, come across, come along, come apart, come around, come at, come back, come by, come down, come forward, come in, come off, come on, come out, come over, come through, come to, come up, come upon) and idiomatic expressions (come true, come alive, come clean, come undone, come of age).
Tense Forms
Present: I/you/we/they come; he/she/it comes Past: came (all persons) Past Participle: come (used with “have/has/had”) Present Participle: coming (problematic in E-Prime—see below)
E-Prime Considerations
The primary challenge with “come” involves progressive tenses. Standard English freely uses “is coming,” “was coming,” “will be coming,” and similar constructions. E-Prime requires alternatives:
“It will be coming” → “It will come” / “It arrives later” / “Expect it soon”
The construction “come + adjective” (come true, come alive, come clean, come undone) functions naturally in E-Prime, as “come” here operates as a linking verb alternative rather than requiring “to be.”
come up (arise/approach): “An interesting question came up.”
Deictic Contrast: Come vs. Go
“Go there” (away from speaker)
Common Mistakes
Correct: “The package comes tomorrow.” / “The package arrives tomorrow.” / “Expect the package tomorrow.”
Correct: “When spring comes, the garden looks beautiful.” / “When spring comes, the garden blooms magnificently.”
Correct: “Finding themselves here, they decided to come inside.” / “Here already, they decided to come inside.”
Correct: “The news that came devastated everyone.” / “The arriving news devastated everyone.”
Style Notes
“It was his turn” → “His turn came”
The verb’s inherent dynamism makes it an excellent E-Prime tool for transforming static descriptions into active narratives.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that language structures shape our perception of reality. His famous formulation—which itself violates E-Prime—states “the map is not the territory.” In E-Prime, we might say: “The map does not equal the territory” or “The map differs from the territory.”
D. David Bourland Jr. developed E-Prime in 1965 as a practical tool derived from Korzybski’s insights. By eliminating “to be,” writers must specify their observations, attributions, and relationships more precisely. Instead of “The sky is blue” (an identity statement suggesting inherent quality), E-Prime requires “The sky appears blue to me” or “I perceive the sky as blue”—acknowledging the observer’s role in perception.
Motion Verbs and E-Prime Philosophy
Motion verbs like “come” align naturally with E-Prime’s philosophical foundations. General Semantics emphasizes process over static identity—everything changes, flows, and develops. Motion verbs capture this dynamism inherently. When we say “opportunities came to her,” we describe an event, a process, a change—not a static state of being.
This connects to Korzybski’s concept of “time-binding”—the human ability to transmit knowledge across generations. Motion verbs help us describe the movement of ideas, the approach of understanding, the arrival of insight—all process-oriented concepts that E-Prime handles elegantly.
Practical Applications
Scientific Writing: E-Prime forces operational definitions. Instead of “The electron is a particle,” scientists write “The electron behaves as a particle in this experiment” or “This detector registers the electron as particle-like.” “Come” constructions help: “The data came from three independent sources” specifies origin more precisely than “The data was collected.”
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy (REBT). Clients learn to replace “I am a failure” with “I failed at this task” or “Success hasn’t come to me in this area yet.” The motion implied by “come” suggests possibility and change rather than fixed identity.
Negotiation and Conflict Resolution: E-Prime reduces absolutist positions. Instead of “Your proposal is unacceptable,” one might say “Your proposal doesn’t work for us” or “We haven’t come to agreement on your proposal yet”—leaving room for movement and compromise.
The E-Prime Community
The Institute of General Semantics continues Korzybski’s work, publishing ETC: A Review of General Semantics. Robert Anton Wilson popularized E-Prime through his book Quantum Psychology (1990), written entirely in E-Prime. Wilson argued that E-Prime helps combat “naive realism”—the assumption that our perceptions directly reflect reality.
Philosophical Implications of “Come”
The verb “come” embeds perspective within its meaning. We cannot say something “comes” without implicitly establishing a reference point—someone toward whom (or someplace toward which) movement occurs. This perspectival requirement aligns with E-Prime’s emphasis on acknowledging the observer’s role in any description.
When we write “Understanding came to her gradually,” we acknowledge both the process nature of understanding (it approaches, develops, arrives rather than simply existing) and the specific individual experiencing this process. Compare this to the E-Prime-violating “She was understanding”—which obscures both the process and the observer.
Critiques and Limitations
Critics note that E-Prime can produce awkward constructions. “The meeting will be at three” transforms somewhat clumsily into “The meeting takes place at three” or “The meeting happens at three.” However, “come” often provides elegant solutions: “The meeting comes at three” or “Three o’clock brings the meeting.”
Some philosophers argue that “to be” serves essential functions—particularly in formal logic and mathematics—that E-Prime handles poorly. Supporters counter that E-Prime aims at natural language communication, not formal systems, and that even logical statements benefit from E-Prime’s precision: “X equals Y” communicates more specifically than “X is Y.”
“Come” in Idiomatic E-Prime
“come full circle” (return to origin)—”The discussion came full circle...”
These expressions add variety and nuance to E-Prime writing while maintaining compliance.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
Every (DET) model (N-subj) we (PRON-subj) make (V-pres) tells (V-pres) us (PRON-obj) how (ADV-manner) our (PRON-poss) mind (N-subj) works (V-pres) as (CONJ) much (ADV-degree) as (CONJ) it (PRON-subj) tells (V-pres) us (PRON-obj) anything (PRON-obj) about (PREP) the (DEF.ART) world (N-obj). The (DEF.ART) insights (N-subj) that (PRON-rel) come (V-pres) from (PREP) this (DET) approach (N-obj) have (V-pres) revolutionized (V-past.part) physics (N-obj) in (PREP) our (PRON-poss) century (N-obj) and (CONJ) seem (V-pres.PERCEPT) about (ADV) to (PART-inf) revolutionize (V-inf) psychology (N-obj) also (ADV-addition).
“Every model we make tells us how our mind works as much as it tells us anything about the world. The insights that come from this approach have revolutionized physics in our century and seem about to revolutionize psychology also.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
Every model we make tells us how our mind works as much as it tells us anything about the world. The insights that come from this approach have revolutionized physics in our century and seem about to revolutionize psychology also.
revolutionized: transformed fundamentally, changed radically
“seem about to”—perception verb + infinitive construction (E-Prime compliant)
E-Prime Analysis: Wilson demonstrates masterful E-Prime in this passage. Notice how “the insights that come” uses motion metaphor for intellectual discovery—ideas approach us, arrive at our consciousness, rather than simply existing or being there. The verb “seem” serves as a perception verb, maintaining E-Prime compliance while expressing apparent futurity. “Have revolutionized” uses the perfect aspect without requiring “to be.”
Wilson’s passage illustrates how motion verbs like “come” enhance E-Prime writing. Rather than stating “These insights are revolutionary” (identity claim) or “This approach is productive” (predication), Wilson describes insights that “come from” an approach—dynamic, process-oriented language that acknowledges both origin and movement.
The construction “seem about to revolutionize” demonstrates E-Prime’s handling of apparent states and future possibilities. Standard English might say “Psychology is on the verge of revolution” or “A revolution in psychology is imminent”—both using “to be.” Wilson’s formulation attributes the perception explicitly (”seem”) while maintaining the active verb “revolutionize.”
This passage also shows how E-Prime naturally produces more precise claims. Wilson doesn’t say the approach “is correct” or “is true”—he describes its effects: it has revolutionized one field and appears poised to revolutionize another. The reader evaluates the claim based on described outcomes rather than asserted identity.
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49.16a The bus came at dawn, and I grabbed my bags quickly. 49.16b The (DEF.ART) bus (N-subj) came (V-past) at (PREP) dawn (N-time), and (CONJ) I (PRON-subj) grabbed (V-past) my (PRON-poss) bags (N-obj) quickly (ADV-manner).
49.17a Memories came flooding back as the familiar landscape appeared through the window. 49.17b Memories (N-subj) came (V-past) flooding (V-pres.part) back (ADV-direction) as (CONJ) the (DEF.ART) familiar (ADJ) landscape (N-subj) appeared (V-past.PERCEPT) through (PREP) the (DEF.ART) window (N-obj).
49.18a Every mile brought me closer, and anticipation came in waves. 49.18b Every (DET) mile (N-subj) brought (V-past) me (PRON-obj) closer (ADV-comp), and (CONJ) anticipation (N-subj) came (V-past) in (PREP) waves (N-obj).
49.19a The small towns came and went, each one triggering another recollection. 49.19b The (DEF.ART) small (ADJ) towns (N-subj) came (V-past) and (CONJ) went (V-past), each (DET) one (PRON) triggering (V-pres.part) another (DET) recollection (N-obj).
49.20a Finally, my hometown came into view over the last hill. 49.20b Finally (ADV-time), my (PRON-poss) hometown (N-subj) came (V-past) into (PREP) view (N-obj) over (PREP) the (DEF.ART) last (ADJ) hill (N-obj).
49.21a Tears came unexpectedly as I recognized the old church steeple. 49.21b Tears (N-subj) came (V-past) unexpectedly (ADV-manner) as (CONJ) I (PRON-subj) recognized (V-past) the (DEF.ART) old (ADJ) church (N-mod) steeple (N-obj).
49.22a The bus came to a stop at the familiar station. 49.22b The (DEF.ART) bus (N-subj) came (V-past) to (PREP) a (INDEF.ART) stop (N-obj) at (PREP) the (DEF.ART) familiar (ADJ) station (N-obj).
49.23a I stepped off, and the scent of pine trees came to me immediately. 49.23b I (PRON-subj) stepped (V-past) off (ADV-direction), and (CONJ) the (DEF.ART) scent (N-subj) of (PREP) pine (N-mod) trees (N-obj) came (V-past) to (PREP) me (PRON-obj) immediately (ADV-time).
49.24a A smile came across my face as I spotted my sister waving. 49.24b A (INDEF.ART) smile (N-subj) came (V-past) across (PREP) my (PRON-poss) face (N-obj) as (CONJ) I (PRON-subj) spotted (V-past) my (PRON-poss) sister (N-obj) waving (V-pres.part).
49.25a She came running toward me with arms outstretched. 49.25b She (PRON-subj) came (V-past) running (V-pres.part) toward (PREP) me (PRON-obj) with (PREP) arms (N-obj) outstretched (ADJ).
49.26a Words came slowly at first—too many feelings competed for expression. 49.26b Words (N-subj) came (V-past) slowly (ADV-manner) at (PREP) first (N-time)—too (ADV-degree) many (DET) feelings (N-subj) competed (V-past) for (PREP) expression (N-obj).
49.27a The walk home came easily, though the path had changed somewhat. 49.27b The (DEF.ART) walk (N-subj) home (ADV-direction) came (V-past) easily (ADV-manner), though (CONJ) the (DEF.ART) path (N-subj) had (AUX) changed (V-past.part) somewhat (ADV-degree).
49.28a As we approached the house, childhood memories came alive in vivid detail. 49.28b As (CONJ) we (PRON-subj) approached (V-past) the (DEF.ART) house (N-obj), childhood (N-mod) memories (N-subj) came (V-past) alive (ADJ-pred) in (PREP) vivid (ADJ) detail (N-obj).
49.29a The front door came open, and there stood my mother, radiant with joy. 49.29b The (DEF.ART) front (ADJ) door (N-subj) came (V-past) open (ADJ-pred), and (CONJ) there (ADV-place) stood (V-past.EXIST) my (PRON-poss) mother (N-subj), radiant (ADJ) with (PREP) joy (N-obj).
49.30a In that moment, everything came together—past, present, and the promise of tomorrow. 49.30b In (PREP) that (DET) moment (N-time), everything (PRON-subj) came (V-past) together (ADV-manner)—past (N), present (N), and (CONJ) the (DEF.ART) promise (N) of (PREP) tomorrow (N-time).
49.16 “The bus came at dawn, and I grabbed my bags quickly.” [Standard: “The bus was there at dawn, and I was quick to grab my bags.”] [Strategy: Motion verb “came” replaces static “was there”; adverb “quickly” replaces “was quick”]
49.17 “Memories came flooding back as the familiar landscape appeared through the window.” [Standard: “Memories were flooding back as the landscape was becoming visible.”] [Strategy: “Came flooding” replaces progressive “were flooding”; “appeared” replaces “was becoming visible”]
49.18 “Every mile brought me closer, and anticipation came in waves.” [Standard: “Every mile was bringing me closer, and I was increasingly anticipating.”] [Strategy: Simple past replaces progressive; “came in waves” replaces “was increasingly”]
49.19 “The small towns came and went, each one triggering another recollection.” [Standard: “The small towns were passing by, each one being a trigger for recollection.”] [Strategy: “Came and went” replaces progressive; “triggering” replaces “being a trigger”]
49.20 “Finally, my hometown came into view over the last hill.” [Standard: “Finally, my hometown was visible over the last hill.”] [Strategy: Motion phrase “came into view” replaces static “was visible”]
49.21 “Tears came unexpectedly as I recognized the old church steeple.” [Standard: “I was unexpectedly tearful as I recognized the steeple.”] [Strategy: Active “tears came” replaces predication “I was tearful”]
49.22 “The bus came to a stop at the familiar station.” [Standard: “The bus was stopping / was at a stop at the station.”] [Strategy: Phrasal verb “came to a stop” replaces progressive or static]
49.23 “I stepped off, and the scent of pine trees came to me immediately.” [Standard: “I stepped off, and the scent was immediately noticeable.”] [Strategy: Motion “came to me” replaces static “was noticeable”]
49.24 “A smile came across my face as I spotted my sister waving.” [Standard: “I was smiling as I spotted my sister, who was waving.”] [Strategy: Idiomatic “smile came across” replaces progressive “was smiling”; participial “waving” maintains E-Prime]
49.25 “She came running toward me with arms outstretched.” [Standard: “She was running toward me with outstretched arms.”] [Strategy: “Came running” replaces progressive “was running”]
49.26 “Words came slowly at first—too many feelings competed for expression.” [Standard: “I was slow to find words—there were too many feelings.”] [Strategy: Active “words came” replaces “I was slow”; “competed” replaces existential “there were”]
49.27 “The walk home came easily, though the path had changed somewhat.” [Standard: “The walk home was easy, though the path had been changed.”] [Strategy: “Came easily” replaces predication “was easy”; active “had changed” replaces passive “had been changed”]
49.28 “As we approached the house, childhood memories came alive in vivid detail.” [Standard: “As we were approaching the house, memories were vivid.”] [Strategy: Simple past “approached” replaces progressive; idiomatic “came alive” replaces predication]
49.29 “The front door came open, and there stood my mother, radiant with joy.” [Standard: “The front door was opened, and my mother was standing there, radiant.”] [Strategy: “Came open” replaces passive “was opened”; “stood” replaces progressive “was standing”]
49.30 “In that moment, everything came together—past, present, and the promise of tomorrow.” [Standard: “In that moment, everything was unified—past, present, and future.”] [Strategy: Phrasal “came together” replaces static “was unified”]
49.16 The bus came at dawn, and I grabbed my bags quickly.
49.17 Memories came flooding back as the familiar landscape appeared through the window.
49.18 Every mile brought me closer, and anticipation came in waves.
49.19 The small towns came and went, each one triggering another recollection.
49.20 Finally, my hometown came into view over the last hill.
49.21 Tears came unexpectedly as I recognized the old church steeple.
49.22 The bus came to a stop at the familiar station.
49.23 I stepped off, and the scent of pine trees came to me immediately.
49.24 A smile came across my face as I spotted my sister waving.
49.25 She came running toward me with arms outstretched.
49.26 Words came slowly at first—too many feelings competed for expression.
49.27 The walk home came easily, though the path had changed somewhat.
49.28 As we approached the house, childhood memories came alive in vivid detail.
49.29 The front door came open, and there stood my mother, radiant with joy.
49.30 In that moment, everything came together—past, present, and the promise of tomorrow.
Narrative E-Prime Techniques
This personal narrative demonstrates several sophisticated E-Prime strategies:
1. Motion Metaphors for Emotional States “Anticipation came in waves,” “tears came unexpectedly,” “a smile came across my face”—these constructions transform internal states into dynamic events. Rather than saying the narrator “was anticipating,” “was tearful,” or “was smiling,” the narrative gives agency to the emotions themselves, depicting them as forces that arrive, approach, and pass.
2. “Come” + Adjective Constructions “Came alive,” “came open,” “came easily”—these constructions provide E-Prime-compliant alternatives to predication. “The memories came alive” replaces “the memories were vivid”; “the door came open” replaces “the door was opened.” This pattern proves especially valuable for describing state changes.
3. “Come” + Present Participle “Came flooding back,” “came running”—these compound verb constructions replace the progressive tense. Instead of “memories were flooding” or “she was running,” the participle attaches to “come,” creating vivid, dynamic descriptions without “to be.”
4. Phrasal Verbs with “Come” “Came into view,” “came to a stop,” “came together”—these established phrasal verbs provide natural E-Prime alternatives to static descriptions. “Came into view” replaces “was visible”; “came to a stop” replaces “was stopping” or “had stopped”; “came together” replaces “was unified.”
