But they’re easy enough to keep straight—if you have a good memory hook to help you.
Part of the confusion comes from the fact that these two look a little alike. What’s more, they’re somewhat similar in meaning, and are found in similar-looking sentence constructions.
Most people have at least a vague idea of what they mean. But because they stand for Latin terms, learning the words they stand for won’t give us their precise meanings. We need to know what they mean in English, and we need a good memory hook to hang them on after we’ve learned them.
This is a case where it helps to fudge a little. First we learn the Latin meanings, then we make up our own translations, using plain-English terms that will work better. For example, take e.g. It stands for exempli gratia , but knowing the full Latin terms isn’t much help unless we happen to know the language.
So why not create our own translation, something inaccurate but effective—something that’ll tie in to the “ for example” meaning? Maybe something like “example given,” or “example gratis.” And for its mate (that is, i.e.), we can circumvent the Latin id est (“that is”) and plug in some simple words that do have matching first letters, like “it equals.”
So if we’re giving an example, we’d use the e.g. form—as in “Let’s send someone to the spelling bee who’s really good (e.g., Albert).” The “example given” helps us remember that Albert is an example of the kind of person you’d like to send, and implies that there are other qualified folks.
But if Albert really is the one and only person you want to recommend, you could say something like “Let’s send our best speller (i.e., Albert) to represent us in the bee.” Albert equals the best speller, so you’d use i.e.
Some people seem to have the mistaken idea that i.e. is used when talking about only one person or thing, and that e.g. is used with more than one. That’s not the case. In the sample sentences above, we could have said “Let’s send two or three of our best people (e.g....” and “Let’s send our three best spellers (i.e....).”
Using (or teaching) the fudged plain-English words can be a big help to remembering.
Note: Although there are variations, here’s the way these abbreviations are usually written. The abbreviation itself (i.e., e.g. or i.e.) is usually placed just inside the first parenthesis, followed by a comma, then by a word or some words to fill out the meaning, then by the closing parenthesis.
Give this method a try. Id est really easy.
|
Some words, like some plants or insects, go through a sudden huge
increase in frequency of appearance. One of these is issue.
Seems we don’t have problems anymore. We have issues. A New Yorker cartoon some time back showed a couple entering the front door of a house where a party was already in progress. “Sorry we’re late,” they said to the hostess, “but we had traffic issues.” The other day, I was listening to a radio talk show. The guest was responsible for keeping the streets in certain parts of our nation’s capital in good shape. The conversation was informative, both people bright and articulate. When I became aware that I’d heard issue several times in the space of a very few minutes, I began counting. In about eleven minutes, the word was used eight times—mostly by the guest. When he used problem twice, I was relieved and ready to give him credit. Then I realized that—consciously or not—he’d been selective in his choice. All the less-than-desirable conditions that his department might be considered responsible for were issues . Those that were not—including acts of God like really heavy rain—were problems . What can we do about this rampant overuse of issue ? Probably nothing. And although I notice it, and try not to be a party to it, the word doesn’t really bother me. I have no issue with it. |