Grammar Plan for Writing 3
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WEEK
1
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The
Sentence & The 8 Parts of Speech
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WEEK
2
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Types
of Sentences
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WEEK
3
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Phrases,
Part 1
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WEEK
4
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Phrases,
Part 2
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WEEK
5
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Clauses,
Part 1
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WEEK
6
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Clauses,
Part 2
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WEEK
7
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Coordination
& Subordination
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WEEK
8
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Parallel
Structure
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WEEK
9
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Agreement: Subject/Verb
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WEEK
10
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Agreement: Pronoun/Noun
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WEEK
11
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Punctuation
& Capitalization
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WEEK
12
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Sentence
Combining, Part 1
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WEEK
13
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Sentence
Combining, Part 2
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WEEK
1
THE
SENTENCE
A sentence is
– a
unit of words
– simple,
compound, complex, and compound-complex
– made
of a subject and a verb, and a complete thought
Subject
– The
simple subject is the singular noun or plural nouns that do the action of the
verb.
– The
complete subject is the simple subject with any modifiers.
Verb
– The
simple verb may consist of one word or a group of words. These are the action words of the sentence.
– The
complete subject is also called the predicate.
It contains modifiers, direct objects, and indirect objects.
Fragment
– A
fragment often looks like a sentence with a capital letter and an end
punctuation. However, it is missing a
subject, a verb, or a complete thought.
The Run-on
– A
Run-on sentence is two or more sentences improperly joined by wrong puncutaion,
no punctuation, or a conjunction that needs help from some kind of
punctuation.
– Correcting
a Run-on sentence
1.
Make two sentences.
2.
Join the two clauses by using a
comma and a coordinating conjunction.
3.
Join the two clauses with a
semicolon.
4.
Join the two clauses with a
semicolon and a connector with a comma (but not a coordinating conjunction.
5.
Subordinate one of the clauses.
8
PARTS OF SPEECH
Verb
Verbs are commonly action words. Verbs are in the following categories:
Action,
State of being, Linking, Groups of words
Verbs have voice
Active: the action of the verb is performed by the
subject of the sentence.
Passive: the action of the verb is performed upon the
subject of the sentence.
Agreement in number
Singular
subjects and singular verbs; plural subjects and plural verbs
All sentences have verbs
Imperative
sentences may appear to be missing the subject, but it is an understood “you.”
All verbs have four principal parts:
1) present
stem – e.g. look
2) past
tense – e.g. looked
3) past
participle – e.g. looked
4) present
participle – e.g. looking
Noun
– Nouns
are words, phrases or clauses that name a person, place, thing, idea, or
quality.
– Categories
for nouns: common, proper, compound,
collective, as adverbs, concrete, abstract, countable, non-countable, verbal
nouns (gerunds),
– A
noun can be used in a sentence as a: subject, direct object, indirect object,
object of a preposition, predicate noun
Pronoun
– A
pronoun is a word used in place of a noun.
An antecedent is a word or group of words to which a pronoun
refers. If the antecedent is singular,
the pronoun must be singular. If the
antecedent is plural, then the pronoun must be plural.
– The
various types of pronouns: Personal
(Subjective case, Objective case, Possessive case), Reflexive or intensive,
Demonstrative, Relative, Interrogative, Extended, Indefinite
Adjective
– An
adjective is a word, phrase, or clause that modifies (changes, limits,
describes, transforms, qualifies) a noun or pronoun.
– Adjectives
anwer the following questions: Which
one? What kind of? and How many?
– Adjectives
may be placed before the noun, after the noun, or after a state of being or
linking verb.
Adverb
– An
adverb is a word, phrase, or clause that modifies (changes, limits, describes,
transforms, qualifies) a verb, an adjective, or another adverb.
– Adverbs
answer the following questions: How?
When? Where? To what extent? How much? How often?
Preposition
– A
preposition is a word that links a noun or pronoun with some other word
(usually a noun or a verb).
– A
preposition always comes before the noun (object of the preposition)
– Prepositional
phrases can be adjectival or adverbial.