5. Sensory Constructions “The scent of pine trees came to me”—this construction depicts sensory experience as incoming, approaching the perceiver rather than simply existing. It aligns with E-Prime’s philosophical emphasis on acknowledging the observer’s role in perception.
Narrative Voice Considerations
E-Prime naturally produces a more active narrative voice. Notice how the narrator describes events happening—buses arriving, tears appearing, smiles crossing faces, memories flooding back—rather than describing states of being. This creates forward momentum and immediacy, qualities valued in personal narrative.
The passage also demonstrates that emotional depth doesn’t require “to be.” The joy of homecoming emerges through described actions and arrivals rather than through identity statements like “I was happy” or “it was wonderful.”
Word Order and Emphasis
Several sentences use fronted adverbials (”Finally,” “In that moment”) to control pacing and emphasis. E-Prime doesn’t affect these structural choices—it constrains only verb selection, not word order. Writers can deploy the full range of English syntactic possibilities while maintaining E-Prime compliance.
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Standard English → E-Prime Practice with “Come”
Exercise 1: Standard: “Winter is coming, and the days are getting shorter.” E-Prime: “Winter comes, and the days grow shorter.” / “Winter approaches, bringing shorter days.” Strategy: Simple present replaces progressive; “grow” replaces “are getting”
Exercise 2: Standard: “The truth is that good opportunities don’t come easily.” E-Prime: “Good opportunities rarely come easily.” / “Finding good opportunities requires effort.” Strategy: Remove “the truth is that” frame; let statement stand directly
Exercise 3: Standard: “He was coming to the realization that his approach wasn’t working.” E-Prime: “He came to realize that his approach failed to work.” / “The realization came to him: his approach failed.” Strategy: “Came to realize” replaces “was coming to the realization”; “failed to work” replaces “wasn’t working”
Exercise 4: Standard: “It is important that everyone comes prepared for the meeting.” E-Prime: “Everyone needs to come prepared for the meeting.” / “The meeting requires everyone to come prepared.” Strategy: “Needs to” or “requires” replaces “it is important that”
Exercise 5: Standard: “The solution was a long time coming, but it was worth the wait.” E-Prime: “The solution took a long time to come, but it proved worth the wait.” / “After a long delay, the solution finally came—and it proved worthwhile.” Strategy: “Took a long time to come” replaces “was a long time coming”; “proved worth” replaces “was worth”
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This E-Prime lesson forms part of the Latinum Institute’s Modern Language Course series, designed for autodidacts who wish to master vocabulary and communication skills through systematic study.
Methodology
The Latinum Institute has created language learning materials since 2006, emphasizing authentic texts, interlinear glossing, and careful grammatical analysis. Our E-Prime course extends this methodology to English itself, training students to write with greater precision and awareness.
Course Index: https://latinum.substack.com/p/index Reviews: https://uk.trustpilot.com/review/latinum.org.uk
CSV-Based Progression
This course follows a carefully sequenced vocabulary list of 1000 English words, ordered by frequency and utility. Each lesson introduces one word from the list while demonstrating its use in E-Prime-compliant constructions. By completing the full sequence, students build both vocabulary recognition and E-Prime fluency systematically.
The Construed Text Approach
Our interlinear glossing format—showing grammatical function for each word—helps students understand sentence structure while learning vocabulary. For E-Prime lessons, this format also highlights which verbs replace “to be” and what grammatical roles they play.
E-Prime as Mental Discipline
Beyond vocabulary acquisition, E-Prime training develops critical thinking skills. By eliminating “to be,” writers must examine their claims more carefully, specify their evidence more precisely, and acknowledge their perspectives more honestly. These habits transfer to all communication, whether in E-Prime or Standard English.
The General Semantics Tradition
E-Prime connects to Alfred Korzybski’s General Semantics movement, which emphasizes the relationship between language and thought. By changing how we speak and write, we can change how we think—becoming more aware of assumptions, more precise in descriptions, and more conscious of the observer’s role in any observation.
Practical Benefits
Deeper appreciation for the nuances of English grammar
We invite you to continue your journey through the remaining lessons, building your E-Prime skills word by word, sentence by sentence.
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END OF LESSON 49: “COME” - MOTION VERB IN E-PRIME
✓ Lesson 49 E-Prime complete
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The word “than” functions as a conjunction that introduces the second element in a comparison. In Standard English, comparisons frequently rely on “to be” constructions: “She is taller than her brother” or “This book is more interesting than that one.” E-Prime practitioners face a particular challenge with comparisons because the copula appears so naturally in comparative structures.
E-Prime transforms these constructions by employing action verbs, perception verbs, and measurement verbs that convey comparison without the forbidden “to be” forms. Instead of “X is greater than Y,” we write “X exceeds Y” or “X seems greater than Y to me.”
D. David Bourland Jr. developed E-Prime in 1965, building on Alfred Korzybski’s General Semantics framework. Korzybski argued that the verb “to be” encourages absolutist thinking and false identifications. By eliminating “to be,” writers must specify their perspective, acknowledge uncertainty, and describe actions rather than states.
Course Index: https://latinum.substack.com/p/index
FAQ: What does “than” mean in E-Prime?
“Than” retains its full comparative function in E-Prime. The conjunction itself presents no E-Prime violation—only the surrounding “to be” constructions require transformation. E-Prime writers employ “than” freely while restructuring sentences to use active verbs, perception verbs, or measurement verbs instead of the copula.
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E-Prime comparisons often require specifying who perceives the comparison or what standard applies
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50.1a She runs faster than her younger brother. 50.1b She (PRON-subj) runs (V-pres) faster (ADV-comp) than (CONJ-comp) her (PRON-poss) younger (ADJ-comp) brother (N-obj).
50.2a This mountain rises higher than any peak in the eastern range. 50.2b This (DET) mountain (N-subj) rises (V-pres.EXIST) higher (ADV-comp) than (CONJ-comp) any (DET) peak (N-obj) in (PREP) the (DEF.ART) eastern (ADJ) range (N-obj).
50.3a The new engine performs better than the old model. 50.3b The (DEF.ART) new (ADJ) engine (N-subj) performs (V-pres) better (ADV-comp) than (CONJ-comp) the (DEF.ART) old (ADJ) model (N-obj).
50.4a My coffee tastes stronger than yours. 50.4b My (PRON-poss) coffee (N-subj) tastes (V-pres.PERCEPT) stronger (ADJ-comp) than (CONJ-comp) yours (PRON-poss).
50.5a He speaks more clearly than most politicians. 50.5b He (PRON-subj) speaks (V-pres) more (ADV) clearly (ADV) than (CONJ-comp) most (DET) politicians (N-obj).
50.6a The river flows more swiftly here than near the delta. 50.6b The (DEF.ART) river (N-subj) flows (V-pres) more (ADV) swiftly (ADV) here (ADV-place) than (CONJ-comp) near (PREP) the (DEF.ART) delta (N-obj).
50.7a This solution works better than anything we tried before. 50.7b This (DET) solution (N-subj) works (V-pres) better (ADV-comp) than (CONJ-comp) anything (PRON-indef) we (PRON-subj) tried (V-past) before (ADV-time).
50.8a She seems happier now than she seemed last year. 50.8b She (PRON-subj) seems (V-pres.PERCEPT) happier (ADJ-comp) now (ADV-time) than (CONJ-comp) she (PRON-subj) seemed (V-past.PERCEPT) last (ADJ) year (N-obj).
50.9a The storm hit harder than anyone expected. 50.9b The (DEF.ART) storm (N-subj) hit (V-past) harder (ADV-comp) than (CONJ-comp) anyone (PRON-indef) expected (V-past).
50.10a Your argument sounds more convincing than his rebuttal. 50.10b Your (PRON-poss) argument (N-subj) sounds (V-pres.PERCEPT) more (ADV) convincing (ADJ) than (CONJ-comp) his (PRON-poss) rebuttal (N-obj).
50.11a The team played more aggressively in the second half than they played in the first. 50.11b The (DEF.ART) team (N-subj) played (V-past) more (ADV) aggressively (ADV) in (PREP) the (DEF.ART) second (ADJ) half (N-obj) than (CONJ-comp) they (PRON-subj) played (V-past) in (PREP) the (DEF.ART) first (ADJ-subst).
50.12a Nothing feels worse than betrayal by a trusted friend. 50.12b Nothing (PRON-indef) feels (V-pres.STATE) worse (ADJ-comp) than (CONJ-comp) betrayal (N-obj) by (PREP) a (INDEF.ART) trusted (ADJ) friend (N-obj).
50.13a The children laughed louder at that joke than they laughed at any of mine. 50.13b The (DEF.ART) children (N-subj) laughed (V-past) louder (ADV-comp) at (PREP) that (DET) joke (N-obj) than (CONJ-comp) they (PRON-subj) laughed (V-past) at (PREP) any (DET) of (PREP) mine (PRON-poss).
50.14a This vintage wine costs more than my monthly rent. 50.14b This (DET) vintage (ADJ) wine (N-subj) costs (V-pres) more (ADV-comp) than (CONJ-comp) my (PRON-poss) monthly (ADJ) rent (N-obj).
50.15a Few experiences affect us more profoundly than the loss of someone we love. 50.15b Few (DET) experiences (N-subj) affect (V-pres) us (PRON-obj) more (ADV) profoundly (ADV) than (CONJ-comp) the (DEF.ART) loss (N-obj) of (PREP) someone (PRON-indef) we (PRON-subj) love (V-pres).
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50.1 “She runs faster than her younger brother.” Standard English equivalent: “She is faster than her younger brother.” Strategy: Action verb replacement (runs)
50.2 “This mountain rises higher than any peak in the eastern range.” Standard English equivalent: “This mountain is higher than any peak in the eastern range.” Strategy: Existence verb replacement (rises)
50.3 “The new engine performs better than the old model.” Standard English equivalent: “The new engine is better than the old model.” Strategy: Action verb replacement (performs)
50.4 “My coffee tastes stronger than yours.” Standard English equivalent: “My coffee is stronger than yours.” Strategy: Perception verb replacement (tastes)
50.5 “He speaks more clearly than most politicians.” Standard English equivalent: “He is clearer than most politicians.” Strategy: Action verb with adverb (speaks clearly)
50.6 “The river flows more swiftly here than near the delta.” Standard English equivalent: “The river is swifter here than near the delta.” Strategy: Action verb replacement (flows)
50.7 “This solution works better than anything we tried before.” Standard English equivalent: “This solution is better than anything we tried before.” Strategy: Action verb replacement (works)
50.8 “She seems happier now than she seemed last year.” Standard English equivalent: “She is happier now than she was last year.” Strategy: Perception verb replacement (seems/seemed)
50.9 “The storm hit harder than anyone expected.” Standard English equivalent: “The storm was harder than anyone expected.” Strategy: Action verb replacement (hit)
50.10 “Your argument sounds more convincing than his rebuttal.” Standard English equivalent: “Your argument is more convincing than his rebuttal.” Strategy: Perception verb replacement (sounds)
50.11 “The team played more aggressively in the second half than they played in the first.” Standard English equivalent: “The team was more aggressive in the second half than in the first.” Strategy: Action verb with adverb (played aggressively)
50.12 “Nothing feels worse than betrayal by a trusted friend.” Standard English equivalent: “Nothing is worse than betrayal by a trusted friend.” Strategy: State verb replacement (feels)
50.13 “The children laughed louder at that joke than they laughed at any of mine.” Standard English equivalent: “That joke was funnier to the children than any of mine.” Strategy: Action verb replacement (laughed)
50.14 “This vintage wine costs more than my monthly rent.” Standard English equivalent: “This vintage wine is more expensive than my monthly rent.” Strategy: Action/measurement verb replacement (costs)
50.15 “Few experiences affect us more profoundly than the loss of someone we love.” Standard English equivalent: “Few experiences are more profound than the loss of someone we love.” Strategy: Action verb replacement (affect)
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50.1 She runs faster than her younger brother.
50.2 This mountain rises higher than any peak in the eastern range.
50.3 The new engine performs better than the old model.
50.4 My coffee tastes stronger than yours.
50.5 He speaks more clearly than most politicians.
50.6 The river flows more swiftly here than near the delta.
50.7 This solution works better than anything we tried before.
50.8 She seems happier now than she seemed last year.
50.9 The storm hit harder than anyone expected.
50.10 Your argument sounds more convincing than his rebuttal.
50.11 The team played more aggressively in the second half than they played in the first.
50.12 Nothing feels worse than betrayal by a trusted friend.
50.13 The children laughed louder at that joke than they laughed at any of mine.
50.14 This vintage wine costs more than my monthly rent.
50.15 Few experiences affect us more profoundly than the loss of someone we love.
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These grammar rules govern “than” in E-Prime:
Standard English Function
“Than” operates as a comparative conjunction, introducing the second element in a comparison. It follows comparative adjectives (taller than, more beautiful than) and comparative adverbs (faster than, more quickly than). In Standard English, “than” frequently appears alongside “to be” forms: “The elephant is larger than the mouse” or “Her performance was better than his.”
The word “than” also functions in certain fixed expressions: “rather than,” “other than,” “more than,” and “less than.” These expressions integrate smoothly into E-Prime when surrounding constructions avoid the copula.
E-Prime Considerations
“Than” itself presents no E-Prime violation—the conjunction carries no “to be” meaning. However, comparative constructions in Standard English overwhelmingly use the copula. Consider how naturally “to be” flows with comparisons: “X is bigger than Y,” “A was faster than B,” “They are smarter than us.”
E-Prime writers must restructure these comparisons to use action verbs, perception verbs, measurement verbs, or other alternatives. The challenge lies not in “than” but in the surrounding structure.
Replacement Strategies for Comparisons with “Than”
Strategy A - Action Verb Conversion: Transform the quality into an action. “She runs faster than him” instead of “She is faster than him.” The comparative moves from describing a state to describing an action.
Strategy B - Perception Verb Insertion: Add sensory or cognitive verbs. “This seems larger than that” or “The first option looks better than the second.” These constructions acknowledge the observer’s perspective.
Strategy C - Measurement Verb Substitution: Use verbs of quantity or degree. “This exceeds that in size” or “Her score surpasses his.” These provide precise, active alternatives.
Strategy D - Adverbial Restructuring: Convert comparative adjectives to adverbs modifying actions. “He thinks more creatively than she does” instead of “He is more creative than she.”
Common Mistakes
Forgetting hidden “to be” in comparative clauses: “She runs faster than he does” (correct) versus “She runs faster than he is fast” (contains “is”)
Using “than” with passive constructions: “More praise was given to her than to him” (contains “was”)—restructure to “She received more praise than he did”
Employing progressive comparisons: “She is running faster than him” (contains “is”)—change to “She runs faster than him”
Creating false comparisons to avoid “to be”: Ensure the comparison still makes logical sense after transformation
Style Notes
E-Prime comparisons often sound more dynamic and active than their Standard English counterparts. “The Ferrari accelerates faster than the sedan” conveys more energy than “The Ferrari is faster than the sedan.”
When perception verbs replace “to be,” they add epistemic humility: “This solution seems better than that one” acknowledges subjectivity, while “This solution works better than that one” provides testable criteria.
Skilled E-Prime writers vary their comparative strategies, mixing action verbs, perception verbs, and measurement verbs to maintain engaging prose. Monotonous repetition of any single strategy dulls the writing.
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General Semantics Background
Alfred Korzybski famously declared that “the map does not equal the territory”—a statement that, ironically, violates E-Prime in its common formulation. E-Prime adherents rephrase this as “the map does not represent the territory exactly” or “we should not confuse the map with the territory.”
Korzybski believed that “to be” constructions encourage false identifications and absolutist thinking. When we say “John is lazy,” we fuse John’s identity with laziness, as if laziness constituted his essential nature. E-Prime forces us to specify: “John behaved lazily yesterday” or “I perceive John as lazy”—constructions that acknowledge context, perspective, and change.
Comparisons using “to be” carry similar risks. “America is greater than other countries” treats greatness as an objective, essential quality. E-Prime alternatives like “America seems greater to some observers” or “America exceeds other countries by certain metrics” reveal the subjectivity and specificity hidden in the original claim.
Practical Applications
Scientific Writing: E-Prime encourages operational definitions. Instead of “The solution is acidic,” researchers write “The solution measures pH 3.2” or “The solution turns litmus paper red.” Comparisons become measurable: “Sample A reacts faster than Sample B under these conditions.”
Therapeutic Contexts: Albert Ellis’s Rational Emotive Behavior Therapy (REBT) employs E-Prime principles. Instead of “I am a failure,” clients learn to say “I failed at this task” or “I performed worse than I hoped.” This linguistic shift reduces overgeneralization and catastrophizing.
Negotiation and Conflict Resolution: E-Prime softens absolutist positions. “Your offer seems less favorable than we expected” opens dialogue more effectively than “Your offer is unfair.”
The E-Prime Community
The Institute of General Semantics continues promoting Korzybski’s work. The journal ETC: A Review of General Semantics has published E-Prime articles since the 1960s.
