Grammar 101: A Space Odyssey

Grammar 101: A space Odyssey

“In space no one can spellcheck.”

Cassandra Castillo- Tapia Francisco Bravo Medical magnet H.S

Covering the Space Race, to the wonders of today

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“ Grammatical Space Survivor Guide 101.” Copyright 2015 by Cassandra Castillo Tapia.

All rights reserved. Printed in the United States of America. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews. For information address Francisco Bravo Medical Magnet English Department., 1200 N. Cornwell Street, LA 90033.

First Edition Designed by Cassandra Castillo Tapia Castillo Tapia, Cassandra.

Grammatical Space Survivor Guide 101/Cassandra Castillo. P.cm.

This book is for All of the Brave souls who have participated in the creation of their very own grammar book and to those who seek to improve their grammar skills. I would also like to dedicate this book to Jay Barbee one of the many space writers who dedicated their life to corresponding the space news about the NASA program to NBC, “Live from Cape Canaveral.”

Acknowledgements Mr. Rodriguez Mrs. Ericksen Emmanuel Icaza Kelly Arciniega Vicky Garcia Rachell Apolinar Maria Tapia The friends of the City Terrace Library Science Advisors at NASA The Jet Propulsion Laboratory Jay Barbee and his mentions in the book “live from Cape Canaveral”

Contents About the Author

xi

One

Parts of Speech

1

Two

Phrases

21

Three

Clauses

24

Four

Sentence Paterns

31

Five

Paragraphs

38

Six

Essays

43

Seven

Capitalizations

48

Eight

Punctuation

51

Nine

Commonly Confused Words

54

Ten

Quizzes

58

Index

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68

The Adventure Begins

Cassandra Castillo enjoys the wonders of astronomy and the possibilities that lay beyond what we know. As a lover of science she decided to begin diving into the world of Science and what it has to offer. Studying the lives of various Astronauts and NASA contributors she has learned how to view the beauty of what lies beyond. By creating this book, she hopes to inspire those who like her have struggled with the rules that grammar possesses. Even though many have struggled she hopes to aid those in need of assistance in English and see an increase in the understanding of English.

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Xi

One

Parts of Speech

1

“To some this may look like a sunset. But it’s a new dawn. “

I.

- Chris Hadfield

Nouns A. Types of Nouns 1. Common Nouns a. Black hole b. Observatory c. Lab d. Star e. Moon 2. Proper Nouns a. Jet Propulsion Laboratory b. NASA c. Shuttle Challenger 3. Compound Nouns a. Earthbound b. Supernova c. Moonbeam 4. Concrete Nouns a. Computer b. Flask c. Constellation Chart 5. Abstract Nouns a. Intelligence b.

B. Noun Identifiers 1. Noun Endings a. –ness i. Emptiness b. –tude i. Latitude c. –ster i. Sinister d. –tion i. Constellation e. –ment i. Displacement f. –ory i. Observatory g. –ism i. Parallelism h. –ance i. –eer j. –ist k. –ence

2

i. Prominence l. –Hood m. –ture: i. Quadrature n. –ity: i. Gravity 2. Following a noun maker (NM) PN N v a. These planets are nice.

ADJ N b. The helium filled planets; Jupiter, Saturn, and Uranus, are ADJ V PREP. interesting to learn about.

3. Plural Form a. Systems b. Planets c. Experiments d. Scientist 4. Possessive Form N ADJ V a. The planets gravitational force N ADJ V b. The scientist research methods.

N c. The systems black matter.

N V d. The experiments results.

5. Following a Preposition N V PREP. N PN V a. The space shuttle was alongside the airport rail, which caused V N its launching failure.

N V ADV b. The satellite outside the Earth’s atmosphere was not V N LV PREP. withstanding the space junk that had been left behind.

3

C. Functions 1. Subject (comes before the verb) N V a. Neil Armstrong was an astronaut.

N V ADJ N b. Neil Armstrong was one of the few astronauts to V ADV N PREP. N. travel aboard a space shuttle 3 times to space.

2. Direct Object (comes after the verb and answers what or whom) N V N PN V N a. Arnold built the space shuttle that was flown by Neil.

N ADV V N PN V b. Arnold cautiously built the space shuttle that was flown ADV N nervously by Neil.

3. Indirect Object (answers to who or whom) N V N PREP. a. The scientist offered a position to the USC graduate.

N ADV V N b. The scientist cautiously offered a position to the USC graduate V V N that had received high honors in his astronomy class.