Conjunction
– A
conjunction is a word or words used to join other words, phrases, or clauses.
– Coordinating
conjunctions: for, and, nor, but, or,
yet, so (“FANBOYS”)
– Correlative
conjunctions: either … or; neither …
nor; not only … but also; both … and; etc.
– Adverbial
conjunctions: although, if, because,
since (these join subordinate clauses)
Interjection
– An
interjection is a word or group of words expressing emotion or feeling.
WEEK
2
A simple sentence contains
one subject and one predicate. It expresses one main idea. Parts of the
sentence, however, may be compound.
The
line is busy now.
A compound sentence is made
up of two simple sentences that express related ideas. These sentences are
connected by a semicolon or by a comma and a coordinating conjunction. A
semicolon that connects two simple sentences may be followed by a conjunctive
adverb.
The
line is busy now, but I will try again later.
A complex sentence contains
one main clause and one or more subordinate clauses. The subordinate clauses
may be used as adverbs, adjectives, or nouns. A complex sentence expresses one
main idea and one or more dependent ideas.
Although the line is busy now, I will
try again later.
A compound-complex sentence
contains two main clauses and one or more subordinate clauses. The subordinate
clauses may be adverb, adjective, or noun clauses. A compound-complex sentence
expresses two main ideas, as well as one dependent idea.
The
line is busy, but I will try again when I
finish this.
Identifying the Kinds of Sentences. For each sentence, write Simple,
Compound, Complex, or Compound-Complex to show what kind it is.
1. These jogging shoes are canvas
and suede. __________________________________
2.
Can you fix the bell, or should I call the electrician?
___________________________
3.
We picked the apples ourselves and baked a pie. ______________________________
4.
The reporter asked if she could arrange an interview.
___________________________
5.
People spend one third of their lives asleep.
__________________________________
6.
The mysterious burglary, which baffled the police for years, has finally been
solved, and justice will now be
served. ______________________________________________
7.
The union met with its members, and they accepted the
contract.__________________
8.
The recue worker explained what the situation was. ____________________________
9.
After the audience gave him an ovation. Lionel Ritchie sang two encores and
then he left the stage.
____________________________________________________________
10.
As she presented the awards, the principal congratulated us. ____________________
A compound-complex sentence consists of two or more main
clauses and one or more subordinate clauses.
It may help you to think of a compound-complex sentence as a compound sentence
plus a subordinate clause. Actually, the compound-complex sentences join two
sentences, at least one of which has a subordinate clause. The main clauses are
joined by either a coordinating conjunction or a semicolon.
Main
Clause Subordinate
Clause Main
Clause
Gina Knew that
she would have to wait, but she didn’t mind
Main
Clause Subordinate
Clause Main
Clause
Carl was surprised when he was chosen; he had never expected to
win
Analyzing Compound-Complex
Sentences. Underline each main clause once and each subordinate clause
twice.
1.
Pam knew where the park was, and she gave us directions.
2.
After our team won, we decided to celebrate, so we led a parade through town.
3.
When the committee met, witnesses testified about poor living conditions, and
experts suggested improvements.
4.
Sharon
5.
Greg said that we should start without him, but we waited anyway.
6.
The radio that you like is on sale, but it is still expensive.
7.
The bookstore ordered the items that Tim requested, and he is waiting for them.
8.
The mayor outlined his plane, which was very complicated, and then reporters
asked questions about it.
9.
The sale items were so popular that they were gone in an hour, and the manager
agreed to order
more.
10.
Scientists have identified the agents that cause the disease, but they haven’t
found a cure for
it.
11.
The actor was nervous before he auditioned; he felt that he did well, though.
13.
Vanessa’s sister is a computer programmer; she translates information into
symbols that
the computer reads.
14.
Since the rain stopped, the game can be resumed; our team is ahead.
15.
High blood pressure is a serious condition that affects many people, and it
should be treated by a qualified physician.