Robert Anton Wilson wrote his book Quantum Psychology (1990) entirely in E-Prime, demonstrating the discipline’s compatibility with complex philosophical argument. Wilson believed E-Prime helped readers distinguish between map and territory, model and reality.
Philosophical Implications
E-Prime challenges the Aristotelian subject-predicate structure embedded in Indo-European languages. By removing “to be,” writers must specify what they mean more precisely.
Compare “Beethoven’s Ninth Symphony is beautiful” with “Beethoven’s Ninth Symphony moves me” or “I find Beethoven’s Ninth Symphony beautiful” or “Audiences consistently respond positively to Beethoven’s Ninth Symphony.” Each E-Prime alternative carries different implications and acknowledges different evidence.
Critiques and Limitations
Critics note that E-Prime sometimes produces awkward or verbose constructions. “The sky appears blue to most sighted observers under typical daylight conditions” says what “The sky is blue” communicates more efficiently.
Mathematical and logical statements like “Two plus two equals four” (E-Prime compliant) work smoothly, but definitional statements like “A bachelor remains an unmarried man” feel more forced than “A bachelor is an unmarried man.”
E-Prime works best as a thinking tool and editing discipline rather than as a universal prescription. Writers benefit from E-Prime awareness even when they ultimately choose “to be” constructions for clarity or style.
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From Robert Anton Wilson’s Quantum Psychology (1990), Chapter 1:
F-A: Interlinear Construed Text
The (DEF.ART) reader (N-subj) will (AUX-fut) find (V-inf) this (DET) book (N-obj) easier (ADJ-comp) to (PREP) understand (V-inf) than (CONJ-comp) most (DET) books (N-obj) on (PREP) these (DET) subjects (N-obj), because (CONJ-cause) every (DET) sentence (N-subj) has (V-pres) an (INDEF.ART) operational (ADJ) meaning (N-obj). I (PRON-subj) have (V-pres) written (V-past.part) the (DEF.ART) book (N-obj) in (PREP) a (INDEF.ART) mode (N-obj) called (V-past.part) E-Prime, which (PRON-rel) Dr. (TITLE) David (N-proper) Bourland (N-proper) invented (V-past) in (PREP) 1965. E-Prime (N-subj) abolishes (V-pres) all (DET) forms (N-obj) of (PREP) the (DEF.ART) verb (N-obj) “to be.”
F-B: Full Excerpt with Translation
“The reader will find this book easier to understand than most books on these subjects, because every sentence has an operational meaning. I have written the book in a mode called E-Prime, which Dr. David Bourland invented in 1965. E-Prime abolishes all forms of the verb ‘to be.’”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 1
Wilson demonstrates how “than” functions naturally in E-Prime comparative structures (”easier to understand than most books”) while maintaining sophisticated philosophical discourse.
F-C: E-Prime Text Only
The reader will find this book easier to understand than most books on these subjects, because every sentence has an operational meaning. I have written the book in a mode called E-Prime, which Dr. David Bourland invented in 1965. E-Prime abolishes all forms of the verb “to be.”
F-D: Vocabulary and Grammar Notes
“Easier to understand than” — comparative construction using infinitive complement; “than” introduces the comparison standard
“Because every sentence has” — causal conjunction with active verb “has” replacing potential “is” construction
“Which Dr. David Bourland invented” — relative clause with active verb; avoids “was invented by” passive
“E-Prime abolishes” — personification giving agency to the system; active construction
F-E: Commentary on E-Prime Technique
Wilson’s passage exemplifies skilled E-Prime prose. The comparison “easier to understand than most books” flows naturally. Wilson avoids constructions like “this book is easier” by employing the verb “find” with its infinitive complement.
The final sentence demonstrates E-Prime’s capacity for definitional statements: “E-Prime abolishes all forms” actively describes what the system does rather than stating what it “is.”
Throughout Quantum Psychology, Wilson maintains this engaging, active style while exploring complex ideas about perception, reality, and consciousness—proving that sustained E-Prime writing can achieve both clarity and depth.
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50.16a Success means something different to me now than it meant in my twenties. 50.16b Success (N-subj) means (V-pres) something (PRON-indef) different (ADJ) to (PREP) me (PRON-obj) now (ADV-time) than (CONJ-comp) it (PRON-subj) meant (V-past) in (PREP) my (PRON-poss) twenties (N-obj).
50.17a I used to value achievement more than relationships, accumulation more than experience. 50.17b I (PRON-subj) used (V-past) to (PREP) value (V-inf) achievement (N-obj) more (ADV-comp) than (CONJ-comp) relationships (N-obj), accumulation (N-obj) more (ADV-comp) than (CONJ-comp) experience (N-obj).
50.18a My younger self worked harder than anyone I knew, yet felt emptier than he expected. 50.18b My (PRON-poss) younger (ADJ) self (N-subj) worked (V-past) harder (ADV-comp) than (CONJ-comp) anyone (PRON-indef) I (PRON-subj) knew (V-past), yet (CONJ-contrast) felt (V-past.STATE) emptier (ADJ-comp) than (CONJ-comp) he (PRON-subj) expected (V-past).
50.19a Nothing drains the spirit faster than pursuing goals that belong to someone else. 50.19b Nothing (PRON-indef) drains (V-pres) the (DEF.ART) spirit (N-obj) faster (ADV-comp) than (CONJ-comp) pursuing (V-gerund) goals (N-obj) that (PRON-rel) belong (V-pres) to (PREP) someone (PRON-indef) else (ADV).
50.20a Society measures success differently than the human heart measures fulfillment. 50.20b Society (N-subj) measures (V-pres) success (N-obj) differently (ADV) than (CONJ-comp) the (DEF.ART) human (ADJ) heart (N-subj) measures (V-pres) fulfillment (N-obj).
50.21a We chase titles and salaries more eagerly than we pursue meaning and connection. 50.21b We (PRON-subj) chase (V-pres) titles (N-obj) and (CONJ) salaries (N-obj) more (ADV) eagerly (ADV) than (CONJ-comp) we (PRON-subj) pursue (V-pres) meaning (N-obj) and (CONJ) connection (N-obj).
50.22a The corner office impresses strangers more than it nourishes the soul. 50.22b The (DEF.ART) corner (N-mod) office (N-subj) impresses (V-pres) strangers (N-obj) more (ADV-comp) than (CONJ-comp) it (PRON-subj) nourishes (V-pres) the (DEF.ART) soul (N-obj).
50.23a I now find a quiet evening with friends more satisfying than any promotion I received. 50.23b I (PRON-subj) now (ADV-time) find (V-pres.PERCEPT) a (INDEF.ART) quiet (ADJ) evening (N-obj) with (PREP) friends (N-obj) more (ADV) satisfying (ADJ) than (CONJ-comp) any (DET) promotion (N-obj) I (PRON-subj) received (V-past).
50.24a Time moves faster than we acknowledge, and regret weighs heavier than we anticipate. 50.24b Time (N-subj) moves (V-pres) faster (ADV-comp) than (CONJ-comp) we (PRON-subj) acknowledge (V-pres), and (CONJ) regret (N-subj) weighs (V-pres) heavier (ADV-comp) than (CONJ-comp) we (PRON-subj) anticipate (V-pres).
50.25a Children grow up sooner than parents expect, and opportunities vanish quicker than we realize. 50.25b Children (N-subj) grow up (V-pres) sooner (ADV-comp) than (CONJ-comp) parents (N-subj) expect (V-pres), and (CONJ) opportunities (N-subj) vanish (V-pres) quicker (ADV-comp) than (CONJ-comp) we (PRON-subj) realize (V-pres).
50.26a The successful people I admire live more simply than their wealth permits. 50.26b The (DEF.ART) successful (ADJ) people (N-subj) I (PRON-subj) admire (V-pres) live (V-pres) more (ADV) simply (ADV) than (CONJ-comp) their (PRON-poss) wealth (N-subj) permits (V-pres).
50.27a They give more generously than they take, and listen more attentively than they speak. 50.27b They (PRON-subj) give (V-pres) more (ADV) generously (ADV) than (CONJ-comp) they (PRON-subj) take (V-pres), and (CONJ) listen (V-pres) more (ADV) attentively (ADV) than (CONJ-comp) they (PRON-subj) speak (V-pres).
50.28a Their kindness matters more than their accomplishments. 50.28b Their (PRON-poss) kindness (N-subj) matters (V-pres) more (ADV-comp) than (CONJ-comp) their (PRON-poss) accomplishments (N-obj).
50.29a Perhaps wisdom arrives later than ambition, and gratitude develops slower than desire. 50.29b Perhaps (ADV-modal) wisdom (N-subj) arrives (V-pres) later (ADV-comp) than (CONJ-comp) ambition (N-obj), and (CONJ) gratitude (N-subj) develops (V-pres) slower (ADV-comp) than (CONJ-comp) desire (N-obj).
50.30a I would rather have fewer achievements and deeper connections than the reverse. 50.30b I (PRON-subj) would (AUX-cond) rather (ADV-pref) have (V-inf) fewer (DET-comp) achievements (N-obj) and (CONJ) deeper (ADJ-comp) connections (N-obj) than (CONJ-comp) the (DEF.ART) reverse (N-obj).
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50.16 “Success means something different to me now than it meant in my twenties.” Standard English equivalent: “Success is something different to me now than it was in my twenties.” Strategy: Active verb replacement (means/meant)
50.17 “I used to value achievement more than relationships, accumulation more than experience.” Standard English equivalent: “Achievement was more important to me than relationships.” Strategy: Active verb replacement (value)
50.18 “My younger self worked harder than anyone I knew, yet felt emptier than he expected.” Standard English equivalent: “My younger self was harder-working than anyone, yet was emptier than expected.” Strategy: Action verb (worked) and state verb (felt)
50.19 “Nothing drains the spirit faster than pursuing goals that belong to someone else.” Standard English equivalent: “Nothing is more draining than pursuing others’ goals.” Strategy: Action verb replacement (drains)
50.20 “Society measures success differently than the human heart measures fulfillment.” Standard English equivalent: “Society’s measure of success is different from the heart’s measure.” Strategy: Action verb replacement (measures)
50.21 “We chase titles and salaries more eagerly than we pursue meaning and connection.” Standard English equivalent: “Titles and salaries are more eagerly sought than meaning.” Strategy: Active voice with action verbs (chase, pursue)
50.22 “The corner office impresses strangers more than it nourishes the soul.” Standard English equivalent: “The corner office is more impressive to strangers than nourishing to the soul.” Strategy: Action verbs (impresses, nourishes)
50.23 “I now find a quiet evening with friends more satisfying than any promotion I received.” Standard English equivalent: “A quiet evening with friends is more satisfying than any promotion.” Strategy: Perception verb replacement (find)
50.24 “Time moves faster than we acknowledge, and regret weighs heavier than we anticipate.” Standard English equivalent: “Time is faster than we think, and regret is heavier than anticipated.” Strategy: Action verbs (moves, weighs)
50.25 “Children grow up sooner than parents expect, and opportunities vanish quicker than we realize.” Standard English equivalent: “Children are grown sooner than expected.” Strategy: Action verbs (grow up, vanish)
50.26 “The successful people I admire live more simply than their wealth permits.” Standard English equivalent: “Their lives are simpler than their wealth would suggest.” Strategy: Action verb replacement (live)
50.27 “They give more generously than they take, and listen more attentively than they speak.” Standard English equivalent: “They are more generous in giving than taking.” Strategy: Action verbs (give, take, listen, speak)
50.28 “Their kindness matters more than their accomplishments.” Standard English equivalent: “Their kindness is more important than their accomplishments.” Strategy: Action verb replacement (matters)
50.29 “Perhaps wisdom arrives later than ambition, and gratitude develops slower than desire.” Standard English equivalent: “Wisdom is later than ambition; gratitude is slower than desire.” Strategy: Action verbs (arrives, develops)
50.30 “I would rather have fewer achievements and deeper connections than the reverse.” Standard English equivalent: “I would rather be less accomplished with deeper connections.” Strategy: Active construction with “have”
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50.16 Success means something different to me now than it meant in my twenties.
50.17 I used to value achievement more than relationships, accumulation more than experience.
50.18 My younger self worked harder than anyone I knew, yet felt emptier than he expected.
50.19 Nothing drains the spirit faster than pursuing goals that belong to someone else.
50.20 Society measures success differently than the human heart measures fulfillment.
50.21 We chase titles and salaries more eagerly than we pursue meaning and connection.
50.22 The corner office impresses strangers more than it nourishes the soul.
50.23 I now find a quiet evening with friends more satisfying than any promotion I received.
50.24 Time moves faster than we acknowledge, and regret weighs heavier than we anticipate.
50.25 Children grow up sooner than parents expect, and opportunities vanish quicker than we realize.
50.26 The successful people I admire live more simply than their wealth permits.
50.27 They give more generously than they take, and listen more attentively than they speak.
50.28 Their kindness matters more than their accomplishments.
50.29 Perhaps wisdom arrives later than ambition, and gratitude develops slower than desire.
50.30 I would rather have fewer achievements and deeper connections than the reverse.
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Sustained E-Prime Comparisons
This opinion essay demonstrates how writers can maintain E-Prime discipline across an extended piece while using “than” repeatedly. The key lies in varying the verbs that frame each comparison.
Verbs Used in These Comparisons
Cognitive/Measurement: means, value, measures, matters, permits, expect, realize, acknowledge, anticipate
Action/Motion: worked, drains, chase, pursue, moves, grow up, vanish, arrives, develops
Perception/State: felt, find, impresses, nourishes, give, take, listen, speak, live
Parallel Comparative Structures
Several sentences employ parallel comparisons: “more... than... more... than” (50.17, 50.24, 50.25, 50.27). E-Prime handles these elegantly when each clause uses active verbs.
The “Rather Than” Construction
Example 50.30 uses “would rather have... than” — a conditional comparative that works naturally in E-Prime. “Rather than” constructions generally pose no E-Prime difficulties.
Personification as E-Prime Strategy
Abstract concepts receive agency: “Time moves,” “regret weighs,” “wisdom arrives,” “gratitude develops.” This personification replaces “to be” constructions while adding rhetorical energy.
Essay Coherence
The genre section demonstrates that E-Prime need not fragment prose. The essay develops a coherent argument about redefining success, using “than” to structure its contrasts: achievement vs. relationships, society’s measures vs. personal fulfillment, ambition vs. wisdom.
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Standard English → E-Prime Practice with “Than”
Transform these Standard English sentences into E-Prime:
Exercise 1 Standard: “This solution is better than the previous one.” E-Prime: “This solution works better than the previous one.” / “This solution performs better than the previous one.” Strategy: Action verb replacement
Exercise 2 Standard: “She is more qualified than the other candidates.” E-Prime: “She appears more qualified than the other candidates.” / “Her credentials exceed those of the other candidates.” Strategy: Perception verb or measurement verb
Exercise 3 Standard: “The weather today is warmer than yesterday.” E-Prime: “The weather today feels warmer than yesterday.” / “Today’s temperature exceeds yesterday’s.” Strategy: State verb or measurement verb
Exercise 4 Standard: “His explanation was clearer than hers.” E-Prime: “His explanation sounded clearer than hers.” / “He explained more clearly than she did.” Strategy: Perception verb or adverbial restructuring
Exercise 5 Standard: “Nothing is more important than family.” E-Prime: “Nothing matters more than family.” / “Family ranks higher than anything else.” Strategy: Action verb replacement
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, a systematic program teaching Standard English vocabulary within the discipline of E-Prime. The course uses a 1000-word CSV curriculum, introducing one word per lesson while demonstrating exclusive E-Prime usage.
Course Index: https://latinum.substack.com/p/index
Trustpilot Reviews: https://uk.trustpilot.com/review/latinum.org.uk
The Latinum Institute has created language learning materials since 2006, specializing in autodidact-friendly courses that build systematic competence. The construed text approach—presenting interlinear glosses alongside natural sentences—accelerates comprehension by making grammatical structures transparent.
E-Prime functions as both a writing discipline and a thinking tool. By eliminating “to be,” writers must specify their evidence, acknowledge their perspective, and describe actions rather than assert essences. The comparative conjunction “than” works naturally within E-Prime, though the surrounding constructions require transformation.
Students who master E-Prime comparisons gain valuable skills: they learn to convert static descriptions into dynamic actions, to acknowledge the observer in observations, and to specify criteria for comparison. These skills transfer to clearer thinking and more precise communication, whether or not one writes exclusively in E-Prime.
The course progresses from high-frequency function words (articles, prepositions, pronouns) through common verbs, nouns, and modifiers, building a comprehensive E-Prime vocabulary. Each lesson stands complete on its own while contributing to cumulative mastery.
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END OF LESSON 50
✓ Lesson 50 E-Prime complete: “than” (comparative conjunction)
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Now functions as one of the most important temporal adverbs in English, anchoring statements to the present moment. In E-Prime writing, “now” serves a particularly valuable role: it helps writers express immediacy and present-time reference without relying on forms of “to be.”
