Grammar Review: Chapters from McGraw-Hill Handbook

Transcription

1 I. Parts of Speech: Ch. 30 Verb: action or state, Noun: people, person, place, thing, Pronoun: replaces a noun, Adjective: describes a noun, Adverb: describes a verb, adjective or adverb, Preposition: links a noun to another word II. Independent & Dependent Clauses: Ch: 30 & 31 Independent Clause An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence. Jim studied in the Sweet Shop for his chemistry quiz. Dependent Clause A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked by a dependent marker word. When Jim studied in the Sweet Shop for his chemistry quiz... (What happened when he studied? The thought is incomplete.) III. Subject-Verb: Ch. 34 The appropriate pairing, in number and person, of a subject and a verb: The student looks confused; The students look confused. IV. Active Passive Voice: Ch. 35 Active Voice: The form of the transitive verb in which the subject of the sentence is doing the acting. The crowd sang Take Me Out to the Ballgame. Passive Voice: The form of a transitive verb in which the subject of the sentence is acted upon. Take Me Out to the Ballgame was sung by the crowd.

2 V. Comma: Ch Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet. See Coordinating Conjunctions. 2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause. 3. Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause. 5. Use commas to separate three or more words, phrases, or clauses written in a series. 6. Use commas to separate two or more coordinate adjectives that describe the same noun. Be sure never to add an extra comma between the final adjective and the noun itself or to use commas with non-coordinate adjectives. VI. Semicolon: Ch. 52 Use a semicolon when you link two independent clauses with no connecting words. Ex. I am going home; I intend to stay there. You can also use a semicolon when you join two independent clauses together with one of the following conjunctive adverbs (adverbs that join independent clauses): however, moreover, therefore, consequently, otherwise, nevertheless, thus, etc. For example: Ex. I am going home; moreover, I intend to stay there.

3 VII. Coordinating Conjunctions/FANBOYS: Ch. 44 CCs are words that join words, phrases, or clauses and indicate their relation to each other. Coordinating conjunctions (FANBOYS: For, And, Nor, But, Or, Yet, So) join words or ideas of equal weight or function: The night grew colder, but the boys and girls kept trick-or-treating. *If the FANBOYS/CC is between two independent clauses a comma must be added. If one clause is dependent and the other independent, no comma is necessary. Ex. (two independent): I am hungry, so we went to dinner. Ex. (one independent + one dependent): I am hungry and want to go to sleep. A, Subordinate Conjunctions: Ch. 30g Subordinate means less than, so think of Subordinate Conjunctions as joining one complete idea with a weaker one; however, once these two are joined, they make a strong, complex sentence together. Subordinate Conjunctions can be used between these two ideas/clauses or at the beginning of a sentence (which is sometimes called an inverted sentence ). Ex. The author is able to evoke a very emotional and relatable tone because of his personal experiences in Desert Storm. Ex. (if flipped or inverted) Because of the author s personal experiences in Desert Storm, he is able to evoke a very emotional and relatable tone. Common Subordinate Conjunctions: after, although, as, because, before, if, once, since, that, though, till, unless, until, when, whenever, where, wherever, whether, while VIII. Conjunctive Adverbs: Ch. 30e and Ch. 33 (pg. 532) A work or expression such as for example, however, or therefore that indicates the relation between two clauses. Unlike conjunctions, conjunctive adverbs are not grammatically strong enough on their own to hold two clauses together, requiring the clauses to be separated by a period or a semicolon:

4 The night grew colder; however, the boys and girls kept trick-or-treating. Conjunctive Adverbs may also appear at the beginning of sentence, but they will always be followed by a comma: The night grew colder. However, the boys and girls kept trick-or-treating. A Conjunctive Adverb may not always be between two independent clauses. In this case, offset with commas: They will persist in proving their case, however, no matter the challenges. Common Conjunctive Adverbs, p. 490: Addition: also, besides, furthermore, moreover Compare/Contrast: however, instead, likewise, nevertheless, nonetheless, otherwise, similarly Result: accordingly, consequently, hence, then, therefore, thus Time: finally, meanwhile, next, now, subsequently, suddenly, then Emphasis: certainly, indeed, still IX. Comma Splice & Run-On Sentences & Fused Sentences: Ch. 33 A comma splice is an error in which two independent clauses are joined by a comma without a coordinating conjunction. Ex. I am hungry, we went to dinner. There are three primary ways to address a comma splice: 1.) Break the sentence in two: I am hungry. We went to dinner. 2.) Add a coordinating conjunction with comma: I am hungry, so we went to dinner. 3.) Add a semi-colon: I am hungry; we went to dinner.

5 IX. Comma Splice & Run-On Sentences & Fused Sentences: Ch. 33 (cont d) Run-ons and fused sentences are terms describing two independent clauses which are joined together with no connecting word or punctuation to separate the clauses. Incorrect: They weren't dangerous criminals they were detectives in disguise. Correct: They weren't dangerous criminals; they were detectives in disguise. Incorrect: I didn't know which job I wanted I was too confused to decide. Correct: I didn't know which job I wanted, and I was too confused to decide. X. Sentence Fragments: Ch. 32 Fragments are incomplete sentences. Usually, fragments are pieces of sentences that have become disconnected from the main clause. One of the easiest ways to correct them is to remove the period between the fragment and the main clause. Other kinds of punctuation may be needed for the newly combined sentence. Below are some examples with the fragments shown in bold. Punctuation and/or words added to make corrections are highlighted in italics. Notice that the fragment is frequently a dependent clause or long phrase that follows the main clause. Fragment: Purdue offers many majors in engineering. Such as electrical, chemical, and industrial engineering. Possible Revision: Purdue offers many majors in engineering, such as electrical, chemical, and industrial engineering. Fragment: Coach Dietz exemplified this behavior by walking off the field in the middle of a game. Leaving her team at a time when we needed her. Possible Revision: Coach Dietz exemplified this behavior by walking off the field in the middle of a game, leaving her team at a time when we needed her.

6 XI. Homonyms Words that sounds alike but have different meanings and different spellings. There refers to a place. Ex. I am going over there. Their indicates possession. Ex. This is their paper. They re conjunction of they and are. Ex. They re going over there. Its indicates possession. Ex. Society is responsible for its own demise. It s conjunction of it and is. Ex. It s society s fault. To preposition or in an infinitive verb form. Ex. I want to go to there. Too means in addition, or excessive. Ex. I am too tired to go there. Two the number. Ex. I have two tickets. Your indicates possession. Ex. This is your day. You re conjunction of you and are. Ex. You re late. Farther length or distance, think physical distance, miles, kilometers. Ex. It s the farthest she s ever run. Further depth in degree, "additional" Ex. With further examination, we can do better. Effect typically a noun, means result. Ex. The effects of Hurricane Katrina are still felt today. Affect typically a verb, means to influence. Ex. Many are still affected by Hurricane Katrina. Where place, position, circumstance. Ex. Where do we go from here? Were the simple past tense for the verb be. Ex. We were just there. We re contraction of we and are. We re not going there.