WEEK
3 – PHRASES, part 1
PREPOSITIONAL
PHRASES
Prepositional Phrases: These phrases are either adjectives
or adverbs depending upon how they are used.
A prepositional phrase begins with a preposition and ends with a noun or
pronoun.
Examples:
·
At the high school,
Mr. Thompson taught history. (adverbial
modifying taught)
·
The gym at the high school is
sold out for the big game. (adjectival
modifying gym)
·
In 1892,
James Corbett became the heavy weight champion of boxing. (first phrase is and adverb; second phrase is
an adjective)
Same
phrase used two different ways:
·
Ann found in her drink a fly. (adverb phrase modifying found)
·
The fly in her drink bothered
Ann. (adj. phrase modifying bee)
·
From the shore,
Randy caught fifteen catfish. (adverb
modifying caught)
·
Greg visited his friend from the shore of Lake Superior
PARTICIPIAL
PHRASES
Participial
Phrases: These phrases function as adjectives and
contain a present or past participle.
Participles all tend to end in “’ing” (present participle), “-ed,” “-d,”
“-en,” “-n,” or “-t” with a few exceptions like “swum” and “hung.” Participial phrases are made up of a
participle along with an object or modifier or both. These adjective phrases are usually placed as
near as possible to the words they modify.
Participles are the third and fourth principle parts of verbs.
Examples:
·
Fortified against an attack,
Macbeth’s army almost deserted their leader.
·
Singing “Aida” in the shower,
Gary
·
Marching in the parade,
Patrick showed his Irish pride.
·
Dedicated to the health of the poor,
Mother Theresa helped others.
·
Thrashing the shore with great force,
the storm pounded the rocky coast of Maine
GERUND
PHRASES
Gerund Phrases: Like any noun, a gerund phrase can function
as a subject, direct object, indirecto object, object of the preposition, or predicate
nominative. The gerund phrase is made up
of the present participle (“-ing”) and can contain an object and/or a modifier
(and sometimes many modifiers). The
gerund is a verbal noun.
Examples:
Gerund
phrase as a subject:
·
Making the varsity team
is a challenging endeavor.
·
Selling boats
demands product knowledge.
Gerund
phrase as a direct object:
·
My father once considered swimming
the English Channel .
·
The rookie catchers practiced protecting
the plate.
Gerund
phrase as an indirect object:
·
If students give learning grammar
a fair chance, their writing will improve.
·
My brother once gave swinging a
golf club his undivided attention.
Gerund
phrase as an Object of the Preposition:
·
Local authorities tried to control
mosquitoes by spraying insecticide.
·
Carrie got first prize by memorizing
the most poetry.
Gerund
phrase as a Predicate Nominative:
·
Kathy’s hobby was collecting
unusual bottles.
·
Robyn’s greatest accomplishment is singing
in the opera.
·
Hank’s strength in hockey was slashing
from the left.
INFINITIVE
PHRASES
Infinitive Phrases: Infinitive phrases can be used as three parts
of speech: noun, adjective, or
adverb. An infinitive phrase will begin
with an infinitive (to + simple for of the verb). It may include direct objects and/or modifiers
Examples:
·
To finish her shift without spilling
was Michelle’s only goal. (functions as
a noun)
·
Connor hopes to win the approval
of his coach by showing up early for practice. (functions as a noun)
·
The best way to survive Mrs.
Prichard’s class is counting backwards from 100 until class is over.
(functions as an adjective)
·
Calvin, an aspiring doctor, is
taking British Literature to give himself a well-rounded education.
(functions as an adverb – “why”)
When an infinitive phrase introduces
a sentence and is followed by the main clause, separate the sections with a
comma.
WEEK
4 – PHRASES, part 2
APPOSITIVES
AND APPOSITIVE PHRASES
Appositive: An appositive is always a noun. Usually it follows immediately after a noun,
is sometimes set off by commas, and renames or emphasizes the noun it
follows. Appositives are the words or
phrases that explain or add information to the noun it follows. Appositives never contain verbs.
Examples:
·
Barron’s, a publisher of books,
boasts of the finest employees.