4. Adverbial Object (comes after the verb and answers when) N V N a. The scientists fly satellites nighty.

N V V V b. The scientist fly satellites nightly to not inform the N PN N ADJ Press if any mistakes are made.

4

5. Object of the Preposition N V PREP N a. The space shuttle went to the center.

N V PREP N PREP b. The space shuttle went to the command center to V N refuel on gas.

6. Subject Compliment N V N PREP N a. John Wilkins is the leader at the board of directors.

N V N PREP N PREP b. John Wilkins is the leader of the board of directors at ADV V N the highly acclaimed Jet Propulsion Laboratory.

7. Objet Compliment ADJ PREP N N V N a. Due to her scores, the directors named Diana beta.

ADJ PREP N N b. Due to her scores and GPA, the board of directors ADJ N V decided to name Diana second in command.

8. Appositives N V N a. Angela, the hurricane, was formed by moon tides.

N V PREP N b. Angela, the hurricane, was formed by moon tides PN PREP ADJ N which at times could be disturbed by stars ADJ gravitational pull.

5

9. Adjectival N V V N a. Diana had high hopes to enter the room.

N V N V PN b. Diana had high hopes to initiate her career by V N entering the meeting room.

10. Noun in Direct Address N ADV V PN ADV V a. Jonathan, where did you leave the recently found N N Information on Dark Matter?

N ADV PN ADV V b. Jonathan, where did you leave the recently found N ADJ N N information on the vital research of Dark Matter?

11. Object of gerund(noun that follows a gerund) N N ADJ PN a. Planning the liftoff made everyone at the N ADV ADJ launchpad extremely nervous.

N ADV ADJ N ADJ b. Planning the extremely difficult liftoff made PN N ADV ADJ everyone at the Launchpad extremely nervous PN ADJ ADJ because if something failed we would loose all our ADJ hard work.

12. Object of the Participle(noun that follows a participle)

6

PREP N N PN a. After the shuttle liftoff, the students that were ADJ N ADJ privileged enough to witness it, were relieved and V N filled with pride.

13. Object of the Infinitive (noun that follows an infinitive) N V V a. The United States citizens wanted to win the space N PREP race against Russia.

II.

Pronouns A. Personal 1. Nominative(subjects) PN V N N PREP a. She realized that the Earth’s distance from the N ADV N Sun was approximately 2 light years.

2. Objective(objects) PN V N a. He did not know that the universe had ADV N approximately trillions of billions of stars.

B. Relative 1. Objective PN V PREP N a. To who was the Morse code from space sent to.

2. Possessive N

ADJ

PREP PN

N

7

a. Sheryl informed about her grandfather whose N V V spacecraft had crash-landed on the small island N of Hawaii.

C. Interrogative PN V N a. Whoever initiated the Space Shuttle Program has ADJ N N V left the mark in the intelligence now acquired by N human kind.

D. Reflexive a. When the action verb is directed toward the subject of the construction:

i.

PN V PN N PREP She bought herself a video camera before N V N the flight to capture footage of the N N movement of the planets.

b. To intensify a point:

i.

N PN ADJ The flight attendant himself informed PN N N everyone that their flight to Mars would V PN N take 4 more light-years.

E. Demonstrative N

V

ADJ

N

a. Humans did not know that those extra terrestrials

8

N were calling Mars home.

N V N ADJ b. I did not know that these Hydrogen bonds found V N in every star could cause a black hole to form if PN ADJ enough energy is applied.

F. Indefinite N

V

ADV

V

a. Nobody assumed that the only escape was by V N using a wormhole.

PN V ADV N b. Anything that moves beyond our atmosphere V ADV would eventually freeze.

III.