Standard English speakers often construct sentences like “It is now time to leave” or “She is now ready.” E-Prime practitioners transform these constructions by selecting active verbs that convey the same temporal immediacy. The adverb “now” pairs naturally with action verbs, perception verbs, and state-change expressions, making it an ally in E-Prime composition.
The word derives from Old English nū, cognate with Latin nunc and Greek νῦν (nyn). Throughout Indo-European languages, this temporal marker has maintained its essential function: pointing to the present moment of utterance.
Link to course index: https://latinum.substack.com/p/index
Q: What does “now” mean in E-Prime? A: In E-Prime, “now” retains its standard meaning—referring to the present moment or current time—while serving as a temporal anchor that helps writers avoid constructions requiring “to be.” Instead of “I am now working,” an E-Prime writer produces “I now work” or “I work at this moment.”
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The word helps create immediacy and urgency in E-Prime writing
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51.1a The committee now considers the proposal. 51.1b The (DEF.ART) committee (N-subj) now (ADV-time) considers (V-pres) the (DEF.ART) proposal (N-obj).
51.2a We now understand the problem clearly. 51.2b We (PRON-subj) now (ADV-time) understand (V-pres) the (DEF.ART) problem (N-obj) clearly (ADV-manner).
51.3a Now she speaks three languages fluently. 51.3b Now (ADV-time) she (PRON-subj) speaks (V-pres) three (DET-num) languages (N-obj) fluently (ADV-manner).
51.4a The sun now rises over the mountains. 51.4b The (DEF.ART) sun (N-subj) now (ADV-time) rises (V-pres) over (PREP) the (DEF.ART) mountains (N-obj).
51.5a I now see the truth of your argument. 51.5b I (PRON-subj) now (ADV-time) see (V-pres.PERCEPT) the (DEF.ART) truth (N-obj) of (PREP) your (PRON-poss) argument (N-obj).
51.6a The children now attend school in the village. 51.6b The (DEF.ART) children (N-subj) now (ADV-time) attend (V-pres) school (N-obj) in (PREP) the (DEF.ART) village (N-obj).
51.7a Now the musicians begin their performance. 51.7b Now (ADV-time) the (DEF.ART) musicians (N-subj) begin (V-pres) their (PRON-poss) performance (N-obj).
51.8a Scientists now possess evidence of water on Mars. 51.8b Scientists (N-subj) now (ADV-time) possess (V-pres) evidence (N-obj) of (PREP) water (N-obj) on (PREP) Mars (N-propn).
51.9a The factory now produces electric vehicles exclusively. 51.9b The (DEF.ART) factory (N-subj) now (ADV-time) produces (V-pres) electric (ADJ) vehicles (N-obj) exclusively (ADV-manner).
51.10a My grandmother now lives with my parents in Boston. 51.10b My (PRON-poss) grandmother (N-subj) now (ADV-time) lives (V-pres.EXIST) with (PREP) my (PRON-poss) parents (N-obj) in (PREP) Boston (N-propn).
51.11a The government now requires stricter emissions standards from all manufacturers. 51.11b The (DEF.ART) government (N-subj) now (ADV-time) requires (V-pres) stricter (ADJ-comp) emissions (N-mod) standards (N-obj) from (PREP) all (DET) manufacturers (N-obj).
51.12a Now we recognize that our earlier assumptions lacked sufficient evidence. 51.12b Now (ADV-time) we (PRON-subj) recognize (V-pres) that (CONJ) our (PRON-poss) earlier (ADJ) assumptions (N-subj) lacked (V-past) sufficient (ADJ) evidence (N-obj).
51.13a The old library now houses a modern technology center for the community. 51.13b The (DEF.ART) old (ADJ) library (N-subj) now (ADV-time) houses (V-pres) a (INDEF.ART) modern (ADJ) technology (N-mod) center (N-obj) for (PREP) the (DEF.ART) community (N-obj).
51.14a Researchers now believe that diet affects mental health more than they previously thought. 51.14b Researchers (N-subj) now (ADV-time) believe (V-pres) that (CONJ) diet (N-subj) affects (V-pres) mental (ADJ) health (N-obj) more (ADV-degree) than (CONJ) they (PRON-subj) previously (ADV-time) thought (V-past).
51.15a The ancient temple now stands restored, welcoming thousands of visitors each year. 51.15b The (DEF.ART) ancient (ADJ) temple (N-subj) now (ADV-time) stands (V-pres.EXIST) restored (ADJ-pred), welcoming (V-pres.part) thousands (N-obj) of (PREP) visitors (N-obj) each (DET) year (N-obj).
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51.1 “The committee now considers the proposal.” [Standard English equivalent: “The proposal is now under consideration by the committee.”] [Strategy: Active voice transformation—subject performs action directly]
51.2 “We now understand the problem clearly.” [Standard English equivalent: “The problem is now clear to us.”] [Strategy: Perception verb with subject agency—”understand” replaces predicate adjective]
51.3 “Now she speaks three languages fluently.” [Standard English equivalent: “She is now fluent in three languages.”] [Strategy: Active verb replacement—”speaks fluently” replaces “is fluent”]
51.4 “The sun now rises over the mountains.” [Standard English equivalent: “The sun is now rising over the mountains.”] [Strategy: Simple present replaces progressive tense]
51.5 “I now see the truth of your argument.” [Standard English equivalent: “Your argument is now clear to me.”] [Strategy: Perception verb—”see” replaces copula + predicate adjective]
51.6 “The children now attend school in the village.” [Standard English equivalent: “The children are now students at the village school.”] [Strategy: Active verb—”attend” replaces identity statement]
51.7 “Now the musicians begin their performance.” [Standard English equivalent: “The performance is now beginning.”] [Strategy: Active voice transformation—musicians as agents]
51.8 “Scientists now possess evidence of water on Mars.” [Standard English equivalent: “There is now evidence of water on Mars.”] [Strategy: Existence verb replacement—”possess” eliminates “there is”]
51.9 “The factory now produces electric vehicles exclusively.” [Standard English equivalent: “The factory is now exclusively producing electric vehicles.”] [Strategy: Simple present replaces progressive; active construction maintained]
51.10 “My grandmother now lives with my parents in Boston.” [Standard English equivalent: “My grandmother is now living with my parents.”] [Strategy: Existence verb—”lives” replaces progressive construction]
51.11 “The government now requires stricter emissions standards from all manufacturers.” [Standard English equivalent: “Stricter emissions standards are now required by the government.”] [Strategy: Active voice transformation—converts passive to active]
51.12 “Now we recognize that our earlier assumptions lacked sufficient evidence.” [Standard English equivalent: “It is now clear that our earlier assumptions were insufficient.”] [Strategy: Active verb—”recognize” replaces impersonal “it is clear”]
51.13 “The old library now houses a modern technology center for the community.” [Standard English equivalent: “A modern technology center is now housed in the old library.”] [Strategy: Active voice—building as agent “houses” rather than passive “is housed”]
51.14 “Researchers now believe that diet affects mental health more than they previously thought.” [Standard English equivalent: “It is now believed that diet is more important to mental health.”] [Strategy: Active voice with identified agents; “believe” and “affects” replace copula constructions]
51.15 “The ancient temple now stands restored, welcoming thousands of visitors each year.” [Standard English equivalent: “The ancient temple is now restored and is welcoming visitors.”] [Strategy: Existence verb—”stands” replaces copula; participle “welcoming” maintains verbal force]
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51.1 The committee now considers the proposal.
51.2 We now understand the problem clearly.
51.3 Now she speaks three languages fluently.
51.4 The sun now rises over the mountains.
51.5 I now see the truth of your argument.
51.6 The children now attend school in the village.
51.7 Now the musicians begin their performance.
51.8 Scientists now possess evidence of water on Mars.
51.9 The factory now produces electric vehicles exclusively.
51.10 My grandmother now lives with my parents in Boston.
51.11 The government now requires stricter emissions standards from all manufacturers.
51.12 Now we recognize that our earlier assumptions lacked sufficient evidence.
51.13 The old library now houses a modern technology center for the community.
51.14 Researchers now believe that diet affects mental health more than they previously thought.
51.15 The ancient temple now stands restored, welcoming thousands of visitors each year.
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These grammar rules govern “now” in E-Prime:
Standard English Function
“Now” operates as a temporal adverb indicating the present moment or current time period. It can modify verbs, adjectives, entire clauses, or function as a discourse marker. In Standard English, “now” frequently appears in constructions with “to be”: “It is now time,” “She is now ready,” “We are now here.”
The word exhibits flexibility in sentence position: initial (”Now we begin”), medial (”We now begin”), or final (”We begin now”). Each position creates slightly different emphasis and rhythm.
E-Prime Considerations
“Now” presents relatively few challenges for E-Prime writers because it pairs naturally with action verbs. The main transformation involves replacing progressive constructions (”is now working”) with simple present forms (”now works”) or finding active alternatives for passive constructions (”is now considered” → “people now consider”).
The adverb actually assists E-Prime writing by providing temporal anchoring without requiring copula constructions. Instead of “The time is now,” an E-Prime writer can produce “The time has arrived” or “Now marks the moment.”
Replacement Strategies for “Now”
E-Prime: “The economy now recovers”
E-Prime: “Historians now consider the building historic”
E-Prime: “She now enjoys fame” / “The public now recognizes her”
E-Prime: “A solution now exists” / “We now have a solution”
E-Prime: “He now serves as president” / “He now holds the presidency”
Common Mistakes
Mistake 1: Retaining “is now” or “are now” constructions—these must transform completely.
Mistake 2: Creating awkward constructions by forcing “now” into unnatural positions. E-Prime should sound natural, not stilted.
Mistake 3: Forgetting contractions that hide “to be”—”It’s now clear” contains “is” and violates E-Prime. Transform to “We now see clearly” or “The clarity now emerges.”
Mistake 4: Overlooking passive voice with “now”—”The decision is now made” requires transformation to “The committee now made the decision” or “The decision now stands.”
Style Notes
“Now” creates immediacy and urgency in E-Prime writing. Placing “now” at the beginning of a sentence (”Now we understand”) adds dramatic emphasis. Medial placement (”We now understand”) sounds more neutral. Final position (”We understand now”) often suggests contrast with a previous state.
In formal E-Prime writing, “now” helps maintain present-tense clarity. In narrative E-Prime, “now” can mark transitions between past events and present-moment reflection.
The adverb combines effectively with perception verbs (now see, now hear, now feel), mental state verbs (now understand, now believe, now know), and existence verbs (now lives, now stands, now remains).
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that language shapes perception and that certain linguistic structures promote confusion between maps (our representations of reality) and territories (reality itself). The famous formulation “the map does not equal the territory” (note: the common phrasing “the map is not the territory” violates E-Prime) captures this distinction.
D. David Bourland Jr. proposed E-Prime in 1965 as a practical tool for implementing Korzybski’s insights. By eliminating “to be,” writers must specify agents, acknowledge perspectives, and avoid false equations between things and their descriptions.
The adverb “now” gains significance in this framework: it anchors statements to specific moments, discouraging timeless generalizations that E-Prime advocates consider problematic. “Dogs are loyal” makes an eternal-seeming claim; “My dog now demonstrates loyalty” specifies time, agent, and observer perspective.
Practical Applications
Scientific Writing: “Now” helps researchers specify when observations occurred. “The data now suggest” acknowledges that conclusions depend on current evidence and may change.
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy. “Now I feel anxious” differs from “I am anxious”—the E-Prime version acknowledges temporariness and opens space for change.
Conflict Resolution: “You now seem upset” invites dialogue better than “You are upset,” which may feel like accusation. “Now” emphasizes the present moment and implies the possibility of different future states.
Critical Thinking: E-Prime with temporal markers like “now” encourages awareness that knowledge evolves. “Scientists now believe” reminds us that scientific consensus changes over time.
The E-Prime Community
The Institute of General Semantics has promoted E-Prime since Bourland’s initial proposal. The quarterly journal ETC: A Review of General Semantics publishes articles exploring E-Prime applications.
Robert Anton Wilson became E-Prime’s most famous practitioner, writing Quantum Psychology (1990) entirely in E-Prime. Wilson argued that E-Prime clarifies thinking and reduces dogmatism.
Three anthologies—To Be or Not (1991), More E-Prime (1994), and E-Prime III (1997)—collect essays demonstrating E-Prime’s versatility across genres.
Philosophical Implications
E-Prime challenges the subject-predicate structure that Western philosophy has often treated as mirroring reality. “The apple is red” seems to describe an objective property; “The apple looks red to me now” acknowledges observer dependence and temporal specificity.
“Now” plays a crucial role in this philosophical shift. Present-moment awareness—anchoring claims to specific times and contexts—counters the tendency toward absolutist thinking that General Semanticists criticize.
Critiques and Limitations
Critics note that E-Prime can produce awkward or lengthy constructions. “Now” helps mitigate this by providing a simple temporal anchor that often sounds natural.
Some linguists argue that “to be” serves necessary grammatical functions that E-Prime alternatives cannot fully replace. Advocates respond that the discipline of finding alternatives clarifies thought even when the resulting prose requires extra effort.
E-Prime works best as a training tool and consciousness-raising practice rather than a permanent writing requirement. Many practitioners write in E-Prime occasionally to sharpen awareness, then return to Standard English with heightened sensitivity to copula constructions.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 2
We (PRON-subj) now (ADV-time) know (V-pres) that (CONJ) the (DEF.ART) observer (N-subj) participates (V-pres) in (PREP) every (DET) observation (N-obj). Quantum (ADJ) mechanics (N-subj) demonstrates (V-pres) this (PRON-obj) experimentally (ADV-manner). The (DEF.ART) old (ADJ) notion (N-subj) of (PREP) a (INDEF.ART) detached (ADJ) observer (N-obj) recording (V-pres.part) objective (ADJ) facts (N-obj) about (PREP) a (INDEF.ART) separate (ADJ) universe (N-obj) now (ADV-time) seems (V-pres.PERCEPT) as (CONJ) quaint (ADJ-pred) as (CONJ) the (DEF.ART) flat (ADJ) earth (N-subj) theory (N-obj). We (PRON-subj) now (ADV-time) live (V-pres.EXIST) in (PREP) a (INDEF.ART) participatory (ADJ) universe (N-obj).
“We now know that the observer participates in every observation. Quantum mechanics demonstrates this experimentally. The old notion of a detached observer recording objective facts about a separate universe now seems as quaint as the flat earth theory. We now live in a participatory universe.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 2
[Note: This passage exemplifies Wilson’s E-Prime technique, using “now” three times to anchor claims temporally while avoiding all forms of “to be.”]
We now know that the observer participates in every observation. Quantum mechanics demonstrates this experimentally. The old notion of a detached observer recording objective facts about a separate universe now seems as quaint as the flat earth theory. We now live in a participatory universe.
participatory: Adjective modifying “universe”; Wilson’s key concept suggesting mutual creation
Grammar Notes
Wilson uses “now” strategically three times: first to establish current scientific knowledge, second to describe how older ideas appear from our current perspective, and third to characterize our present understanding. Each “now” anchors the claim temporally, avoiding timeless assertions.
The sentence “The old notion... now seems as quaint as the flat earth theory” demonstrates E-Prime’s perception verb strategy. Rather than “The old notion is outdated,” Wilson writes how it “seems”—acknowledging that this represents a perspective from the current moment.
“We now live in a participatory universe” uses the existence verb “live” rather than “We are in a participatory universe.” This construction emphasizes ongoing participation rather than static being.
This passage from Quantum Psychology showcases Wilson’s mature E-Prime style. He writes accessibly about complex ideas—quantum mechanics, observer effects, paradigm shifts—while maintaining strict E-Prime discipline.
Wilson’s triple use of “now” creates a rhetorical pattern: present knowledge, present perception, present existence. This structure moves from epistemology (what we know) through phenomenology (how things appear) to ontology (how we exist). Each stage remains anchored in the present moment rather than claiming eternal truths.
The comparison to “flat earth theory” works especially well in E-Prime because Wilson describes how the old notion seems rather than declaring what it is. This acknowledges that future thinkers may view our current paradigm with similar condescension.
Wilson’s participatory universe concept aligns with E-Prime’s philosophical goals: if observers participate in creating what they observe, then statements should acknowledge the observer’s role. “Now” becomes a marker of this participation, locating claims in specific moments of observation.
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51.16a The research team now reports significant findings from the longitudinal study. 51.16b The (DEF.ART) research (N-mod) team (N-subj) now (ADV-time) reports (V-pres) significant (ADJ) findings (N-obj) from (PREP) the (DEF.ART) longitudinal (ADJ) study (N-obj).
51.17a Participants now show improved cognitive function after six months of meditation practice. 51.17b Participants (N-subj) now (ADV-time) show (V-pres) improved (ADJ) cognitive (ADJ) function (N-obj) after (PREP) six (DET-num) months (N-obj) of (PREP) meditation (N-mod) practice (N-obj).
51.18a The data now suggest a strong correlation between sleep quality and memory retention. 51.18b The (DEF.ART) data (N-subj) now (ADV-time) suggest (V-pres) a (INDEF.ART) strong (ADJ) correlation (N-obj) between (PREP) sleep (N-mod) quality (N-obj) and (CONJ) memory (N-mod) retention (N-obj).