·
The Northfield Historical Society, a
local organization, gives tours at the museum.
One word “name” appositives usually do not need commas, but
there is a caution here. If there are
more of the group, then no commas are needed. In the example below, if there are more
brothers or sisters, you would not use commas to set apart the appositive. No commas means restrictive; restrictive means that if you take that element out of
the sentence, the sentence changes its meaning.
The element is essential and therefore no commas. Putting commas around an appositive tells the
readers that this part of the sentence is not absolutely necessary or needed,
but it does add to the information of the sentence.
Example:
·
My brother Mark lives in France Switzerland
For the sake of variety, the appositive might appear before
the noun.
Examples:
·
The owner of the gallery,
Kevin Hanson, won a grant to fund a new art show.
·
The most outstanding writing teacher,
Mrs. Prichard, teaches three classes at CHAT.
RESTRICTIVE/
NONRESTRICTIVE
When you have nonrestrictive (nonessential) elements in a
sentence, set them off with commas. You
must decide if the information is essential or not. If the information is essential to the
meaning of the sentence, you have a restrictive phrase or clause, and you do
not use commas.
Examples:
·
The little boy who was wearing
the blue sweater is lost. (this phrase contains important details)
·
The little boy, who didn’t seem
to like his lunch, is lost. (this phrase
doesn’t add essential information to the main idea of the sentence)
The use of “that” implies a restrictive (essential) phrase
or clause, so no commas are needed.
Examples:
·
People who live near Gus are
lucky because he shares from his garden. (restrictive, no commas)
·
Cindy, who is my favorite cousin,
is a good writer. (nonrestrictive, use
commas)
·
Grandma, wearing her bonnet and
Grandpa’s coveralls, should not spend too much time weeding the
garden. (nonrestrictive, use commas)
·
People who like the beach are
hard to find. (restrictive, no commas)
·
Restrooms that are dirty
ought to be illegal. (restrictive, no
commas)
·
The garden, which was beautiful,
contained many varieties of tomatoes.
(nonrestrictive, use commas)
WEEK
5 – Clauses, part 1
Clauses: Careful writers introduce clauses
into their writing for emphasis, variety, and added information. Clauses are either independent, meaning they can stand by themselves and make sense
(in other words, sentences), or dependent,
meaning they cannot stand by themselves, and to make sense, they need to attach
themselves to other words, phrases, or independent clauses.
Independent
clause, main clause, or sentence are synonymous and the terms
may be used interchangeable. Also, dependent and subordinate are synonymous and used interchangeably. Subordinate also implies that the thought
expressed by this type of clause is an important fact but less important than
the sentence itself. If a subordinate
clause cannot be removed (the meaning of the sentence is altered), then this
clause is restrictive or essential. If the clause can be omitted without changing
the meaning of the sentence, then the clause is non-restrictive or non-essential.
Sentences and Clauses
By combining main clauses and dependent clauses, a writer
can stress thoughts when he uses main clauses and relegates other thoughts less
important when he uses dependent clauses.
Examples:
(Although
the Yankees played several games with replacements), the team hung together
and eventually won the pennant. (The writer stresses the cohesiveness and
victory of the team in the main clause as the main idea.)
The
Carpenters, (who have lived in several parts of the world), love Minneapolis
the best. (The clause is dependent on the primary idea.)
DEPENDENT
CLAUSES
A dependent clause
is a group of words with a subject and verb:
noun clauses, adjective clauses, and adverb clauses function in the same
manner as words and phrases, except clauses tend to be longer units. These groups of words may look like sentences
because they contain a verb and a subject; however, they also may contain an
introductory word which shows some relationship to another part of the
sentence. Therefore these clauses cannot
stand by themselves because they must attach themselves to make sense.
NOUN
CLAUSE
A noun clause is
a group of words that function as a subject, direct object, indirect object,
object of the preposition, or predicate nominative.
Examples:
·
Subject: Whoever is responsible for the graffiti
should turn himself in to the police.
·
Direct
Object: Gene clicks away
with the remote and chooses whatever suits his fancy.
