T O P I C

Little words IV.

so, such, that,. . .

Figure 4.1: so that, such that (Vecteezy Library)

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14 Topic 4 Little words IV. So, such, that.. . .

4.1 So, so that, such that

So is commonly used as a conjunction or adverb to indicate consequence or result.
The proof was validated by multiple tests, and so the theorem is accepted as
true.
Do not overuse it!
So that is a conjunction that expresses purpose or intention. It might be used to
clarify the purpose behind steps in a proof.
We introduce this constraint so that the system remains stable under all condi-
tions.
Such that is a phrase that introduces a condition or requirement.
Let S be the set of all integers x such that x2 < 16.
In this example, ‘such that’ introduces the condition x2 < 16, which must be
satisfied for x ∈ S.

4.2 This, these, that, those, some

this and these
Ambiguous:
After proving the theorem, this becomes evident.
Clarified:
After we proved the thorem, the correlation between the two variables becomes
evident.
Vague:
These are significant in solving the problem.
Specific:
These methods are significant in solving the optimization problem.
that and those
Vague:
That is a well-known result.
Clear:
That theorem is a well-known result in number theory.
General:
Those were first introduced in the 20th century.
Detailed:
Those techniques were first introduced in the field of computational math in
the 20th century.
4.3 This or that 15

Figure 4.2: This and that (Vecteezy Library)

some
Vague:
Some solutions to the equation are real numbers.
Precise:
Some solutions to the equation are real, namely, those that are positive.
General:
Some of the most fascinating discoveries in math have been accidental.
Specific:
Some of the most fascinating discoveries in mathematics, such as the discovery
of fractals, have been accidental.

4.3 This or that

The clarity of ‘this’ versus ‘that’ isn’t always obvious. The reason lies in the context
and the author’s relationship to the subject matter.
Here’s a simplified guide.

Proximity in space or time ‘This’ is used to refer to something that is physically

or temporally (with regard to time) near. For example, in “This book on my
desk is my favorite.”
‘This’ points to a book that is close to the author.
16 Topic 4 Little words IV. So, such, that.. . .

‘That’ refers to something that is further away in space or time. For example,
“That mountain in the distance looks daunting.” where ‘that’ is used to talk
about a mountain far from the speaker.

Specificity and emphasis ‘This’ can be used to highlight a specific item or detail,
often drawing attention to its importance or relevance at the moment. For
instance, “This moment is all we have,” emphasizes the importance of the
current moment.
‘That’ can reference something previously mentioned or known, but it is not
the immediate focus. For example, “Remember that time we went hiking?
That was fun’, where ‘that’ refers back to a specific time mentioned.

Abstract ideas When referring to concepts, ideas, or experiences, both ‘this’ and
‘that’ can be used to convey proximity or distance in terms of emotional or
psychological connection, not just physical or temporal. “This idea seems
promising” might suggest a new or currently discussed concept, whereas “That
old belief of ours turned out to be false” points to a more distant or past
concept.

More examples
To solve this equation, first distribute the values. This step is crucial for
simplifying the equation.
———
After distributing the values as shown in that step, move on to combining like
terms.
———
In this context, ‘this’ refers to a step or part of the process currently being
explained or focused on, making it feel more immediate. ‘That’ refers to a
step that has been previously mentioned or is considered already understood
or completed, placing it at a conceptual distance.
To prove this theorem, we first assume that this is true. . .
That assumption we made earlier? It allows us to conclude. . .
‘This’ is used to focus on the current step or element of the proof being devel-
oped or assumed. ‘That’ references an earlier step or assumption, suggesting
its importance in reaching the conclusion.
———
Let’s consider a function f (x) defined on the interval [0, 1]. If f (x) has a
maximum at x = 0.5, then this maximum value is significant because of that
property.
It’s unclear what “this maximum value” refers to specifically (is it the value
of f (0.5) or the fact that the maximum occurs at 0.5?), and “that property” is
4.4 Which and that 17

Figure 4.3: The function f (x) with a maximum (Vecteezy Library)

vague (does it refer to the function being defined on [0, 1], or to the function
having a maximum?).
Let’s consider a function f (x) defined on the interval [0, 1]. If f (x)has a
maximum at x = 0.5, then the maximum value f (0.5) is significant because of
its defining property as the highest point on the interval.
Given two parallel lines cut by a transversal, this creates corresponding angles
that are equal. This means that the lines will never intersect.
The first ‘this’ vaguely refers to the scenario of two parallel lines being cut
by a transversal, but it’s not clearly connected to the angles. The second ‘this’
refers to the earlier angle equality but it’s not explicitly tied to the logic leading
to the conclusion about lines not intersecting.
The intersection of two parallel lines with a transversal creates corresponding
angles that are equal. And the equality of these two angles ensures that the
two lines remain parallel and will never intersect.

4.4 Which and that

Restrictive vs. non-restrictive clauses
A ‘restrictive clause’ provides information that is crucial to the meaning of the
sentence. If a restrictive clause is removed, the meaning of the sentence changes
significantly. A restrictive clause is not set off by commas and often uses ‘that’.
A ‘non-restrictive clause’ adds extra information to the sentence that is not
critical to understanding it. Removing a non-restrictive clause does not change the
meaning of the sentence. These clauses are usually set off by commas and often use
‘which’. (Halmos agrees, see Section C.12.)

Using ‘that’
Restrictive clause:
18 Topic 4 Little words IV. So, such, that.. . .

The theorem that revolutionized quantum mechanics has been widely debated.

Here, “that revolutionized quantum mechanics” is a restrictive clause because it

specifies the particular theorem being discussed.

Using ‘which’
Non-restrictive clause:
Schrödinger’s Cat, which is a thought experiment, illustrates quantum superpo-
sition.
“which is a thought experiment” is a non-restrictive clause. It adds information
about Schrödinger’s Cat but is not necessary to understand the main point.

Comma as a cue
If you’re adding information that doesn’t change the meaning of a sentence, use
‘which’ and set off the clause with commas. If the information is essential and
removing it would alter the meaning of the sentence, use ‘that’ without commas.

Figure 4.4: Rearrange the sentence (Vecteezy Library)

Rearrange the sentence

If the sentence becomes difficult to read with the ‘that’ clause (restrictive clause), try
to restructure it.
Before rearranging it:
The theorem shows that, for every epsilon greater than zero, there exists a
delta.
After rearranging it:
4.4 Which and that 19

For every epsilon greater than zero, the theorem shows that there exists a delta.

According to the theorem, for every epsilon greater than zero, there exists a
delta [such that what]
If the inserted remark is an aside or provides clarification, consider using
parentheses.
The proof demonstrates that (given the initial assumptions) the variable cannot
exceed the boundary.
When a sentence becomes too complex, consider breaking the sentence into
two or more sentences.
Before simplification:
The study confirms that, despite the initial hypothesis suggesting otherwise, the
data are consistent with the theoretical model.
After simplification:
The study confirms that the data are consistent with the theoretical model,
despite the initial hypothesis suggesting otherwise.