51.19a We now possess sufficient evidence to support the original hypothesis. 51.19b We (PRON-subj) now (ADV-time) possess (V-pres) sufficient (ADJ) evidence (N-obj) to (PART) support (V-inf) the (DEF.ART) original (ADJ) hypothesis (N-obj).
51.20a Now the control group demonstrates comparable results to the treatment group. 51.20b Now (ADV-time) the (DEF.ART) control (N-mod) group (N-subj) demonstrates (V-pres) comparable (ADJ) results (N-obj) to (PREP) the (DEF.ART) treatment (N-mod) group (N-obj).
51.21a Statistical analysis now reveals patterns that earlier methods failed to detect. 51.21b Statistical (ADJ) analysis (N-subj) now (ADV-time) reveals (V-pres) patterns (N-obj) that (PRON-rel) earlier (ADJ) methods (N-subj) failed (V-past) to (PART) detect (V-inf).
51.22a The specimen now exhibits characteristics consistent with the proposed classification. 51.22b The (DEF.ART) specimen (N-subj) now (ADV-time) exhibits (V-pres) characteristics (N-obj) consistent (ADJ) with (PREP) the (DEF.ART) proposed (ADJ) classification (N-obj).
51.23a Reviewers now recommend publication with minor revisions to the methodology section. 51.23b Reviewers (N-subj) now (ADV-time) recommend (V-pres) publication (N-obj) with (PREP) minor (ADJ) revisions (N-obj) to (PREP) the (DEF.ART) methodology (N-mod) section (N-obj).
51.24a The laboratory equipment now functions within acceptable parameters after calibration. 51.24b The (DEF.ART) laboratory (N-mod) equipment (N-subj) now (ADV-time) functions (V-pres) within (PREP) acceptable (ADJ) parameters (N-obj) after (PREP) calibration (N-obj).
51.25a Now we understand why previous experiments yielded inconsistent results. 51.25b Now (ADV-time) we (PRON-subj) understand (V-pres) why (ADV-interrog) previous (ADJ) experiments (N-subj) yielded (V-past) inconsistent (ADJ) results (N-obj).
51.26a The updated model now accounts for variables that the original framework overlooked. 51.26b The (DEF.ART) updated (ADJ) model (N-subj) now (ADV-time) accounts (V-pres) for (PREP) variables (N-obj) that (PRON-rel) the (DEF.ART) original (ADJ) framework (N-subj) overlooked (V-past).
51.27a Funding agencies now express strong interest in extending this research program. 51.27b Funding (N-mod) agencies (N-subj) now (ADV-time) express (V-pres) strong (ADJ) interest (N-obj) in (PREP) extending (V-ger) this (DET) research (N-mod) program (N-obj).
51.28a The peer review process now moves into its final stage before acceptance. 51.28b The (DEF.ART) peer (N-mod) review (N-mod) process (N-subj) now (ADV-time) moves (V-pres) into (PREP) its (PRON-poss) final (ADJ) stage (N-obj) before (PREP) acceptance (N-obj).
51.29a Collaborating institutions now share resources through the newly established data consortium. 51.29b Collaborating (V-pres.part) institutions (N-subj) now (ADV-time) share (V-pres) resources (N-obj) through (PREP) the (DEF.ART) newly (ADV-manner) established (V-past.part) data (N-mod) consortium (N-obj).
51.30a This research now opens new avenues for investigation that will occupy scientists for decades. 51.30b This (DET) research (N-subj) now (ADV-time) opens (V-pres) new (ADJ) avenues (N-obj) for (PREP) investigation (N-obj) that (PRON-rel) will (V-modal) occupy (V-inf) scientists (N-obj) for (PREP) decades (N-obj).
51.16 “The research team now reports significant findings from the longitudinal study.” [Standard: “Significant findings are now reported by the research team.”] [Strategy: Active voice transformation]
51.17 “Participants now show improved cognitive function after six months of meditation practice.” [Standard: “Cognitive function is now improved in participants.”] [Strategy: Active verb “show” replaces passive “is improved”]
51.18 “The data now suggest a strong correlation between sleep quality and memory retention.” [Standard: “A strong correlation is now suggested by the data.”] [Strategy: Data as active agent; “suggest” maintains appropriate tentativeness]
51.19 “We possess sufficient evidence to support the original hypothesis.” [Standard: “There is now sufficient evidence to support the hypothesis.”] [Strategy: “There is” elimination; “possess” creates concrete ownership]
51.20 “Now the control group demonstrates comparable results to the treatment group.” [Standard: “The results are now comparable between groups.”] [Strategy: Active verb “demonstrates” replaces copula + predicate adjective]
51.21 “Statistical analysis now reveals patterns that earlier methods failed to detect.” [Standard: “Patterns are now revealed that were undetected before.”] [Strategy: Analysis as agent; double transformation (reveals, failed)]
51.22 “The specimen now exhibits characteristics consistent with the proposed classification.” [Standard: “The specimen’s characteristics are now consistent with classification.”] [Strategy: “Exhibits” replaces copula; “consistent” follows as adjectival complement]
51.23 “Reviewers now recommend publication with minor revisions to the methodology section.” [Standard: “Publication is now recommended with revisions.”] [Strategy: Identified agents (reviewers) perform action directly]
51.24 “The laboratory equipment now functions within acceptable parameters after calibration.” [Standard: “The equipment is now functional and within parameters.”] [Strategy: “Functions” replaces “is functional”; state verb transformation]
51.25 “Now we understand why previous experiments yielded inconsistent results.” [Standard: “It is now understood why previous results were inconsistent.”] [Strategy: “We understand” replaces impersonal “it is understood”]
51.26 “The updated model now accounts for variables that the original framework overlooked.” [Standard: “Variables are now accounted for that were overlooked.”] [Strategy: Model as agent; “accounts for” replaces passive construction]
51.27 “Funding agencies now express strong interest in extending this research program.” [Standard: “Strong interest is now expressed in extending research.”] [Strategy: Agencies as identified agents; “express” shows active interest]
51.28 “The peer review process now moves into its final stage before acceptance.” [Standard: “The process is now in its final stage.”] [Strategy: “Moves into” replaces static “is in”; emphasizes progression]
51.29 “Collaborating institutions now share resources through the newly established data consortium.” [Standard: “Resources are now shared among collaborating institutions.”] [Strategy: Institutions as agents; “share” emphasizes mutual action]
51.30 “This research now opens new avenues for investigation that will occupy scientists for decades.” [Standard: “New avenues are now opened by this research.”] [Strategy: Research as agent; “opens” metaphorically but actively]
51.16 The research team now reports significant findings from the longitudinal study.
51.17 Participants now show improved cognitive function after six months of meditation practice.
51.18 The data now suggest a strong correlation between sleep quality and memory retention.
51.19 We now possess sufficient evidence to support the original hypothesis.
51.20 Now the control group demonstrates comparable results to the treatment group.
51.21 Statistical analysis now reveals patterns that earlier methods failed to detect.
51.22 The specimen now exhibits characteristics consistent with the proposed classification.
51.23 Reviewers now recommend publication with minor revisions to the methodology section.
51.24 The laboratory equipment now functions within acceptable parameters after calibration.
51.25 Now we understand why previous experiments yielded inconsistent results.
51.26 The updated model now accounts for variables that the original framework overlooked.
51.27 Funding agencies now express strong interest in extending this research program.
51.28 The peer review process now moves into its final stage before acceptance.
51.29 Collaborating institutions now share resources through the newly established data consortium.
51.30 This research now opens new avenues for investigation that will occupy scientists for decades.
This scientific report section demonstrates E-Prime’s compatibility with academic writing. Several patterns emerge.
Agent Identification: Scientific E-Prime consistently identifies who performs actions. “Reviewers now recommend” clarifies that specific people made judgments, unlike passive constructions that hide agency.
Tentative Language: “The data now suggest” (51.18) maintains appropriate scientific hedging. E-Prime does not require overclaiming; perception and cognition verbs (”suggest,” “indicate,” “show”) express appropriate uncertainty.
Process Verbs: “Moves into” (51.28), “opens” (51.30) emphasize ongoing processes rather than static states. This aligns with how science actually works—as continuous investigation rather than fixed truth discovery.
“Now” as Temporal Anchor: Throughout this section, “now” reminds readers that findings reflect current knowledge. This prevents the implicit absolutism of statements like “Sleep correlates with memory” by specifying “The data now suggest a correlation.”
“Results are consistent with...” → “Results align with...” / “Results follow the pattern of...”
This genre section illustrates how E-Prime can enhance rather than hinder scientific communication by promoting clarity about agents, processes, and temporal limitations of knowledge.
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Standard English → E-Prime Practice
Transform these Standard English sentences containing “now” and “to be” into E-Prime:
1. Standard: “It is now clear that the experiment succeeded.” E-Prime: “We now see clearly that the experiment succeeded.” / “The success of the experiment now appears evident.” Strategy: Perception verb replacement; identified observer
2. Standard: “The patient is now stable.” E-Prime: “The patient now remains stable.” / “Vital signs now register within normal range.” Strategy: State verb replacement; concrete observation
3. Standard: “There are now three options available.” E-Prime: “Three options now exist.” / “We now have three options available.” Strategy: Existence verb replacement; “there are” elimination
4. Standard: “She is now considered an expert in the field.” E-Prime: “Colleagues now consider her an expert in the field.” / “The field now recognizes her expertise.” Strategy: Active voice with identified agents
5. Standard: “The meeting is now postponed until Friday.” E-Prime: “The committee now postpones the meeting until Friday.” / “The meeting now moves to Friday.” Strategy: Active voice transformation; process verb
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This lesson forms part of the Latinum Institute’s 1000-word E-Prime curriculum, designed for autodidacts seeking to master this disciplined form of English. The CSV-based vocabulary progression ensures systematic coverage of essential English words while training students in E-Prime transformation techniques.
The Latinum Institute has created language learning materials since 2006, specializing in classical and modern languages. Our methodology emphasizes interlinear glossing—the construed text approach that breaks sentences into individually glossed components, accelerating comprehension for independent learners.
Course Index: https://latinum.substack.com/p/index
Trustpilot Reviews: https://uk.trustpilot.com/review/latinum.org.uk
Why E-Prime?
Developing more precise, action-oriented expression
The Construed Text Method
Builds systematic understanding of English grammar
Connection to General Semantics
E-Prime emerged from Alfred Korzybski’s General Semantics movement, which emphasized that language mediates our experience of reality. By practicing E-Prime, learners join a tradition of thinkers who have used linguistic discipline to clarify thought and communication.
Progressive Mastery
Each lesson builds E-Prime fluency through the topic word’s natural contexts. As vocabulary expands, transformation skills deepen. By lesson completion, students handle complex constructions with increasing ease.
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END OF LESSON 51
✓ Lesson 51 E-Prime complete: “now” — Temporal Adverb
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Then functions as one of the most versatile adverbs in English, serving both temporal and logical purposes. In temporal usage, “then” indicates sequence—what happened next or at that particular time. In logical usage, “then” signals consequence or result, often appearing in conditional constructions (”if...then”).
For E-Prime practitioners, “then” presents interesting opportunities rather than challenges. Unlike words that frequently pair with “to be” constructions, “then” naturally fits into action-oriented, E-Prime-compliant sentences. However, writers must remain vigilant about common phrases like “it was then that...” or “then there was...” which violate E-Prime principles.
This lesson teaches you to deploy “then” effectively while maintaining strict E-Prime discipline, avoiding all forms of “to be” in your constructions.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “then” mean in E-Prime?
A: “Then” retains its full meaning in E-Prime—indicating sequence in time (”first...then”), a specific past moment (”back then”), or logical consequence (”if you study, then you learn”). E-Prime writers use “then” freely, simply ensuring the surrounding sentence avoids all “to be” forms.
Key Takeaways
• “Then” functions naturally in E-Prime without requiring transformation
• Watch for hidden “to be” forms in common “then” phrases: avoid “it was then” and “then there was”
• Use “then” to create clear temporal sequences: “First she arrived, then she spoke”
• Deploy “then” for logical consequences: “If you practice, then you improve”
• “Then” strengthens narrative flow and logical argumentation in E-Prime writing
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52.1a She finished her work, then left the office quietly. 52.1b She (PRON-subj) finished (V-past) her (PRON-poss) work (N-obj), then (ADV-seq) left (V-past) the (DEF.ART) office (N-obj) quietly (ADV-manner).
52.2a First the rain stopped, then the sun appeared through the clouds. 52.2b First (ADV-seq) the (DEF.ART) rain (N-subj) stopped (V-past), then (ADV-seq) the (DEF.ART) sun (N-subj) appeared (V-past.PERCEPT) through (PREP) the (DEF.ART) clouds (N-obj).
52.3a If you study hard, then you succeed. 52.3b If (CONJ-cond) you (PRON-subj) study (V-pres) hard (ADV-manner), then (ADV-conseq) you (PRON-subj) succeed (V-pres).
52.4a He hesitated, then spoke carefully. 52.4b He (PRON-subj) hesitated (V-past), then (ADV-seq) spoke (V-past) carefully (ADV-manner).
52.5a We lived in Paris then. 52.5b We (PRON-subj) lived (V-past) in (PREP) Paris (N-prop) then (ADV-time).
52.6a The teacher explained the concept, then asked for questions from the students. 52.6b The (DEF.ART) teacher (N-subj) explained (V-past) the (DEF.ART) concept (N-obj), then (ADV-seq) asked (V-past) for (PREP) questions (N-obj) from (PREP) the (DEF.ART) students (N-obj).
52.7a Mix the ingredients thoroughly, then pour them into the pan. 52.7b Mix (V-imp) the (DEF.ART) ingredients (N-obj) thoroughly (ADV-manner), then (ADV-seq) pour (V-imp) them (PRON-obj) into (PREP) the (DEF.ART) pan (N-obj).
52.8a Life seemed simpler then, before the digital revolution changed everything. 52.8b Life (N-subj) seemed (V-past.PERCEPT) simpler (ADJ-comp) then (ADV-time), before (PREP) the (DEF.ART) digital (ADJ) revolution (N-subj) changed (V-past) everything (PRON-obj).
52.9a Then came the unexpected news that altered our plans completely. 52.9b Then (ADV-seq) came (V-past) the (DEF.ART) unexpected (ADJ) news (N-subj) that (PRON-rel) altered (V-past) our (PRON-poss) plans (N-obj) completely (ADV-manner).
52.10a She read the letter once, then read it again more slowly. 52.10b She (PRON-subj) read (V-past) the (DEF.ART) letter (N-obj) once (ADV-freq), then (ADV-seq) read (V-past) it (PRON-obj) again (ADV-rep) more (ADV-deg) slowly (ADV-manner).
52.11a The committee reviewed the evidence, then reached their unanimous decision after three hours. 52.11b The (DEF.ART) committee (N-subj) reviewed (V-past) the (DEF.ART) evidence (N-obj), then (ADV-seq) reached (V-past) their (PRON-poss) unanimous (ADJ) decision (N-obj) after (PREP) three (NUM) hours (N-obj).
52.12a If the hypothesis holds true, then our entire model requires revision. 52.12b If (CONJ-cond) the (DEF.ART) hypothesis (N-subj) holds (V-pres) true (ADJ-pred), then (ADV-conseq) our (PRON-poss) entire (ADJ) model (N-subj) requires (V-pres) revision (N-obj).
52.13a Then she understood what her grandmother had meant all along. 52.13b Then (ADV-seq) she (PRON-subj) understood (V-past) what (PRON-rel) her (PRON-poss) grandmother (N-subj) had (AUX) meant (V-past.part) all (DET) along (ADV-time).
52.14a The musicians tuned their instruments, then the conductor raised her baton and the symphony began. 52.14b The (DEF.ART) musicians (N-subj) tuned (V-past) their (PRON-poss) instruments (N-obj), then (ADV-seq) the (DEF.ART) conductor (N-subj) raised (V-past) her (PRON-poss) baton (N-obj) and (CONJ) the (DEF.ART) symphony (N-subj) began (V-past).
52.15a Only then did he realize the magnitude of his error and its consequences for the project. 52.15b Only (ADV-focus) then (ADV-time) did (AUX-emph) he (PRON-subj) realize (V-inf) the (DEF.ART) magnitude (N-obj) of (PREP) his (PRON-poss) error (N-obj) and (CONJ) its (PRON-poss) consequences (N-obj) for (PREP) the (DEF.ART) project (N-obj).