·
Indirect
Object: Mr. Collins
assigned whoever had an “A” an extra credit project.
·
Object of the preposition: Mr. Jameson will present the award to whoever
baked the best chocolate cake.
·
Predicate
Nominative:
The award was whatever struck the fancy of the judges.
WEEK
6 – Clauses, part 2
Clauses: Careful writers introduce clauses
into their writing for emphasis, variety, and added information. Clauses are either independent, meaning they can stand by themselves and make sense
(in other words, sentences), or dependent,
meaning they cannot stand by themselves, and to make sense, they need to attach
themselves to other words, phrases, or independent clauses.
Independent
clause, main clause, or sentence are synonymous and the terms
may be used interchangeable. Also, dependent and subordinate are synonymous and used interchangeably. Subordinate also implies that the thought
expressed by this type of clause is an important fact but less important than
the sentence itself. If a subordinate
clause cannot be removed (the meaning of the sentence is altered), then this
clause is restrictive or essential. If the clause can be omitted without changing
the meaning of the sentence, then the clause is non-restrictive or non-essential.
ADJECTIVE
CLAUSE
An adjective clause
is a group of words with a subject and verb and introductory relative pronoun
(who, whom, which, that); this group of words modifies a single noun or
pronoun.
Examples:
·
Butch, who tells the best stories,
has traveled alone all through the West.
·
After reading from his novel, the
author took questions that the audience enthusiastically asked.
·
The program that captures the
imagination of the audience usually receives the greatest applause.
·
The Tavern, which is owned by an
Englishman, does a great business in Northfield
ADVERB
CLAUSES
An adverb clause is a group of words with a
subject and verb and an introductory adverb that designates when, where, how,
and to what extent and expresses reason.
Adverb clauses usually modify verbs but, like single adverbs, also modify
adjectives.
Usually, when an adverb clause comes at the beginning of a
sentence, it is set off by a comma.
Examples:
·
When Alyssa called,
she told us that she has a new job.
·
When the sentence was written,
the writer ignored standard rules of grammar.
When the adverb clause is in the middle of the sentence, it
usually is set off by a comma, but at the end of the sentence it is set off by
a comma only if the thought in the clause is abruptly negative to the words
before.
Examples:
·
Joan travels to Nantucket
every year, although she never goes fishing. (the clause is contrary to
the preceding thought)
·
Joan also visits New Bedford Nantucket . (no
comma needed)
·
My son points beautiful portraits, even
though he never took lessons.
(contradicting thought)
WEEK
7 – Coordination & Subordination
Coordination and subordination: When writing, a writer must decide
what to emphasize and what not to emphasize so that the reader will know
exactly what the writer intends. Words,
phrases, clauses, and sentences (main clauses) may be coordinated and
subordinated.
Coordinating conjunctions: The following coordinating conjunctions join
main clauses: and, but, or, nor, for,
so, yet.
Correlative conjunctions: The following join two main clauses only: both … and, not only … but also, whether … or,
either … or, and neither … nor (usually with no comma).
With semicolons
but not with commas, the following connectives can be used to introduce the
next clause: consequently, however, in
fact, moreover, subsequently, in addition, also, indeed, then, nevertheless,
therefore, in contrast.
Example:
– Malcolm
rode the bus to school; however, he prefers to walk.
– Shannon bought a new car; moreover, she
purchased a motorcycle, too.
Any of the subordinating conjunctions, placed at
the beginning of a main clause, subordinates that clause and makes it now “less
important,” although still adding interesting facts to the sentence. Some of these subordinating conjunctions
function as prepositions. “Before,” for
example, can be either a preposition or an introductory adverb, depending upon
how “before” is used. Following are the
subordinating conjunctions:
after
although
as
as far as
as long as
as soon as
as if
because
before
even if
even though
if
inasmuch as
insofar as
provided that
since
so that
that
though
until
unless
when
whenever
where
wherever
whereas
while
why
The challenge: When to subordinate a clause? When should a clause be written as a main
clause and when should it be a dependent clause?
