Chapter VIII: Pronouns & Antecedents

2301晨花鹿

Summary: This chapter explores the proper use of pronouns in English and their essential relationship with antecedents—the nouns they replace. Clear and logical reference between pronouns and their antecedents is crucial for avoiding confusion and ensuring effective communication.

Notes: There are several types of pronouns commonly used in English: personal pronouns (e.g., I, you, he, she, it, we), relative pronouns (e.g., who, whom, whose, which, that), and demonstrative pronouns (e.g., this, that, these, those). Regardless of type, all pronouns must have a clearly identified antecedent.
An antecedent should meet four basic requirements: it must be explicitly stated, unambiguous, placed near the pronoun to reduce confusion, and grammatically consistent with the pronoun in number, gender, and person.

Problems: Common problems occur when these conditions are not met. Sometimes the antecedent is missing altogether or the pronoun mistakenly refers to the wrong noun. In other cases, the antecedent is vague, or too far from the pronoun to be easily identified. Additionally, pronoun-antecedent agreement errors often occur, such as mismatches in number or person.

Solutions: To avoid such issues, writers can revise their sentences in several ways. First, they can clarify or insert the appropriate antecedent. When pronoun reference seems unclear, replacing the pronoun with a specific noun often resolves the problem. Writers can also restructure their sentences to bring pronouns closer to their antecedents, and must always double-check for grammatical consistency between them.
For example, in the sentence “The second question concerns close planting. It should neither be spread out too thinly nor planted too closely,” the pronoun “it” is ambiguous. By rewriting the sentence as “Crops should neither be spread out too thinly nor planted too closely,” the subject becomes clear and the confusion is eliminated. Another example: “Since the purchase of grain is mostly entrusted to state companies, and grain traders are allowed to carry no more than 50 jin with them, their regulating role is restricted.” Here, “their” could refer to either “companies” or “traders.” The revised sentence—“the traders’ regulating role is restricted”—makes the meaning unmistakable.

Reflection:
From this chapter, I’ve come to realize that pronouns and their antecedents are not just grammar terms—they’re essential tools for avoiding repetition and creating smooth transitions between sentences. When used correctly, they make writing clearer and more concise. But when used carelessly, they can lead to ambiguity, confusion, and even criticism from readers.

I remember one thing my expository writing teacher said: “A sentence should never be longer than three lines.” Looking back at my own writing, I often notice long, winding sentences filled with clauses and modifiers—many of which rely on antecedents that aren’t clear, even to me. Sometimes, I lose track of what exactly I was referring to, and when classmates peer review my essays, they occasionally message me later asking, “Hey, what did you mean here?” That’s when I realize how important clarity really is.

I’ve also noticed that when sentences get too long, I tend to make agreement errors—like mismatched pronouns in number or gender—just because I lose sight of the original subject. This is a habit I’m now actively trying to break.

Among the four solutions discussed in the chapter, I personally find sentence splitting to be the most effective. Shorter sentences help me stay focused on the subject-verb relationship, and they make it easier for readers to follow my logic. I’ve also started using adjectives or rephrasing to avoid overly complex relative clauses when they aren’t necessary. It’s not just about making my writing simpler—it’s about making it stronger, clearer, and more reader-friendly.

This chapter didn’t just teach me grammar rules—it helped me reflect on how to respect my reader's time and attention. That, to me, is the real purpose of writing.