Verbs A. How are verbs identified 1. Verb ending a. – s i. Holes, shifts, poles, comets b. – ed i. Read c. – ing i. Discovering, exploring, finding 2. Tense a. Simple Past i. Researched b. Past i. Researched c. Past Perfect i. Had researched d. Past progressive i. Was researching e. Simple Present

9

i. Research f. Present i. Researching g. Present Perfect i. Will be researching h. Present progressive i. Researching i. Present Perfect progressive i. Shall be researching j. Future i. Research k. Future Perfect i. Should be researching 3. Forms a. Forms of “to be” i. Am faculae ii. Are faculae iii. Is faculae iv. Was faculae v. Were faculae vi. To be faculae vii. Been faculae viii. Being faculae b. Forms “to do” i. Do granulation ii. Does granulation iii. Did granulation iv. Done granulation v. Doing granulation c. Forms “to have” i. Have dark matter ii. Had dark matter iii. Has dark matter iv. Having dark matter 4. Types a. Auxiliary Verbs i. Be, do, have b. Linking Verbs i. Is, are, was, were, been, and c. Lexical verbs i. All verbs except lexical verbs d. Dynamic Verbs i. Describe actions we take, or things that happen

10

e. Stative Verbs i. Express a state relating to emotions, relationships f. Finititve verbs i. Subject that can serve as a root g. Nonfinitive verbs i. Does not show distinction in tense h. Regular Verbs i. Refers to actions that occur in at a fixed time i. Irregular Verbs i. Formation of the simple past and past participle 5. Voice a. Active i.

The thing doing the action is subject of the sentence and the thing receiving the action is the object.

ii.

Subject The professor

V object teaches the astronauts.

b. Passive i.

The thing receiving the action is the subject of the sentence and the thing doing the action is near the end of the sentence.

ii.

Subject V The students are taught

Action by the professor.

6. Verbal’s a. Gerund: word ending in “ing” used as a noun i. Exploring b. Participle- word ending in “ing” or “ed” used as an adjective i. Discovering ii. Finding c. Infinitive- verb preceded by the word “to” used as nouns, adjectives, or adverbs i. To inform ii. To explore iii. To find

IV.

Adjectives

11

A. Adjectives modify, describe, limit, and identify nouns and pronouns 1. Kinds a. Demonstrative Adjectives i.

This, That, These, Those b. Interrogative i.

Where, What, Which, Whose c. Distributive Numeral Adjectives i.

Either, Neither, Each, Another, Other d. Indefinite Adjectives i.

Some, Many, Few, Any, Several, All e. Adjectives of Quantity i.

All, Half, Many, few, Little, No, Enough, Great f. Adjectives of Quality i.

Honest, Kind, Large, Bulky, Beautiful, ugly 2. Endings a. –able/-ible i.

Achievable, Capable, Illegible, Remarkable b. –al i.

Biographical, Functional, Integral, Logical c. –ful i.

Beautiful, Careful, Grateful, Harmful d. –ic i.

Cubic, Manic, Rustic, Terrific e. –ive i.

Attractive, Dismissive, Inventive, Persuasive f. –less i.

Breathless, Careless, Groundless, Restless g. –ous i.

Courageous, Dangerous, Disastrous, Fabulous 3. Conversions a. Most Words terminating in ics are singular nouns convertible to adjectives when an S is dropped i.

Basics-Basic ii.

Civics- civic iii.

Electronics-electronic iv.

Gymnastics- Gymnastic v.

Specifics- Specific 4. Articles a. These adjectives are used in front of most nouns. i.

A, An, The 5. Comparatives/ Superlatives

12

a. Comparative and superlative adjectives are used to compare between people, places, or things

V.

Adverbs A. Adverbs modify verbs, adjectives, and other adverbs 1. Endings a. –ly i. Invisibly, infrequently, optimistically b. –Wards i. Afterwards c. –Wise i. Clockwise 2. Conversions a. In order to form an adverb from a verb or adjective, you may add the ending -ly, or as with good, change it to the word well. i. Astronomy---Astronomically ii. Accretion---Accretionally iii. Chasma ---Chasmily 3. Types a. Manner

i.

N V The Space Agency answered the question ADJ Astronomically. (How did they answer?)

b. Time

i.

N V The Space Agency will respond to the New York ADJ V Times reporter early in order to provide them with N a preview. (When did they respond?)

c. Place

13

i.

N ADJ The Space Agency was sadly there in order V PREP N respond to a question regarding the death of 2 N astronauts. (Where were they?)

d. Degree

i.

N ADV V The Space Agency exceptionally responded to N ADJ N the complaint made by New York Times and the N families of the astronauts.

e. Frequency

i.

N ADV V The Space Agency frequently receives N N complaints and lawsuits from the families who ADJ N suppose there family members are dead. (how often do they receive complaints?)

4. Intensifiers a. Examples: Strongly, intensely, finally

i.

N ADV V The Space Agency strongly suggested that N N before filing any lawsuits, people should contact

V

N there agency representative to talk in further

14

depth.