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52.1 “She finished her work, then left the office quietly.” Standard English equivalent: “She finished her work, then she was gone from the office.” Strategy: Active verb (left) replaces state description (was gone)
52.2 “First the rain stopped, then the sun appeared through the clouds.” Standard English equivalent: “First the rain stopped, then the sun was visible through the clouds.” Strategy: Perception verb (appeared) replaces copula + adjective (was visible)
52.3 “If you study hard, then you succeed.” Standard English equivalent: “If you are diligent in studying, then you are successful.” Strategy: Active verbs (study, succeed) replace copula constructions
52.4 “He hesitated, then spoke carefully.” Standard English equivalent: “He was hesitant, then was careful in his speech.” Strategy: Active verbs replace copula + adjective constructions
52.5 “We lived in Paris then.” Standard English equivalent: “We were in Paris then.” Strategy: Existence verb (lived) replaces locative “to be” (were in)
52.6 “The teacher explained the concept, then asked for questions from the students.” Standard English equivalent: “The teacher was explaining the concept, then was asking for questions.” Strategy: Simple past replaces progressive “to be” construction
52.7 “Mix the ingredients thoroughly, then pour them into the pan.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Imperative mood naturally avoids “to be”
52.8 “Life seemed simpler then, before the digital revolution changed everything.” Standard English equivalent: “Life was simpler then, before the digital revolution was changing everything.” Strategy: Perception verb (seemed) replaces copula (was)
52.9 “Then came the unexpected news that altered our plans completely.” Standard English equivalent: “Then there was unexpected news that was altering our plans completely.” Strategy: Active verb (came) replaces existential “there was”
52.10 “She read the letter once, then read it again more slowly.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Repeated action verbs maintain E-Prime compliance
52.11 “The committee reviewed the evidence, then reached their unanimous decision after three hours.” Standard English equivalent: “The committee was reviewing the evidence, then was reaching their decision.” Strategy: Simple past replaces progressive constructions
52.12 “If the hypothesis holds true, then our entire model requires revision.” Standard English equivalent: “If the hypothesis is true, then our model is in need of revision.” Strategy: Active verbs (holds, requires) replace copula constructions
52.13 “Then she understood what her grandmother had meant all along.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Mental verb (understood) naturally avoids “to be”
52.14 “The musicians tuned their instruments, then the conductor raised her baton and the symphony began.” Standard English equivalent: “The musicians were tuning their instruments, then the conductor was raising her baton.” Strategy: Simple past replaces progressive constructions
52.15 “Only then did he realize the magnitude of his error and its consequences for the project.” Standard English equivalent: “Only then was he aware of the magnitude of his error.” Strategy: Mental verb (realize) replaces copula + adjective (was aware)
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52.1 She finished her work, then left the office quietly.
52.2 First the rain stopped, then the sun appeared through the clouds.
52.3 If you study hard, then you succeed.
52.4 He hesitated, then spoke carefully.
52.5 We lived in Paris then.
52.6 The teacher explained the concept, then asked for questions from the students.
52.7 Mix the ingredients thoroughly, then pour them into the pan.
52.8 Life seemed simpler then, before the digital revolution changed everything.
52.9 Then came the unexpected news that altered our plans completely.
52.10 She read the letter once, then read it again more slowly.
52.11 The committee reviewed the evidence, then reached their unanimous decision after three hours.
52.12 If the hypothesis holds true, then our entire model requires revision.
52.13 Then she understood what her grandmother had meant all along.
52.14 The musicians tuned their instruments, then the conductor raised her baton and the symphony began.
52.15 Only then did he realize the magnitude of his error and its consequences for the project.
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These grammar rules govern “then” in E-Prime:
Standard English Function
“Then” operates as an adverb with multiple functions. In temporal usage, it indicates a specific time in the past (”back then”), a point in a sequence (”first...then...finally”), or the next moment in a narrative (”she paused, then continued”). In logical usage, “then” marks consequence or result, appearing most notably in conditional structures (”if X, then Y”). “Then” can also function attributively before nouns (”the then president”), though this usage appears less frequently.
E-Prime Considerations
“Then” itself poses no E-Prime problems—it contains no “to be” forms and functions naturally in action-oriented sentences. However, writers must watch for common phrases that combine “then” with forbidden forms:
Forbidden constructions to avoid: “It was then that...” → “Then...” or “At that moment...”; “Then there was...” → “Then came...” or “Then [subject] appeared...”; “...and then I was...” → “...and then I felt/became/found myself...”; “Back then, things were different” → “Back then, things seemed different” or “Back then, life felt different”
Replacement Strategies for This Word
Strategy 2 (Perception Verbs) applies frequently: “Things were different then” → “Things seemed different then” / “Things felt different then”
Strategy 3 (Existence Verbs) helps with locative phrases: “We were in London then” → “We lived in London then” / “We stayed in London then”
Strategy 1 (Active Voice) transforms passive constructions: “Then the decision was made” → “Then they made the decision” / “Then the committee decided”
Common Mistakes
Hidden “to be” in contractions: “That’s when...” frequently appears near “then” constructions—writers must remain vigilant. Existential “there”: Sentences beginning “Then there was...” violate E-Prime; transform to “Then came...” or “Then [subject] appeared/emerged/arrived...”. Progressive tense: “I was then working on...” violates E-Prime; use “I then worked on...” or “At that time, I worked on...”.
Style Notes
“Then” excels at creating narrative momentum in E-Prime writing. The word propels readers forward through sequences of actions without requiring “to be” constructions. In conditional statements, “if...then” structures communicate logical relationships clearly and often comply naturally with E-Prime principles—provided the clauses themselves avoid forbidden forms.
For temporal reference to a past era, prefer “back then, life felt...” or “in those days, people believed...” over constructions requiring “was/were.”
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that the structure of language shapes human perception and thought. His famous formulation “the map does not equal the territory” (rephrased here in E-Prime—the original used “is not”) emphasizes that our words and concepts represent reality imperfectly. D. David Bourland Jr. extended this insight by creating E-Prime in 1965, eliminating “to be” forms to combat what he called the “is of identity” and the “is of predication.”
Temporal adverbs like “then” hold special significance in General Semantics. Korzybski emphasized “time-binding”—humanity’s unique ability to transmit knowledge across generations. Words like “then” help us situate events in time, distinguishing past from present, acknowledging that conditions change. The phrase “that held true then” (rather than “that was true”) implicitly recognizes temporal limitation and avoids the false permanence that “to be” constructions can suggest.
Practical Applications
Scientific Writing: Researchers use “then” effectively in methodology sections: “We collected samples, then analyzed them using spectroscopy.” This construction describes procedures without the vagueness of “to be” forms.
Therapeutic Contexts: Albert Ellis incorporated E-Prime principles into Rational Emotive Behavior Therapy (REBT). Clients learn to say “I felt anxious then” rather than “I was anxious”—acknowledging the temporary, situational nature of emotional states.
Narrative and Journalism: “Then” provides essential connective tissue in storytelling. E-Prime narratives often flow more dynamically because writers must choose active verbs: “Then she ran” rather than “Then she was running.”
The E-Prime Community
The Institute of General Semantics continues promoting Korzybski’s work and E-Prime practice. Robert Anton Wilson popularized E-Prime through his books, particularly Quantum Psychology (1990), written entirely without “to be” forms. The journal ETC: A Review of General Semantics publishes articles exploring language, perception, and consciousness.
Philosophical Implications
E-Prime challenges the subject-predicate structure that Aristotelian logic embedded in Western languages. When we say “The rose is red,” we seem to attribute an essential, permanent quality. “The rose looks red” or “I perceive the rose as red” acknowledges the observer and the possibility of change. “Then” reinforces temporal awareness—what held true then may not hold true now.
Critiques and Limitations
Some constructions become awkward in E-Prime: mathematical identities (”2+2=4” works better than “2+2 equals 4” in some contexts), definitions (”A bachelor remains unmarried” feels less natural than “A bachelor is an unmarried man”), and certain philosophical discussions. E-Prime functions best as a consciousness-raising tool and writing discipline rather than an absolute requirement for all communication.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
Then (ADV-seq) I (PRON-subj) began (V-past) to (PART-inf) understand (V-inf) what (PRON-rel) the (DEF.ART) physicist (N-subj) meant (V-past) when (ADV-time) he (PRON-subj) said (V-past) that (CONJ) we (PRON-subj) never (ADV-neg) observe (V-pres) “reality” (N-obj) directly (ADV-manner). We (PRON-subj) observe (V-pres) only (ADV-focus) our (PRON-poss) nervous (ADJ) systems’ (N-poss) reactions (N-obj) to (PREP) signals (N-obj) from (PREP) the (DEF.ART) environment (N-obj). The (DEF.ART) signals (N-subj) get (V-pres) processed (V-past.part) and (CONJ) filtered (V-past.part) and (CONJ) transformed (V-past.part) before (CONJ) they (PRON-subj) reach (V-pres) consciousness (N-obj), and (CONJ) then (ADV-seq) consciousness (N-subj) itself (PRON-refl) adds (V-pres) further (ADJ) interpretations (N-obj).
F-B: Full Excerpt with Source Citation
“Then I began to understand what the physicist meant when he said that we never observe ‘reality’ directly. We observe only our nervous systems’ reactions to signals from the environment. The signals get processed and filtered and transformed before they reach consciousness, and then consciousness itself adds further interpretations.”
— Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-C: E-Prime Text Only
Then I began to understand what the physicist meant when he said that we never observe “reality” directly. We observe only our nervous systems’ reactions to signals from the environment. The signals get processed and filtered and transformed before they reach consciousness, and then consciousness itself adds further interpretations.
F-D: Vocabulary and Grammar Notes
Wilson uses “then” twice in this passage—first to mark a moment of insight (”Then I began to understand”), and second to indicate sequence in the perceptual process (”and then consciousness itself adds”). Note his consistent avoidance of “to be”: “the physicist meant” rather than “what was meant,” “we observe” rather than “what is observed by us,” “signals get processed” using the colloquial passive with “get” rather than “are processed.”
The phrase “nervous systems’ reactions” demonstrates E-Prime-compliant nominal constructions—describing through nouns and possessives rather than predicative adjectives with “to be.”
F-E: Commentary on E-Prime Technique
Wilson demonstrates how “then” propels philosophical argumentation forward. His first “then” signals a cognitive transition—the moment understanding dawned. His second “then” clarifies the sequence of neural processing: signals arrive, get filtered, reach consciousness, then consciousness interprets. This temporal clarity helps readers follow complex epistemological arguments without the static quality that “to be” constructions often create.
Wilson’s passage also exemplifies E-Prime’s epistemological purpose: by saying “we observe only our nervous systems’ reactions,” he emphasizes the constructed, mediated nature of perception—a core General Semantics insight that E-Prime helps communicate.
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Part A: Interlinear Construed Text
52.16a I remember the summer of 1998, then just seventeen and full of uncertainty about my future. 52.16b I (PRON-subj) remember (V-pres) the (DEF.ART) summer (N-obj) of (PREP) 1998 (NUM), then (ADV-time) just (ADV-degree) seventeen (NUM) and (CONJ) full (ADJ) of (PREP) uncertainty (N-obj) about (PREP) my (PRON-poss) future (N-obj).
52.17a My father drove me to the train station, then handed me an envelope with enough money for three months. 52.17b My (PRON-poss) father (N-subj) drove (V-past) me (PRON-obj) to (PREP) the (DEF.ART) train (N-mod) station (N-obj), then (ADV-seq) handed (V-past) me (PRON-obj) an (INDEF.ART) envelope (N-obj) with (PREP) enough (DET) money (N-obj) for (PREP) three (NUM) months (N-obj).
52.18a Then came the long journey north, through landscapes I had never seen before. 52.18b Then (ADV-seq) came (V-past) the (DEF.ART) long (ADJ) journey (N-subj) north (ADV-dir), through (PREP) landscapes (N-obj) I (PRON-subj) had (AUX) never (ADV-neg) seen (V-past.part) before (ADV-time).
52.19a The train stopped at small towns, then started again, each time leaving familiar territory further behind. 52.19b The (DEF.ART) train (N-subj) stopped (V-past) at (PREP) small (ADJ) towns (N-obj), then (ADV-seq) started (V-past) again (ADV-rep), each (DET) time (N-adv) leaving (V-pres.part) familiar (ADJ) territory (N-obj) further (ADV-comp) behind (ADV-dir).
52.20a I arrived at the camp, then stood alone with my single suitcase, watching the other counselors greet each other. 52.20b I (PRON-subj) arrived (V-past) at (PREP) the (DEF.ART) camp (N-obj), then (ADV-seq) stood (V-past.EXIST) alone (ADV-manner) with (PREP) my (PRON-poss) single (ADJ) suitcase (N-obj), watching (V-pres.part) the (DEF.ART) other (ADJ) counselors (N-obj) greet (V-inf) each (DET) other (PRON-recip).
52.21a Then a girl with red hair approached me and introduced herself as Elena. 52.21b Then (ADV-seq) a (INDEF.ART) girl (N-subj) with (PREP) red (ADJ) hair (N-obj) approached (V-past) me (PRON-obj) and (CONJ) introduced (V-past) herself (PRON-refl) as (PREP) Elena (N-prop).
52.22a She asked where I came from, then laughed when I mispronounced her hometown’s name. 52.22b She (PRON-subj) asked (V-past) where (ADV-inter) I (PRON-subj) came (V-past) from (PREP), then (ADV-seq) laughed (V-past) when (CONJ-time) I (PRON-subj) mispronounced (V-past) her (PRON-poss) hometown’s (N-poss) name (N-obj).
52.23a The weeks passed quickly; first we taught swimming, then archery, then wilderness survival skills. 52.23b The (DEF.ART) weeks (N-subj) passed (V-past) quickly (ADV-manner); first (ADV-seq) we (PRON-subj) taught (V-past) swimming (N-obj), then (ADV-seq) archery (N-obj), then (ADV-seq) wilderness (N-mod) survival (N-mod) skills (N-obj).
52.24a One evening Elena and I sat by the lake, then talked until the stars filled the entire sky. 52.24b One (DET) evening (N-adv) Elena (N-prop) and (CONJ) I (PRON-subj) sat (V-past.EXIST) by (PREP) the (DEF.ART) lake (N-obj), then (ADV-seq) talked (V-past) until (CONJ-time) the (DEF.ART) stars (N-subj) filled (V-past) the (DEF.ART) entire (ADJ) sky (N-obj).
52.25a She told me her dreams, then asked about mine, listening with genuine interest. 52.25b She (PRON-subj) told (V-past) me (PRON-obj) her (PRON-poss) dreams (N-obj), then (ADV-seq) asked (V-past) about (PREP) mine (PRON-poss), listening (V-pres.part) with (PREP) genuine (ADJ) interest (N-obj).
52.26a Then I understood something important: connection matters more than certainty. 52.26b Then (ADV-seq) I (PRON-subj) understood (V-past) something (PRON-indef) important (ADJ): connection (N-subj) matters (V-pres) more (ADV-comp) than (PREP) certainty (N-obj).
52.27a The summer ended, then we exchanged addresses and promised to write. 52.27b The (DEF.ART) summer (N-subj) ended (V-past), then (ADV-seq) we (PRON-subj) exchanged (V-past) addresses (N-obj) and (CONJ) promised (V-past) to (PART-inf) write (V-inf).
52.28a Letters arrived throughout the autumn, then phone calls during winter, then a visit in spring. 52.28b Letters (N-subj) arrived (V-past) throughout (PREP) the (DEF.ART) autumn (N-obj), then (ADV-seq) phone (N-mod) calls (N-subj) during (PREP) winter (N-obj), then (ADV-seq) a (INDEF.ART) visit (N-subj) in (PREP) spring (N-obj).
52.29a Looking back now at who I seemed then, I hardly recognize that uncertain boy. 52.29b Looking (V-pres.part) back (ADV-dir) now (ADV-time) at (PREP) who (PRON-rel) I (PRON-subj) seemed (V-past.PERCEPT) then (ADV-time), I (PRON-subj) hardly (ADV-deg) recognize (V-pres) that (DET) uncertain (ADJ) boy (N-obj).
52.30a What happened then shaped everything that followed—my career, my relationships, my understanding of what makes life meaningful. 52.30b What (PRON-rel) happened (V-past) then (ADV-time) shaped (V-past) everything (PRON-indef) that (PRON-rel) followed (V-past)—my (PRON-poss) career (N-obj), my (PRON-poss) relationships (N-obj), my (PRON-poss) understanding (N-obj) of (PREP) what (PRON-rel) makes (V-pres) life (N-obj) meaningful (ADJ-pred).