Examples:
Compound sentences: Two simple sentences together are related,
meaningful, and grammatically equal and are joined by a coordinating
conjunction and a comma.
Ex: Venice
Complex sentences: A complex sentence can be formed by combining
two main clauses into a more complex sentence.
In a compound sentence example, the writer implies that both statements
are of equal value. However, in a
complex sentence example, the author implies that the flooding becomes an
interesting detail subordinate to people using the raised walkways, stressed
because of the main clause.
Ex: When Venice
Simple sentence: The same information can be combined into a
simple sentence using prepositional phrases.
Ex: Tourists use raised walkways in Venice
When writers coordinate (combine ideas of equal value) or
subordinate (present one idea as more important than another), they must use
the proper forms of coordination or subordination.
RELATIONSHIPS
IN COMPOUND SENTENCES
‘and’ – shows addition, something added
‘but’ – indicates an opposite thought is about to happen
‘or’ – signals an alternative to the first thought
‘nor’ – indicates a negative alternative thought is about to
follow
‘for’ – shows a reason for the first thought or clause
‘yet’ – indicates another opposite thought about to follow
RELATIONSHIPS
IN COMPLEX SENTENCES
time – after, as long as, as soon as, before, since, until,
when, whenever, whil
condition – if, when, provided that, unless
contrast – although, even though, though, while, whereas
degree – as far as, inasmuch as, insofar as
place – where, wherever
cause – because, since, as
When is a main clause appropriate and when is a subordinate
clause appropriate? Obviously, the
answer lies with the writer, who should know the differences between these
handy elements.
Online Worksheet: http://wps.pearsoncustom.com/pls_long_longman_mcl_25/78/20001/5120282.cw/index.html
WEEK
8 – Parallel Structure
One of the
ways writers can improve their writing is to use parallel structure when the
text demands the use of a coordinating conjunction to join words, phrases, or
clauses; also, when the text demands items in a series (three or more); and
finally when the text demands the use of correlative conjunctions. In each of these three cases, the writer is
obligated to “express himself in the same grammatical form,” pairing like items
together. Parallel structure is also
effective with comparisons.
Using parallel structure consists of writing using like
grammatical terms. ‘Like grammatical
terms” means nouns with nouns, gerund phrases with gerund phrases, etc.
Examples:
– Wrong: Prevent dust buildup by cleaning your computer
monthly and dust your house weekly.
– Corrected: Prevent dust buildup by cleaning your
computer monthly and by dusting your house weekly.
– OR: Clean your computer monthly and dust your
house weekly in order to prevent dust buildup.
– Wrong: I love to read and writing.
– Corrected: I love to read and to write.
– OR: I love reading and writing.
USING
COORDINATING CONJUNCTIONS IN PARALLEL STRUCTURE
“Coordinating” means equivalent. When a coordinating conjunction is used,
those elements must be the same grammatical form. Items (words, phrases, clauses, and
sentences) in a series (three or more) demand the use of parallel structure.
Words in a Series
Examples:
– Wrong: Most students consider the SAT impossible,
useless, and a waste of time. (adj., adj., & noun)
– Corrected: Most students consider the SAT impossible,
useless, and wasteful. (adj., adj., & adj.)
– Wrong: Tony considers himself a good father,
a loving husband, and in a good occupation. (noun,
noun, prep. phrase)
– Corrected Tony considers himself a good father,
a loving husband, and a hard worker. (noun, noun, noun)
Phrases in a Series
Prepositional, gerund, participial, and infinitive phrases
by simple definition are groups of words that do not contain a verb, although
the last three will have words resembling verbs (designated as verbals). When phrases are used, each must be the same,
grammatically as the others.