N ADV V N ii. The Space Agency intensely modified their rules V and regulations to make sure that all family N ADJ N members agreed and filed no further complaints.

5. Comparatives/ Superlatives a. What are these? i. Comparative adverbs end in –er and are used to modify verbs. ii. Superlative adverbs end in –est and are used to modify verbs. b. How are these used? i. Comparative verbs are used to show comparison between two things.

•

N V ADJ N Sputnik was fast but Challenger was faster.

•

N V ADJ N The rover left early but the satellite left earlier.

ii. Superlative adverbs are used to show comparison between three of more things to show something to the highest degree.

N V ADJ N V • Sputnik and challenger were fast but Endeavor was the fastest.

•

N V The rover and satellite left early but the spaceship left

N

the earliest.

15

VI.

Conjunctions A. Coordinating: Coordinating conjunctions combine two sentences, which have similar meanings. Examples of these include: for, and, nor, but, or, yet, so N ADJ V V a. We were supposed to launch but it rained.

N ADJ V N N b. We were programed to launch the shuttle but while we V N V prepared it began to rain so we delayed the launch.

B. Correlative: either/or; neither/nor; not only/but also; both/and; whether/or; as/also N V V a. Either we launched the shuttle tomorrow or we waited 6 more moths.

N V N V b. Because the launch was delayed, either we launched the V shuttle tomorrow or we waited another 6 more months.

C. Subordinate: after, though as, as if, as long as, as thought, because, in order that, whereas N V V a. The engineers would not leave home as long as the fight did not take of.

N N V b. The engineers, as long as the launch was delayed, would V N PREP not leave the central offices until they figured out how to fix this mistake.

16

D. Relative Pronouns: who, which, that N PN V N a. The flight, which was delayed, took 7 hours.

N

PN

V

b. The launch of the shuttle, which had been delayed for 7

VII.

Prepositions

N hours, finally took of.

A. Prepositions link nouns, pronouns, and phrases to other parts of the sentence N V a. With in 20 years, when the space race began, mankind PN ADJ N began working along with various brilliant scientists ADV V because of the desire to successfully launch across space PN N a spacecraft, which would set up communication with N any “outside” beings.

N b. In behalf of the president of the NASA near Cape ADV V Canaveral, there was a mission set off in order to capture N the first images of the spacecraft Sputnik prior to their V launch in spite of the great troubles that the cameramen ADJ would face upon crossing over to private property.

V N c. Despite troubles faced by the International Space Station,

17

V N Satellites being set up underneath Neptune’s obituary V ADV system have allowed with means of extreme pressure to ADJ create an exemplary creation.

VII. Interjections

Aah, ack, agreed, ah, aha, ahem, alas, all right, amen, argh, as if, aw ay, aye, bah, blast, boo hoo, bother, boy, brr, by golly, bye, cheerio, cheers, chin up, come on, crikey, curses, dear me, doggone, drat, duh, easy does it, eek, egads, er, exactly, fair enough, fiddle-dee-dee, fiddlesticks, fie, foo, fooey, gadzooks, gah, gangway, g'day, gee, gee whiz, geez, gesundheit, get lost, get outta here, go on, good, good golly, good job, gosh, gracious, great, grr, gulp, ha, ha-ha, hah, hallelujah, harrumph, haw, hee, here, hey, hmm, ho hum, hoo, hooray, hot dog, how, huh, hum, humbug, hurray, huzza, I say, ick, is it, ixnay, jeez, just kidding, just a sec, just wondering, kapish, la, la-di-dah, lo, look, look here, long time, lordy, man, meh, mmm, most certainly, my, my my, my word, nah, naw, never, no, no can do, nooo, not, no thanks, no way, nuts, oh, oho, oh-oh, oh no, okay, okey-dokey, om, oof, ooh, oopsey, over, oy, oyez, peace, pff, pew, phew, pish posh, psst, ptui, quite, rah, rats, ready, right, right on, roger, roger that, rumble, say, see ya, shame, shh, shoo, shucks, sigh, sleep tight, snap, sorry, sssh, sup, ta, ta-da, ta ta, take that, tally ho, tch, thanks, there, there there, time out, toodles, touché, tsk, tsk-tsk, tut, tut-tut, ugh, uh, uh-oh, um, ur, urgh, very nice, very well, voila, vroom, wah, well, well done, well, well, what, whatever, whee, when, whoa, whoo, whoopee, whoops, whoopsey, whew, why, word, wow, wuzzup, ya, yea, yeah, yech, yikes, yippee, yo, yoo-hoo, you bet, you don't say, you know, yow, yum, yummy, zap, zounds, zowie, zzz.