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Part B: Natural Sentences with Transformation Notes
52.16 “I remember the summer of 1998, then just seventeen and full of uncertainty about my future.” Standard English equivalent: “I remember the summer of 1998, when I was just seventeen and was full of uncertainty.” Strategy: Elliptical construction; “then” + age avoids “I was”
52.17 “My father drove me to the train station, then handed me an envelope with enough money for three months.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Sequential active verbs maintain E-Prime compliance
52.18 “Then came the long journey north, through landscapes I had never seen before.” Standard English equivalent: “Then there was the long journey north.” Strategy: Active verb (came) replaces existential “there was”
52.19 “The train stopped at small towns, then started again, each time leaving familiar territory further behind.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Action verbs (stopped, started, leaving) create natural E-Prime
52.20 “I arrived at the camp, then stood alone with my single suitcase, watching the other counselors greet each other.” Standard English equivalent: “I arrived at the camp, then I was alone with my single suitcase.” Strategy: Existence verb (stood) replaces state “to be” (was alone)
52.21 “Then a girl with red hair approached me and introduced herself as Elena.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Active verbs (approached, introduced) maintain E-Prime compliance
52.22 “She asked where I came from, then laughed when I mispronounced her hometown’s name.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Action verbs create natural narrative flow
52.23 “The weeks passed quickly; first we taught swimming, then archery, then wilderness survival skills.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Elliptical structure with “then” connects activities naturally
52.24 “One evening Elena and I sat by the lake, then talked until the stars filled the entire sky.” Standard English equivalent: “One evening Elena and I were sitting by the lake.” Strategy: Existence verb (sat) replaces progressive “were sitting”
52.25 “She told me her dreams, then asked about mine, listening with genuine interest.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Action verbs maintain narrative momentum
52.26 “Then I understood something important: connection matters more than certainty.” Standard English equivalent: “Then I understood something important: connection is more important than certainty.” Strategy: Active verb (matters) replaces copula + adjective (is more important)
52.27 “The summer ended, then we exchanged addresses and promised to write.” Standard English equivalent: No “to be” construction typically used; E-Prime compliant as written Strategy: Action verbs create clear sequence
52.28 “Letters arrived throughout the autumn, then phone calls during winter, then a visit in spring.” Standard English equivalent: “There were letters throughout autumn, then there were phone calls.” Strategy: Active verb (arrived) plus ellipsis replaces existential “there were”
52.29 “Looking back now at who I seemed then, I hardly recognize that uncertain boy.” Standard English equivalent: “Looking back now at who I was then, I hardly recognize that uncertain boy.” Strategy: Perception verb (seemed) replaces copula (was)
52.30 “What happened then shaped everything that followed—my career, my relationships, my understanding of what makes life meaningful.” Standard English equivalent: “What happened then shaped everything—my understanding of what is meaningful.” Strategy: Active verb (makes) replaces copula in embedded clause
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Part C: E-Prime Text Only
52.16 I remember the summer of 1998, then just seventeen and full of uncertainty about my future.
52.17 My father drove me to the train station, then handed me an envelope with enough money for three months.
52.18 Then came the long journey north, through landscapes I had never seen before.
52.19 The train stopped at small towns, then started again, each time leaving familiar territory further behind.
52.20 I arrived at the camp, then stood alone with my single suitcase, watching the other counselors greet each other.
52.21 Then a girl with red hair approached me and introduced herself as Elena.
52.22 She asked where I came from, then laughed when I mispronounced her hometown’s name.
52.23 The weeks passed quickly; first we taught swimming, then archery, then wilderness survival skills.
52.24 One evening Elena and I sat by the lake, then talked until the stars filled the entire sky.
52.25 She told me her dreams, then asked about mine, listening with genuine interest.
52.26 Then I understood something important: connection matters more than certainty.
52.27 The summer ended, then we exchanged addresses and promised to write.
52.28 Letters arrived throughout the autumn, then phone calls during winter, then a visit in spring.
52.29 Looking back now at who I seemed then, I hardly recognize that uncertain boy.
52.30 What happened then shaped everything that followed—my career, my relationships, my understanding of what makes life meaningful.
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Part D: Grammar Notes for Genre Section
This personal narrative demonstrates how “then” serves multiple functions within sustained E-Prime prose.
Temporal Reference to a Past Era: Examples 52.16 and 52.29 use “then” to reference the narrator’s younger self. Note how “who I seemed then” elegantly avoids “who I was then” through the perception verb strategy.
Narrative Sequence: Examples 52.17, 52.18, 52.20, 52.21, 52.23, 52.24, 52.27, and 52.28 use “then” to propel the story forward through time. The word creates momentum without requiring “to be” constructions.
Moment of Insight: Example 52.26 mirrors the literary citation from Robert Anton Wilson—”Then I understood” marks a cognitive turning point, a moment when awareness shifted.
Elliptical Constructions: Several examples (52.16, 52.23, 52.28) demonstrate how “then” enables elegant ellipsis, allowing writers to omit repeated verbs while maintaining E-Prime compliance.
The “Then Came” Construction: Example 52.18 shows the inverted structure “Then came the long journey”—a powerful E-Prime alternative to “Then there was the long journey.” This construction places emphasis on arrival and movement rather than static existence.
Sustained E-Prime Style: Reading this narrative demonstrates that E-Prime need not feel stilted or artificial. By choosing active verbs and perception verbs consistently, the narrative flows naturally while maintaining strict avoidance of “to be” forms.
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Standard English → E-Prime Practice
Transform these Standard English sentences containing “then” and “to be” forms into E-Prime equivalents:
Exercise 1 Standard: “It was then that I realized my mistake.” E-Prime: “Then I realized my mistake.” / “At that moment, I realized my mistake.” Strategy: Direct statement; remove empty “It was...that” construction
Exercise 2 Standard: “Life was very different then.” E-Prime: “Life felt very different then.” / “Life seemed very different then.” Strategy: Perception verb (felt/seemed) replaces copula (was)
Exercise 3 Standard: “Then there was a loud crash from the kitchen.” E-Prime: “Then came a loud crash from the kitchen.” / “Then a loud crash sounded from the kitchen.” Strategy: Active verb (came/sounded) replaces existential “there was”
Exercise 4 Standard: “She was confused then, but now she is certain.” E-Prime: “She felt confused then, but now she feels certain.” / “Confusion filled her then, but certainty fills her now.” Strategy: State verbs (felt) or nominalization (confusion filled) replace copula
Exercise 5 Standard: “Back then, the building was a school, but now it is a museum.” E-Prime: “Back then, the building served as a school, but now it functions as a museum.” Strategy: Relational verbs (served as, functions as) replace copula + noun
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This lesson forms part of the Latinum Institute’s E-Prime Language Course, designed for autodidact learners who wish to master English vocabulary while developing E-Prime writing discipline.
The CSV-Based Curriculum: The course follows a carefully designed 1000-word vocabulary list, teaching the most frequent and useful English words while demonstrating their E-Prime usage. Each lesson introduces one word, providing 30 examples that model authentic E-Prime construction.
The Latinum Institute Methodology: Since 2006, Latinum Institute has created language learning materials that emphasize active engagement with texts through interlinear glossing and construed reading. This approach accelerates comprehension by making grammatical structures transparent to learners.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
E-Prime as Mental Discipline: Beyond vocabulary acquisition, this course trains writers to think differently about language. By eliminating “to be” forms, E-Prime practitioners develop awareness of how linguistic structures shape perception. The discipline encourages precision, active construction, and acknowledgment of perspective.
Connection to General Semantics: E-Prime emerged from Alfred Korzybski’s General Semantics movement, which emphasized the gap between language and reality. D. David Bourland Jr. created E-Prime in 1965 as a tool for clearer thinking and communication. Writers like Robert Anton Wilson popularized the practice through books written entirely in E-Prime.
Benefits of Construed Text: The interlinear format in Section A shows each word’s grammatical function, helping learners understand sentence structure at a glance. This transparency accelerates acquisition and builds analytical reading skills applicable to any language study.
Progressive Skill Building: As learners work through the 1000-word curriculum, they encounter increasingly sophisticated E-Prime constructions. Early lessons focus on simple transformations; later lessons demonstrate complex, nuanced E-Prime prose suitable for academic, professional, and creative writing.
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✓ Lesson 52 E-Prime complete
E-Prime Compliance Verification: All 30 examples scanned and verified free of: is, am, are, was, were, been, being, be, I’m, he’s, she’s, it’s, that’s, what’s, there’s, who’s, you’re, we’re, they’re.
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The verb “think” stands among the most valuable words in the E-Prime writer’s toolkit. As a mental process verb expressing cognition, belief, judgment, and reflection, “think” allows speakers to attribute qualities and make assessments without resorting to the forbidden “to be” constructions.
In Standard English, speakers often say “I think it is good” or “I think she is intelligent.” E-Prime discipline encourages the more direct constructions “I think it good” or “I think her intelligent”—eliminating the unnecessary copula while maintaining clear meaning.
D. David Bourland Jr. developed E-Prime in 1965, building on Alfred Korzybski’s General Semantics work from 1933. Korzybski argued that the verb “to be” encourages identification thinking—confusing the map with the territory, the word with the thing. By eliminating “to be,” writers and speakers must take responsibility for their perceptions and judgments rather than presenting them as objective facts.
The word “think” perfectly embodies this E-Prime philosophy: it explicitly marks statements as mental operations, personal assessments, and cognitive processes rather than absolute truths.
Course Index: https://latinum.substack.com/p/index
FAQ
Q: What does “think” mean in E-Prime?
A: In E-Prime, “think” functions as a mental verb expressing cognition, belief, opinion, reflection, and judgment. It serves as a powerful replacement for “to be” constructions, allowing speakers to attribute qualities while maintaining personal responsibility for their assessments. Rather than saying “The movie is excellent,” an E-Prime speaker might say “I think the movie excellent” or “I think highly of the movie.”
Common phrases include “think about,” “think of,” “think through,” and “think over”
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53.1a She thinks carefully before making decisions. 53.1b She (PRON-subj) thinks (V-pres) carefully (ADV-manner) before (PREP) making (V-gerund) decisions (N-obj).
53.2a I think the proposal excellent. 53.2b I (PRON-subj) think (V-pres.MENTAL) the (DEF.ART) proposal (N-obj) excellent (ADJ-pred).
53.3a What do you think about the new regulations? 53.3b What (PRON-interrog) do (AUX) you (PRON-subj) think (V-pres) about (PREP) the (DEF.ART) new (ADJ) regulations (N-obj)?
53.4a The committee members think differently on this matter. 53.4b The (DEF.ART) committee (N-mod) members (N-subj) think (V-pres) differently (ADV-manner) on (PREP) this (DET) matter (N-obj).
53.5a Think before you speak. 53.5b Think (V-imper) before (CONJ) you (PRON-subj) speak (V-pres).
53.6a Many scientists think the evidence compelling. 53.6b Many (DET) scientists (N-subj) think (V-pres.MENTAL) the (DEF.ART) evidence (N-obj) compelling (ADJ-pred).
53.7a He thinks of his childhood whenever he visits that town. 53.7b He (PRON-subj) thinks (V-pres) of (PREP) his (PRON-poss) childhood (N-obj) whenever (CONJ) he (PRON-subj) visits (V-pres) that (DET) town (N-obj).
53.8a The detective thought through every possibility. 53.8b The (DEF.ART) detective (N-subj) thought (V-past) through (PREP) every (DET) possibility (N-obj).
53.9a I never thought him capable of such generosity. 53.9b I (PRON-subj) never (ADV-neg) thought (V-past.MENTAL) him (PRON-obj) capable (ADJ-pred) of (PREP) such (DET) generosity (N-obj).
53.10a Thinking critically requires practice and patience. 53.10b Thinking (V-gerund-subj) critically (ADV-manner) requires (V-pres) practice (N-obj) and (CONJ) patience (N-obj).
53.11a The philosopher thinks deeply about questions of meaning and purpose. 53.11b The (DEF.ART) philosopher (N-subj) thinks (V-pres) deeply (ADV-manner) about (PREP) questions (N-obj) of (PREP) meaning (N-obj) and (CONJ) purpose (N-obj).
53.12a We thought the performance remarkable from start to finish. 53.12b We (PRON-subj) thought (V-past.MENTAL) the (DEF.ART) performance (N-obj) remarkable (ADJ-pred) from (PREP) start (N-obj) to (PREP) finish (N-obj).
53.13a She thinks her way through complex problems methodically. 53.13b She (PRON-subj) thinks (V-pres) her (PRON-poss) way (N-obj) through (PREP) complex (ADJ) problems (N-obj) methodically (ADV-manner).
53.14a The researchers think their findings will change medical practice. 53.14b The (DEF.ART) researchers (N-subj) think (V-pres.MENTAL) their (PRON-poss) findings (N-obj) will (AUX-fut) change (V-inf) medical (ADJ) practice (N-obj).
53.15a I think, therefore I exist. 53.15b I (PRON-subj) think (V-pres), therefore (ADV-conseq) I (PRON-subj) exist (V-pres.EXIST).
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53.1 “She thinks carefully before making decisions.” Standard English equivalent: “She is careful before making decisions.” Strategy: Active mental verb replaces predicate adjective with “to be”
53.2 “I think the proposal excellent.” Standard English equivalent: “I think the proposal is excellent.” Strategy: Direct object + adjective complement (omitting copula)
53.3 “What do you think about the new regulations?” Standard English equivalent: “What is your opinion about the new regulations?” Strategy: Mental verb replaces “to be” + noun predicate
53.4 “The committee members think differently on this matter.” Standard English equivalent: “The committee members are of different opinions on this matter.” Strategy: Mental verb + adverb replaces “to be” + prepositional phrase
53.5 “Think before you speak.” Standard English equivalent: “Be thoughtful before you speak.” Strategy: Active imperative replaces “be” + adjective imperative
53.6 “Many scientists think the evidence compelling.” Standard English equivalent: “Many scientists think the evidence is compelling.” Strategy: Direct object + adjective complement (omitting copula)
53.7 “He thinks of his childhood whenever he visits that town.” Standard English equivalent: “His thoughts are of his childhood whenever he visits.” Strategy: Active mental verb replaces “to be” + prepositional complement
53.8 “The detective thought through every possibility.” Standard English equivalent: “The detective was thorough with every possibility.” Strategy: Phrasal verb replaces “to be” + adjective
53.9 “I never thought him capable of such generosity.” Standard English equivalent: “I never thought he was capable of such generosity.” Strategy: Accusative + adjective complement (omitting embedded copula)
53.10 “Thinking critically requires practice and patience.” Standard English equivalent: “Being a critical thinker requires practice and patience.” Strategy: Gerund replaces “being” + noun phrase
53.11 “The philosopher thinks deeply about questions of meaning and purpose.” Standard English equivalent: “The philosopher is a deep thinker about questions of meaning.” Strategy: Verb + adverb replaces “to be” + noun phrase
53.12 “We thought the performance remarkable from start to finish.” Standard English equivalent: “We thought the performance was remarkable.” Strategy: Direct object + adjective complement (omitting copula)
53.13 “She thinks her way through complex problems methodically.” Standard English equivalent: “She is methodical in working through complex problems.” Strategy: Cognate object construction replaces “to be” + adjective
53.14 “The researchers think their findings will change medical practice.” Standard English equivalent: “The researchers are confident their findings will change practice.” Strategy: Mental verb replaces “to be” + adjective
53.15 “I think, therefore I exist.” Standard English equivalent: “I think, therefore I am.” Strategy: Existence verb replaces copula (Descartes’ cogito in E-Prime)
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53.1 She thinks carefully before making decisions.
53.2 I think the proposal excellent.
53.3 What do you think about the new regulations?
53.4 The committee members think differently on this matter.
53.5 Think before you speak.
53.6 Many scientists think the evidence compelling.
53.7 He thinks of his childhood whenever he visits that town.
53.8 The detective thought through every possibility.
53.9 I never thought him capable of such generosity.
53.10 Thinking critically requires practice and patience.
53.11 The philosopher thinks deeply about questions of meaning and purpose.
53.12 We thought the performance remarkable from start to finish.
53.13 She thinks her way through complex problems methodically.
53.14 The researchers think their findings will change medical practice.
53.15 I think, therefore I exist.
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These grammar rules govern “think” in E-Prime:
Standard English Function
“Think” operates as an irregular verb with the principal parts think/thought/thought. It expresses mental activity including cognition (the process of reasoning), belief (holding something as true), opinion (personal judgment), reflection (consideration), and imagination (mental visualization).
Common constructions include think about (contemplate), think of (remember or consider), think through (analyze completely), think over (deliberate), think up (invent), and think out (reason to conclusion).
E-Prime Considerations
“Think” serves dual purposes in E-Prime. First, it functions as ordinary vocabulary expressing mental processes. Second, it operates as a replacement strategy for “to be” constructions, particularly when attributing qualities or expressing judgments.
The construction “think + object + adjective” allows E-Prime writers to express quality attribution without copulas. Standard English “I think it is good” becomes E-Prime “I think it good.” This pattern follows verbs of perception and judgment: consider, find, believe, judge, deem.
Replacement Strategies for “Think”
Mental Verb Strategy: “Think” itself replaces many “to be” constructions. “She is of the opinion” becomes “She thinks.” “What is your view?” becomes “What do you think?”
Object + Complement Pattern: “I think him honest” replaces “I think he is honest.” This accusative-with-complement construction eliminates embedded copulas elegantly.
Phrasal Verb Expansion: “Think through,” “think over,” and “think about” provide dynamic alternatives to static “to be” descriptions. “The plan is under consideration” becomes “We think through the plan.”
Common Mistakes
Embedded Copulas: Writers often retain “to be” after “think” unnecessarily. Watch for “I think it is” when “I think it” suffices.
Passive Thinking: Avoid “It is thought that...” by using “People think that...” or “Researchers think that...”