Prepositional Phrase
Example:
– Wrong: Over the river, through the woods,
and climbing the mountain, we trekked to grandmother’s house. (prep.
phrase, prep. phrase, verb)
– Corrected: Over the river, through the woods,
and up the mountain, we trekked to grandmother’s house. (prep.
phrase, prep. phrase, prep. phrase)
Gerund (Noun) Phrase
Example:
– Wrong: Rushing the quarterback, protecting
their own players, and when they recovered a fumble won the game for
the Colts. (gerund, gerund, participial phrase)
– Corrected: Rushing the quarterback, protecting
their own players, and when they recovered a fumble won the game for
the Colts. (gerund, gerund, participial phrase)
Participial Phrase
Example:
– Wrong: Captain Ahab, pacing the deck, while
he was exhorting his crew, and seeking only one thing, turned the Pequod into a nightmare for the mates
and the crew. (part. phrase, adverb clause, part. phrase)
– Corrected: Captain Ahab, pacing the deck, exhorting
his crew, and seeking only one thing, turned the Pequod into a nightmare for the mates
and the crew. (part. phrase, part. phrase,, part. phrase)
Infinitive Phrases
Infinitive phrases are the most complicated only because
they can be used as nouns, adjectives, or adverbs.
Examples:
Nouns: To pet a cat, to sit in the woods,
and to handle weeds makes one itchy.
Adjectives: Kathy developed a plan to ride her bike,
to clip coupons, and to budget for vacations.
Adverbs: For punishment, I was made to sit in the
corner, to read a grammar book, and to write essays.
Clauses in a Series
Examples:
Adjective Clauses: The crew of the ship was composed of men (who
drank great quantities of beer on land,) (who lived wildly while not at sea,)
but (who knew their business and toiled bravely in the terrible conditions of
the sea.)
Noun Clauses: (The Joe Dimaggio connected himself to the
Mafia,) (that he carried the Yankees to a record number of World Series wins,)
and (that he attracted beautiful women define him as a complicated character.)
Adverb Clauses: Mark Twain reigns as an unforgettable
literary figure because he traveled the Mississippi River ,)
(because he wrote for newspapers,) and (because he lectured about his many
books.)
Sentences in a Series
Sentences in a series are actually compound sentences. The writer can string as many sentences together as he wants, as many as he
needs to convey ideas. When combining a
series (three or more) it must remain parallel.
USING
CORRELATIVE CONJUNCTIONS IN PARALLEL STRUCTURE
The correlative conjunctions include either … or, neither …
not, etc. “Correlative” means that these
pairs of words always go together and that they join two items only. To use these correlative conjunctions
correctly, the writer must place the same grammatical forms after each words in
the pair.
Example:
– Since
the field trip has been postponed, the students will either go to the gym
or go to their homerooms.
Words with Correlative Conjunctions
Examples:
– The
man remained not only calm but
also cool during the traffic
accident. (two adjectives)
– Neither
snow nor sleet can keep the postman from his appointed rounds. (two nouns)
– My
rich uncle will leave his fortune to either him or me. (two pronouns)
Phrases with Correlative
Conjunctions
Examples:
– Instant
replay is popular not only with
the fans but also with the
coaches. (two prep. phrases)
– We
prevented erosion by both digging a
trench and rerouting the water. (two
gerund phrases)
– Whether
sailing at Lake Pepin Welch Village
– Because
the plane was low on fuel, the pilot did not know whether to land in the farmer’s field or to try making the airport. (two
infinitive phrases)
Clauses with Correlative
Conjunctions
Examples:
– Newport ,
Rhode Island
– Because
the scores of the top scholars were so close, the academic prize went to either
whoever had the highest English score
or whoever scored the best in math. (two
noun clauses)
Using words, phrases, clauses and sentences in parallel
structure shows maturity in writing and a definite grasp of grammar. Using parallel structures also clears up
incorrect or awkward comparisons.
WEEK
9 – Agreement: Subject-Verb;
Pronoun-Antecedent
The rules for agreement are simple, but need emphasizing
because breaking them often goes unnoticed.
Simply, every verb must agree
with its subject in number (singular
or plural); every pronoun must agree
with its antecedent in number
(singular or plural).
SUBJECT-VERB
AGREEMENT
With ordinary nouns and verbs, most writers are aware of
their status as singular or plural.