1.

N ADJ N V Everyone said wee when the shuttle passed the speed of V sound, which made them feel um a bit cheer.

2.

N ADJ V The astronauts agreed that it was very nice to clean the trash that was well a bit you know whoo!

VIII.

Antecedents A. A substantive word, phrase, or clause whose denotation is reffered to by a pronoun N V 1. Claudia saw Manny and called to him.

N V 2. Claudia saw Manny and called to him in despair because

18

only he ADJ knew the formula to complete the lab.

IX.

X.

Complements A. Something that completes or goes well with something as in a noun and a verb (includes a matching adjective).

N 1. The Earth is 150 million kilometers from the Sun.

Objects

A. The object can be anything as in a word or phrase but it should directly follow the verb.

N V 1. You gave them no Warning.

XI.

XII.

N V PN N 2. You gave them no warning that the surface temperature would ADJ V change gradually as they traveled to the center of the hurricane.

Modifiers

A. Can be removed without affecting the grammar of the sentence, functions as an adjective or an adverb to describe a word.

N V N 1. This a synthetic energy quantum ball which will power the station in V order to conserve more energy.

Transitions

A. Transitions can connect paragraphs and unify writing by linking ideas B. The following is a list of commonly used transitions…

19

N v 1. Overall, the Management System has increased the amount of V N copper and aluminum parts that will be used in future missions by V sectors, this will lead to significant research advancements.

XIII.

XIV.

Expletives A. A word or phrase that is considered to be offensive 1. Damn it!

2. I’ll show you!

Agreements A. Subject- Verb agreement: the subject and verb must agree in number, both need to be singular or both need to be plural.

V V 1. I don’t understand the purpose of testing the results on fake plastic humans, why not use them already?

20

Two

Phrases

21

The first day or so we all pointed out our countries. The third or fourth day we were pointing our continents. By the fifth day we were aware of only one Earth.”

-Sultan Bin Salman

I.

Phrases- are groups of words that function as a part of speech A. Prepositional: A group of words that begins with a preposition and ends with a noun, and is used as an adjective or adverb.

N N ADV V 1. Dr. Richey of the space agency was kindly greeted aboard the new mars N rover.

N ADJ N ADV 2. Dr. Richey the most brilliant doctor at Yale was kindly greeted aboard the new Mars Rover.

B. Appositive: A group of words that include all the words or phrases that modify an appositive.

N V N 1. Simon Real, a new internee, played on a computer although he was V N indicated to work on the safety guidelines.

2. Simon Real, a new internee at the agency, doodled around on the computer although he was indicated to work on the safety guidelines for the rover.

C. Verbal: A group of words that begin with a verbal and ends with a noun.

22

1. Gerund: word ending in “ing” or “ed” used as a noun.

N V N a) Fighting while in a mission causes a malfunction in the spaceships engine.

2. Participle: word ending in “ing” or “ed” used as an adjective.

ADJ V PN N a. The young internee was condensing the new lab material, which would be used during the flight.

ADJ N V PN b. The young internee was condensing the new concealer for the spaceship, which would be used during the flight of the rover.

3. Infinitive: verb preceding by the word “to”(to go, to jump) used as a noun, adjective, or adverbs.

4.

ADJ N ADV V a. The young annoying internee was thoroughly contemplating to ask the professor for advice.

ADJ N ADV V b. The young bothersome internee was thoroughly contemplating to ask Dr. Richey, the professor for advice.

23

Three

Clauses

24

“For those who have seen the Earth from space, and for the hundreds and perhaps thousands more who will, the experience most certainly changes your perspective. The things that we share in our world are far more valuable than those which divide us” - Donald E. Williams

I.

Clauses- are groups of words with a subject and a verb.

A. Independent –CAN stand alone as a complete sentence, known as a simple sentence pattern.

N V N ADJ a. The NASA requires internees to pursue a bright future.

b. The NASA demands that internees pursue a bright future, so they work really hard.

B. Subordinate (Dependent)- CANNOT stand alone as a complete sentence and MUST begin with a SUBORDINATE CONJUNCTION. 1. Noun Clause: used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive.

