Vague Pronoun Reference

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Vague Pronoun Reference

Pronouns are used to replace other nouns or noun phrases in order to avoid repetitiveness. Common
pronouns include: I, me, you, he, she, us, we, they, them, that, which, who, whom. Some are used exclusively
as subject and others as object, and some can perform double duty. Properly used, they are an important part
of a good writer’s style. However, poor writers often use pronouns in a haphazard fashion, which creates
unclear meanings and, sometimes, downright miscommunication.
There are several types of vague pronoun references, and they all have to do with how the pronoun refers to
its antecedent. A properly used pronoun refers to a specific and clearly identified antecedent.

Biff informed Chet that he would take Mary Lou to the sock-hop Saturday night.
In the above sentence, who “he” is remains unclear. It could be either Biff or Chet. The problem is that there
are two potential antecedents. We can revise the sentence to make the reference specific to one or other of
the possible antecedents, or even remove the pronoun altogether. Either way, the sentence becomes clear in
its meaning:

Chet learned that Mary Lou would be enjoying the Saturday-night sock hop in Biff’s
illustrious company, or
Chet realized that it would be his distasteful task to accompany the infamous toe-
crunching Mary Lou to the Saturday-night sock hop.
Another type of vague pronoun reference is created when there is no antecedent at all:

Although Frank was a smart guy, he made little use of it.


“It” refers to Frank’s intelligence, which is implied, but not stated in the original sentence.
Instead, insert a clear antecedent, or remove the pronoun:

Although Frank possessed a high degree of intelligence, he made little use of it, or,
Although Frank was a smart guy, he made little use of his intelligence.
A third type of vague pronoun reference is created when a singular pronoun is used to refer to a plural
antecedent, or vice versa:

Every single one of the students got an A on their report card!


Instead: Every single one of the students got an A on his/her report card!

(Consider carefully how you will deal with gender-specific pronouns when gender is unidentified or mixed.)
And, finally, a common sentence structure in student-written essays where the student doesn’t really know
what to say is “This shows that.” Notice how the writer can form the sentence without actually saying
anything specific. Don’t do that. Be specific, not vague.

EN10-12 D. Roberts
Now, revise the following sentences to eliminate all vague pronoun references:
1. The bosses informed the workers that they would be receiving a Christmas bonus.

2. It says in the story that the protagonist is evil.

3. After hiding the gun in the glove box of the car, it was stolen.

4. If the class doesn’t finish the assignment, they can finish it for homework.

5. Cynthia wrote to Kathryne every day she was on holidays.

6. They make a lot of bad reality television shows these days.

7. Going to school during the day and working at night are difficult for most students, but this
strengthens the will and often leads to outstanding success later in life.

8. The Vancouver Canucks hockey team is really bad, so bad, in fact, they stink.

EN10-12 D. Roberts

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