Problems arise in complex sentences with multiple phrases and/or clauses
that confuse the matter. Also, some
words seem to defy logic and are “special problems.”
Special Problems of Subject-Verb
Agreement
1.
Using “either … or” and “neither … nor.”
If
these correlatives join singular subjects, the verb must be singular.
Example: Either my sister or my brother visits
China
If
these correlatives join plural subjects, the verb must be plural.
Example: In the Olympics, neither the Chinese nor the Americans compete well against the Russians.
If
these correlatives join a singular noun with a plural noun, the verb agrees
with the noun closest to it.
Examples:
Neither
Jake nor his brothers play the violin.
Either
the 6000 fans or the announcer misunderstands the
official’s ruling.
2.
Nouns joined by “and” govern a plural verb.
Examples:
Respectability and contentment accompany
old age.
Blocking for the quarterback and carrying the ball are two requirements of fullbacks.
3.
The verb should not be affected by a phrase between the subject and
verb.
Examples:
The
faculty, as well as many of the
students, does not understand the new policy. (subj. and verb are
both singular)
The
space between the two cars allows
no room for opening the doors.
4.
Using “a number of” or “the number of”
As
a subject, “a number” followed by “of” takes a plural verb.
Example: A
number of travelers in the Southwest have witnessed meteor showers.
As
a subject, “the number” followed by “of” takes a singular verb.
Example: The number
of different ideas students can generate astounds me.
5.
The following pronouns are singular, and therefore take a singular verb:
another
anybody
anyone
anything
each
either
everybody
everyone
everything
much
neither
nobody
no one
nothing
one
other
someone
something
somebody
Examples:
Each
of the books is over a thousand pages long.
Anything
my brother paints amazes me.
Nobody
has the right to steal from another.
6.
The following pronouns are plural:
several, few, many, others, both.
Examples:
Several
of the participants knew the answers.
A
few of the students were
enthusiastic.
Many
of the papers were torn.
Both
of the brothers played baseball.
7.
The following pronouns are singular or plural, depending on what follows
them: some, none, most, all.
Examples:
Some
of the movies were funny.
Some
of the cake was left over.
None
of my students like me.
None
of the field was plowed.
Most
of my students are brilliant.
Most
of the food is awful.
All
of the books in the library are
damaged.
All
of the time was spent in
mourning.
8.
Collective nouns are singular in form and usually take a singular verb.
Examples:
The
pod of whales clusters around
the biggest male for protection.
That
choir sings beautifully.
The
flock of geese travels south.
Note: Exceptions to this rule occur when the writer
thinks of the elements of the collective noun as individuals rather than as a
groupl
Examples:
The
Board of Education flounder
during budget considerations.
As
the gaggle of geese on the ground waddle
here and there, they make a mess.
WEEK
10 – Agreement: Pronoun-Antecedent
The rules for agreement are simple, but need emphasizing
because breaking them often goes unnoticed.
Simply, every verb must agree
with its subject in number (singular
or plural); every pronoun must agree
with its antecedent in number
(singular or plural).
PRONOUN-ANTECEDENT
AGREEMENT
Pronouns must agree with their antecedents in both number
and gender. Also, pronouns should be
placed as closely as possible to the antecedent.
Special Problems of
Pronoun-Antecedent Agreement
1.
The indefinite pronouns listed under No. 5 (above) need a singular
pronoun.
Examples:
Anyone
can succeed if she tries.
Everyone
brought a gift for his writing
teacher.
Someone
should admit his unwillingness to
excel in grammar.
2.
Plural indefinite pronouns require plural pronouns.
Examples:
Several
of the participants quit because they
were tired.
A
few in the front row had paid
significant amounts for their
tickets.
I
kept my seat on the bus, but others
had to change theirs.
3.
Those indefinite pronouns that are either singular or plural take
singular or plural pronouns accordingly.
Examples:
Some
of the dog’s leash twisted itself
around the clothesline.
None
of the students had their pencils
with them and were scolded by their
teacher.
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