ADV V a. Where it landed gravely impacted the way in which the spacecraft was

N

damaged. [Subject] ADV V ADJ b. Generously inform whoever passes that I will be out due to an N emergency. [Indirect Object] ADJ ADV V c. That the internee was frustrated was extremely noticeable.

[Subject] ADV

V

25

d. The mechanical engineer carefully grabbed what was left of the V N damaged left wing of the spacecraft. [Direct Object]

ADV V N N e. Patiently restoring the spacecraft is what the mechanical engineer V despites the most. [Predicate noun]

f.

V ADV CONJ Replace the left wing quickly whenever you find a matching piece.

N V N g. Your willingness that you will pass the space mission test has not been V increasing.

2. Adjective Clause: used to modify a noun n an independent clause. a. Some adjective clauses begin with an introductory word.

i.

N N ADV That is the space shuttle where the astronauts will calmly travel for

V

four months.

ADV V ii.

That is the newly improved space shuttle where the graduating N V N astronauts will calmly travel for four months. b. Some adjective clauses begin with relative pronouns:

V

3. Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause purpose, result, condition, and/or concession. a. Modifying Verbs: i.

Place:

26

ADV

•

V ADV ADJ They sadly removed the plaster where everyone was able to get some.

•

ADJ V ADV V They unfortunately removed the already made plaster ADV PN where everyone was able to get some.

ii.

Time:

•

N ADJ PN V When the shuttle departed, everyone began taking N pictures.

•

ADJ V N PN When the freshly painted shuttle departed, everyone N began talking selfies with the shuttle.

iii.

Purpose:

•

•

ADV N We sadly left the departure sight because we were being loud.

ADV V N We unfortunately had to leave the landing location ADJ because we were being extremely noisy.

iv.

Condition: •

N V The United States secretary announced as if she were the PN most important person in the room.

ADJ

N

V

27

•

The busy United States secretary announced about the N ADJ shuttle as if she were even more important than a “junk of metal”.

b. Modifying Adjectives: a) How Much: N PN • The space mission took four times more as long it had to be.

•

ADJ N ADJ The complicated space mission took four times longer than V it was programed to be

b) To what extent: N

•

ADJ N The space mission was as boring as the lab we had two weeks ago.

•

V ADJ The un-programmed space mission was as boring as the lab we V had two weeks ago.

c. Modifying adverbs: i.

Condition:

•

N ADJ The internee began working lazier than the other internees

28

typically did.

•

N ADJ The arrogant internee began working lazier than the other internees typically did.

4. Relative Clauses: Dependent clause that begins with a relative pronoun.

N

V

N

a. The internee who started last will be kicked out of the space program.

N V N b. The new internee who started last will be kicked out of the space V program, which would have allowed for him to prosper.

5. Elliptical Clauses: Adverb clauses in which part of the clause is omitted.

N V a. When walking, the internee was confronted.

N V N b. When walking, his chemistry class colleagues confronted the internee.

6. Essential Clauses: Clauses necessary to the meaning of the sentence.

N V a. The student that most caused problems to the professor is obviously the new internee.

ADJ N V b. The mechanics student that was mostly causing problems to the N ADV ADJ N professor was obviously the new internee.

7. Nonessential Clauses: clauses that are NOT necessary to the meaning of the sentence.

29

N

V

ADJ a. The space residency program, which is ending in 2 months, is finally N beginning to work.

ADJ V N V b. The newly created residency program, which is ending in 2 months, is N finally beginning to work.

30

Four

Sentence Patterns

31

“ There are billions of places there that we know nothing bout.

The fact that we know nothing about them excites me, and I want to go out and find about them. And that’s what science is” -Brian Cox

I.

Sentence Patterns A. Simple Sentences 1. A sentence that is just one independent clause a. The rockets red glare. b. The voyager’s rockets luminous red glare.

B. Compound Sentences 1. A sentence with multiple independent clauses, but no dependent clauses.

N V ADJ a. Eratosthenes, was thought to be the second-best however, he was not.

N V ADJ ADJ b. Eratosthenes was said to have been second best in everything, although ADV N he did accurately predict the circumference of the planet and that the earth was truly not flat.

C. Complex Sentences 1. A sentence with one independent clause and at least one dependent clause N V N a. The left wing burned but not the right wing.