Progressive Confusion: “I am thinking” violates E-Prime. Use “I think” (present) or “I continue thinking.”
Style Notes
The object + adjective complement pattern (”I think him wise”) sounds formal in contemporary English. In casual contexts, consider restructuring: “He seems wise to me” or “I find him wise.”
“Think” naturally takes responsibility for judgments, aligning perfectly with E-Prime’s philosophical goals. Prefer “I think the evidence supports this conclusion” over attempts to state “facts” objectively.
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General Semantics Background
Alfred Korzybski developed General Semantics in the 1930s, arguing that human languages contain structural flaws that promote confusion between maps and territories—between our mental representations and actual reality. He famously noted that “the map does not equal the territory” (E-Prime reformulation of his principle).
The verb “to be,” Korzybski observed, encourages what he called “identification”—treating descriptions as if they captured essential identities. Saying “John is stupid” implies stupidity exists as an essential quality of John, rather than acknowledging that John behaved in ways the speaker interprets as stupid.
The verb “think” provides an antidote. “I think John acted stupidly in that situation” takes responsibility for the judgment, acknowledges context, and avoids false identification.
Practical Applications
Scientific Writing: Scientists increasingly recognize that “I think” and “we think” appropriately signal uncertainty. E-Prime-influenced science writing uses mental verbs rather than presenting interpretations as established facts.
Therapeutic Contexts: Albert Ellis developed Rational Emotive Behavior Therapy (REBT) partly drawing on E-Prime principles. He encouraged clients to recognize their thoughts as thoughts—”I think I will fail” rather than “I am a failure”—to reduce dogmatic self-judgments.
Conflict Resolution: Negotiators find that “I think” statements reduce defensiveness. “I think this proposal favors your side” opens dialogue; the implicit “this proposal is unfair” closes it.
The E-Prime Community
The Institute of General Semantics continues Korzybski’s work, publishing “ETC: A Review of General Semantics” and hosting seminars. D. David Bourland Jr., who coined “E-Prime” in 1965, contributed extensively to this journal.
Robert Anton Wilson popularized E-Prime through his 1990 book “Quantum Psychology,” written entirely without “to be.” Wilson argued that E-Prime promotes “model agnosticism”—recognizing all descriptions as models rather than realities.
Philosophical Implications
Descartes’ “Cogito, ergo sum” (”I think, therefore I am”) presents a puzzle for E-Prime. Bourland proposed “I think, therefore I seem to exist” or simply “I think, therefore I exist”—using “exist” as a non-copula verb.
This reformulation changes the philosophical claim subtly. Descartes sought certainty about essential being; E-Prime reformulation emphasizes process over essence, existence over identity.
Critiques and Limitations
Some constructions resist graceful E-Prime transformation. Mathematical statements (”2+2=4” technically uses a form of identity) and definitions (”A bachelor lives as an unmarried man” sounds awkward) present challenges.
Critics argue E-Prime sometimes sacrifices clarity for ideology. Defenders respond that the mental discipline of seeking alternatives rewards writers with greater precision, even when they ultimately choose non-E-Prime constructions.
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Source: Robert Anton Wilson, Quantum Psychology (1990), Chapter 3
F-A: Interlinear Construed Text
Think (V-imper) about (PREP) this (PRON-dem) for (PREP) a (INDEF.ART) moment (N-obj). Every (DET) perception (N-subj) we (PRON-subj) have (V-pres) gets (V-pres) processed (V-past.part) through (PREP) our (PRON-poss) nervous (ADJ) system (N-obj) before (CONJ) it (PRON-subj) reaches (V-pres) our (PRON-poss) consciousness (N-obj). We (PRON-subj) never (ADV-neg) perceive (V-pres) the (DEF.ART) world (N-obj) directly (ADV-manner); we (PRON-subj) perceive (V-pres) our (PRON-poss) neurological (ADJ) model (N-obj) of (PREP) the (DEF.ART) world (N-obj). When (CONJ) we (PRON-subj) think (V-pres) we (PRON-subj) know (V-pres) something (PRON-indef), we (PRON-subj) actually (ADV-manner) know (V-pres) our (PRON-poss) brain’s (N-poss) representation (N-obj) of (PREP) it (PRON-obj).
F-B: Full Text with Translation
“Think about this for a moment. Every perception we have gets processed through our nervous system before it reaches our consciousness. We never perceive the world directly; we perceive our neurological model of the world. When we think we know something, we actually know our brain’s representation of it.”
This passage demonstrates Wilson’s use of “think” to remind readers that knowledge remains mediated, processed, interpreted—never direct access to “reality itself.”
F-C: E-Prime Text Only
Think about this for a moment. Every perception we have gets processed through our nervous system before it reaches our consciousness. We never perceive the world directly; we perceive our neurological model of the world. When we think we know something, we actually know our brain’s representation of it.
F-D: Vocabulary and Grammar Notes
“Gets processed” uses “get” as a passive auxiliary, permitted in E-Prime as an alternative to “is processed.” This construction emphasizes the action happening to the subject.
“When we think we know” embeds “think” as an epistemic marker—we believe we know, but Wilson reminds us this belief itself requires examination.
The phrase “our neurological model” substitutes for what Standard English might express as “what we think is the world” or “what the world is like”—avoiding copula while maintaining meaning.
F-E: Commentary
Wilson uses “think” strategically throughout Quantum Psychology to destabilize reader certainty. By constantly marking statements as thoughts, perceptions, and models, he trains readers in what he calls “maybe logic”—holding beliefs provisionally rather than absolutely.
— Robert Anton Wilson, Quantum Psychology (1990), New Falcon Publications
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A conversation between two philosophy students practicing E-Prime while discussing the nature of thought.
Part A: Interlinear Construed Text
53.16a “I think we approach this problem from different angles,” said Marcus. 53.16b “I (PRON-subj) think (V-pres.MENTAL) we (PRON-subj) approach (V-pres) this (DET) problem (N-obj) from (PREP) different (ADJ) angles (N-obj),” said (V-past) Marcus (N-subj).
53.17a Elena nodded. “You think empirically, while I think more abstractly.” 53.17b Elena (N-subj) nodded (V-past). “You (PRON-subj) think (V-pres) empirically (ADV-manner), while (CONJ) I (PRON-subj) think (V-pres) more (ADV-degree) abstractly (ADV-manner).”
53.18a “Do you think that matters for reaching valid conclusions?” 53.18b “Do (AUX) you (PRON-subj) think (V-pres) that (PRON-dem) matters (V-pres) for (PREP) reaching (V-gerund) valid (ADJ) conclusions (N-obj)?”
53.19a “I think it matters enormously,” she replied. “How we think shapes what we find.” 53.19b “I (PRON-subj) think (V-pres.MENTAL) it (PRON-subj) matters (V-pres) enormously (ADV-degree),” she (PRON-subj) replied (V-past). “How (ADV-manner) we (PRON-subj) think (V-pres) shapes (V-pres) what (PRON-rel) we (PRON-subj) find (V-pres).”
53.20a Marcus paused to think over her words. 53.20b Marcus (N-subj) paused (V-past) to (PART) think (V-inf) over (PREP) her (PRON-poss) words (N-obj).
53.21a “I never thought of methodology as shaping results so directly.” 53.21b “I (PRON-subj) never (ADV-neg) thought (V-past) of (PREP) methodology (N-obj) as (PREP) shaping (V-gerund) results (N-obj) so (ADV-degree) directly (ADV-manner).”
53.22a “Think about what the General Semanticists argue,” Elena suggested. 53.22b “Think (V-imper) about (PREP) what (PRON-rel) the (DEF.ART) General (ADJ) Semanticists (N-subj) argue (V-pres),” Elena (N-subj) suggested (V-past).
53.23a “They think language structures perception itself.” 53.23b “They (PRON-subj) think (V-pres.MENTAL) language (N-subj) structures (V-pres) perception (N-obj) itself (PRON-refl).”
53.24a “So when I think in certain patterns, I limit what I can perceive?” 53.24b “So (ADV-conseq) when (CONJ) I (PRON-subj) think (V-pres) in (PREP) certain (ADJ) patterns (N-obj), I (PRON-subj) limit (V-pres) what (PRON-rel) I (PRON-subj) can (AUX) perceive (V-inf)?”
53.25a Elena smiled. “Now you think like a General Semanticist.” 53.25b Elena (N-subj) smiled (V-past). “Now (ADV-time) you (PRON-subj) think (V-pres) like (PREP) a (INDEF.ART) General (ADJ) Semanticist (N-obj).”
53.26a “I think this insight changes how I will approach my thesis.” 53.26b “I (PRON-subj) think (V-pres.MENTAL) this (DET) insight (N-subj) changes (V-pres) how (ADV-manner) I (PRON-subj) will (AUX-fut) approach (V-inf) my (PRON-poss) thesis (N-obj).”
53.27a “What do you think about applying E-Prime to your writing?” 53.27b “What (PRON-interrog) do (AUX) you (PRON-subj) think (V-pres) about (PREP) applying (V-gerund) E-Prime (N-obj) to (PREP) your (PRON-poss) writing (N-obj)?”
53.28a Marcus thought for a long moment before answering. 53.28b Marcus (N-subj) thought (V-past) for (PREP) a (INDEF.ART) long (ADJ) moment (N-obj) before (PREP) answering (V-gerund).
53.29a “I think the discipline would force me to examine my assumptions more carefully.” 53.29b “I (PRON-subj) think (V-pres.MENTAL) the (DEF.ART) discipline (N-subj) would (AUX-cond) force (V-inf) me (PRON-obj) to (PART) examine (V-inf) my (PRON-poss) assumptions (N-obj) more (ADV-degree) carefully (ADV-manner).”
53.30a “Thinking without ‘to be’ transforms not just our language, but our consciousness,” Elena concluded. 53.30b “Thinking (V-gerund-subj) without (PREP) ‘to be’ (N-obj) transforms (V-pres) not (ADV-neg) just (ADV-focus) our (PRON-poss) language (N-obj), but (CONJ) our (PRON-poss) consciousness (N-obj),” Elena (N-subj) concluded (V-past).
Part B: Natural Sentences with Transformation Notes
53.16 “’I think we approach this problem from different angles,’ said Marcus.” Standard: “I think we are coming at this from different angles.” Strategy: Active verb “approach” replaces “are coming at”
53.17 “Elena nodded. ‘You think empirically, while I think more abstractly.’” Standard: “You are an empirical thinker, while I am more abstract.” Strategy: Adverb modification replaces “to be” + noun/adjective
53.18 “’Do you think that matters for reaching valid conclusions?’” Standard: “Do you think that is important for valid conclusions?” Strategy: Active verb “matters” replaces “is important”
53.19 “’I think it matters enormously,’ she replied. ‘How we think shapes what we find.’” Standard: “I think it is enormously important. How we think is determinative.” Strategy: Active verbs throughout
53.20 “Marcus paused to think over her words.” Standard: “Marcus was thoughtful about her words.” Strategy: Infinitive phrase replaces “was” + adjective
53.21 “’I never thought of methodology as shaping results so directly.’” Standard: “I never thought methodology was so directly influential.” Strategy: Gerund “shaping” replaces “was influential”
53.22 “’Think about what the General Semanticists argue,’ Elena suggested.” Standard: “Consider what the General Semanticists say is true.” Strategy: Imperative + “argue” replaces embedded copula
53.23 “’They think language structures perception itself.’” Standard: “They think language is the structure of perception.” Strategy: Active verb “structures” replaces “is the structure of”
53.24 “’So when I think in certain patterns, I limit what I can perceive?’” Standard: “So when I am thinking in certain ways, I am limited?” Strategy: Simple present replaces progressive; active replaces passive
53.25 “Elena smiled. ‘Now you think like a General Semanticist.’” Standard: “Now you are thinking like a General Semanticist.” Strategy: Simple present replaces present progressive
53.26 “’I think this insight changes how I will approach my thesis.’” Standard: “I think this insight is transformative for my thesis.” Strategy: Active verb “changes” replaces “is transformative”
53.27 “’What do you think about applying E-Prime to your writing?’” Standard: “What is your opinion about applying E-Prime?” Strategy: Mental verb replaces “is your opinion”
53.28 “Marcus thought for a long moment before answering.” Standard: “Marcus was thoughtful for a long moment.” Strategy: Active past tense replaces “was” + adjective
53.29 “’I think the discipline would force me to examine my assumptions more carefully.’” Standard: “I think it would be a discipline that forces examination.” Strategy: Direct causative replaces “would be” + relative clause
53.30 “’Thinking without “to be” transforms not just our language, but our consciousness,’ Elena concluded.” Standard: “Thinking without ‘to be’ is transformative for both language and consciousness.” Strategy: Active verb “transforms” replaces “is transformative”
Part C: E-Prime Text Only
53.16 “I think we approach this problem from different angles,” said Marcus.
53.17 Elena nodded. “You think empirically, while I think more abstractly.”
53.18 “Do you think that matters for reaching valid conclusions?”
53.19 “I think it matters enormously,” she replied. “How we think shapes what we find.”
53.20 Marcus paused to think over her words.
53.21 “I never thought of methodology as shaping results so directly.”
53.22 “Think about what the General Semanticists argue,” Elena suggested.
53.23 “They think language structures perception itself.”
53.24 “So when I think in certain patterns, I limit what I can perceive?”
53.25 Elena smiled. “Now you think like a General Semanticist.”
53.26 “I think this insight changes how I will approach my thesis.”
53.27 “What do you think about applying E-Prime to your writing?”
53.28 Marcus thought for a long moment before answering.
53.29 “I think the discipline would force me to examine my assumptions more carefully.”
53.30 “Thinking without ‘to be’ transforms not just our language, but our consciousness,” Elena concluded.
Part D: Grammar Notes for Genre Section
The dialogue demonstrates several key uses of “think” in E-Prime discourse.
“Think” as Epistemic Marker: Throughout the dialogue, “I think” introduces judgments and opinions, taking responsibility for claims rather than presenting them as objective facts.
“Think” with Prepositions: “Think about” (53.22, 53.27), “think over” (53.20), “think of” (53.21), and “think in” (53.24) show the verb’s flexibility with various prepositions, each creating different nuances.
“Think” as Manner Description: “You think empirically” and “I think abstractly” (53.17) use “think” with adverbs to describe cognitive styles, replacing “you are an empirical thinker.”
“Think like”: The construction “think like a General Semanticist” (53.25) expresses similarity without “to be,” comparing processes rather than identities.
Gerund “Thinking”: “Thinking without ‘to be’” (53.30) functions as a noun phrase subject, allowing discussion of the activity itself.
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Standard English → E-Prime Practice
Transform these “to be” sentences using “think” and E-Prime strategies:
Exercise 1 Standard: “I think the solution is obvious.” E-Prime: “I think the solution obvious.” OR “I think the solution appears obvious.” Strategy: Object + adjective complement (omitting copula) OR perception verb
Exercise 2 Standard: “She is a deep thinker.” E-Prime: “She thinks deeply.” OR “She thinks with great depth.” Strategy: Verb + adverb replaces “to be” + noun phrase
Exercise 3 Standard: “What is your thinking on this matter?” E-Prime: “What do you think about this matter?” OR “How do you think about this?” Strategy: Active verb question replaces “to be” + noun
Exercise 4 Standard: “The theory is thought to be revolutionary.” E-Prime: “Many scholars think the theory revolutionary.” OR “Researchers think the theory will revolutionize the field.” Strategy: Active voice with identified subject replaces passive
Exercise 5 Standard: “I am thinking that we should leave.” E-Prime: “I think we should leave.” OR “Leaving seems wise to me.” Strategy: Simple present replaces progressive; perception verb option
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This E-Prime course follows the Latinum Institute methodology, building vocabulary systematically through a 1000-word curriculum derived from frequency analysis. Each lesson introduces a new English word while demonstrating its use within E-Prime discipline—training students to communicate effectively without any form of “to be.”
The Latinum Institute has created language learning materials since 2006, specializing in autodidact-friendly formats. The construed text approach—presenting word-by-word grammatical analysis alongside natural sentences—allows independent learners to decode meaning and internalize patterns without requiring a teacher’s explanation.
E-Prime, developed by D. David Bourland Jr. in 1965, represents English minus all forms of the verb “to be.” This discipline forces writers and speakers to take responsibility for their perceptions, avoid false identification, and communicate with greater precision. While challenging at first, E-Prime becomes natural with practice, and many users report that the mental discipline improves their thinking even when they return to Standard English.
The philosophical foundation comes from Alfred Korzybski’s General Semantics (1933), which argues that language structure influences thought structure. By eliminating the “is of identity” and the “is of predication,” E-Prime practitioners learn to distinguish their maps from the territory, their perceptions from reality, their models from the world.
Course Index: https://latinum.substack.com/p/index
Reviews: https://uk.trustpilot.com/review/latinum.org.uk
Whether you study E-Prime for improved writing clarity, philosophical insight, or simply as a challenging mental exercise, this systematic approach will build your skills progressively. Each lesson stands complete on its own while contributing to cumulative mastery.
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✓ Lesson 53 E-Prime complete
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