N

ADJ

ADV

N

32

b. Even though the left wing burned completely, the right wing did not.

D. Complex-compound Sentence 1. A sentence with multiple independent clauses and at least one dependent clause.

N V N a. The astronauts nervousness and the commanders excitement

ADV

V triggered a strong feeling.

N V b. The astronauts tremendous nervousness and the commanders

N

V N excitement triggered a strong feeling of hope and also despair amongst the crowd.

E. Loose sentence 1. A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase).

N V a. After the launch, his palms were sweating, his heart was racing, his eyes full of fear.

N N V b. After the launch of the rocket, his palms were sweating, his heart was racing, and his eyes were full of fear that displaced the confidence that he thought was within.

F. Periodic Sentence 1. A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense.

N

V

33

a. His palms were sweating, his heart was racing, his eyes full of fear, all after the launch.

N V b. His palms were sweating, his heart was racing, his eyes full of fear, but also desperation, all after the launch of the rocket.

G. Balanced Sentence: 1. A sentence where phrases or clauses parallel; each other by virtue of heir likeness of structure, meaning, or length.

N V a. While large black holes have a strong pull, and small black holes N have small pull, therefore a medium black hole must have a medium pull.

ADJ N B b. While large black holes have a strong gravitational pull, and a small black hole have a weak gravitational pull, therefore a N medium black hole must have a medium gravitational pull.

H. Parallel Structure: 1. A sentence using the same pattern or words to show that two or more words or ideas are of equal importance and to help the reader comprehend what is being written.

N a. Jay Barbee likes to hike, attend soccer games, and take his dog for a walk.

N v N V b. Jay Barbee likes to hike mount Sierra, attend galaxy soccer V ADJ games, and take his dog fluffy for a nice evening walk.

I.

Chiasmus: 1. A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order.

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N ADJ N a. The rockets red glare was illuminating like the red glare N of a rocket.

N PN V N b. The rockets red glare was illuminating the morning of N PN N cape Canaveral like the red glare of a rocket in Fourth N of July.

J. Asyndeton 1. A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose.

N V N a. Without looking, without making a sound, or without N talking, you could feel the atmosphere.

N V N b. Without looking, without making a sound, or without V ADJ talking, you could feel the tense atmosphere as the shuttle passes the atmospheric pressure.

K. Polysyndeton: 1. A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for s rhetorical purpose. a. Everyone liked the rocket and the rover and the astronaut b. Everyone found inside the NASA department liked the rocket and the rover and the astronaut.

L. Anaphora: 1. A sentence that features the purposeful repetition of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis or draw attention. a. The Astronaut was tired of space, tired of not being home, tired of not seeing his kids, and tired of eating potatoes.

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b. The newly inscribed astronaut was tired of space, tired of not being home, tired or not seeing his kids, and tired

of eating.

M. Epistrophe: 1. A sentence featuring several phrases or causes ending with the same word or words. a. If the universe was made for us, then what isn’t made for us? b. If the entire universe was made for us, then what would be considered not made for us?

II.

Sentence Errors 1. Run-On/Rambling a. Sentences that are incorrectly joined. i.

The astronaut took his exams today he’s leaving to NASA tomorrow.

ii.

The new astronaut took his final exams toady; he’s leaving to NASA tomorrow.

2. Fused A. When the shuttle exploded he swore to fix the wing before exploding to change the world.

B. He swore to change the world when he said he was going to fix the wing just before it exploded.

3. Fragment A. Because he left his phone.

B. No communication was available for 5 hours because he left his phone in the command center.

4. Misplaced Modifier A. On her way home, the astronaut fount cold cereal watch.

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B. On her way home from eating cold cereal, the astronaut found her lost i-watch.

5. Double Negative A. The tour of the NASA command center was not uninteresting.

B. The tour of the NASA command center was extremely interesting even after seeing radioactive material.

6. Comma Splice

A.

I, almost am, done with, engineering project past five, at the center.

B.

I almost am done with my engineering project even though it is past five and I am in the center.

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Five

Paragraphs

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“ All civilizations become either spacefaring or extinct” -Carl Sagan

I.

Introductory Paragraphs (introductions) A. Hook (lead) a. Anecdotal-brief story to set the mood and introduce the Topic i. When Carl Sagan was a young boy. He always wondered what the glittering lights of the night sky were. One day he decided to ask as was responded to by his father who said that they were stars. From that day on, he had been fascinated with the wonders of the universe and came to the conclusion that we are made up of star stuff. A simple question began his quest on the mysteries of the universe. b. Query Based- Question that brings the reader to the topic i. Does the universe truly decide what will become of our lives in the future or does it give us a guide on how to improve our daily lives?

B. Thesis Statement- the purpose of a piece of writing-usually one sentence in length-and something that is arguable a. Assertion: claim i.

The cosmos is a vast location in which carbon plays a central role.

b. Fact: empirically verifiable i.

All living things on our planet and the universe are made up of organic molecules- complex architecture to which

carbon makes up the central role. c. Opinion: personal position on a topic i.

Extra-terrestrial life does exist because we are all made up of carbon based molecules. d. Belief: social, religious, or political in nature-an opinion held by many to be a fact, though it is not necessarily i.

The Government knows that there is a possibility of extra-terrestrial life.

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e. Generalization: uses absolute or statistical pronouns: all, always, every, never, none, most, half i.

Everybody knows that the carbon molecule is central to our life and everything around us. f. Document Based: cites a specific source and its position on a topic i.

In Cosmos, Carl Sagan states that life on earth has a common organic chemistry and that we have a common evolutionary heritage tying back to the claim that we are composed of organic carbon molecules.

g. Theory: a statement that can be tested and potentially proven i.

II.

Organism’s biological structure can change as the

reproductive system evolves and mutations occur.

Body Paragraphs A. Topic Sentences: indicate the topic of the paragraph and focuses on a certain subject and area of evidence or support. a. In addition to Carbon being central to our life, the Cambrian explosion also led to the biodiversity, which we have to this day.

B. Evidence From Quotations: should never be used as individual sentences-quotes should be embedded within sentences a) Scientist at NASA agrees that “Before the Cambrian explosion species seem to have succeeded one another rather slowly” (Sagan 23). b) “Before the Cambrian explosion species seem to have succeeded one another rather slowly” as agreed by many NASA Scientist (Sagan 23).

c) Thankfully, “Before the Cambrian explosion species seem to have succeeded one another rather slowly,” as agreed by many NASA Scientist (Sagan 23).

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d) Thankfully, “Before the Cambrian [massive] explosion species seem to have succeeded one another rather slowly,” as agreed by many NASA Scientist (Sagan 23).

e) Thankfully, “Before [,] species seemed to have succeed [ed] on another slow [ly], as agreed by many NASA Scientist (Sagan 23).

C. Paraphrase: rewording a quote into other words of the same length without quotation marks, but still citing the source. i.

The Cambrian explosion changed the way species evolved and adapted (Sagan 23).

D. Summary: condensing larger quotes or sections i.

The Cambrian explosion changed species (Sagan 23).

E. Abstract Examples: hypothetical, “What if” examples i.

We would have never existed if the Cambrian explosion had happened (Sagan 23) F. Concrete Example: actual reference-able examples i.

As the university of Florida discovered, after the Cambrian e-explosion mammals began to appear and so did the richness of biodiversity on planet Earth.

G. Closing Sentences: must end the discussion of the topic within the Paragraph i.

III.

Clearly the Cambrian explosion was a decisive moment in the development of the species that we can find today throughout the world.

Closing Paragraphs- should not be the mere summaries of the previous paragraphs of your essay.

A. Statements of Extension: extending the thesis statement using the consequences of disregarding the implications of the thesiscould be one or more sentences.

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a) Inevitably, without the Cambrian explosion, the human race would have not evolved with its curiosity and richness it has today.

B. Final sentence: connects to the hook. a) Due to the biodiversity and topography changes made to the earth after the Cambrian period, we can conclude that this event aided the development of resources and environments that we have today, some which make this planet quite unique.

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Six

Essays

43

“ The Columbia is lost; there are no survivors” -George W. Bush

I.

Types A. Persuasive a.

The Persuasive essay or argumentative essay, utilizes logic and reason to show that an idea is valid more than another. This essay tries to persuade a reader to accept an ideal and to take a certain point of view. i.

In order for this argument to me made clear and convincing, facts, reasons, and examples should be given in order to male an argument clear.

ii.

To make an effective argument some tips would be knowing your information well, understand the opposite viewpoint, and supporting your evidence.

B. Expository a. The purpose of the expository essay is to inform and explain a topic in a logic and straightforward manner. i.

Definition or Description

ii.

The definition essay explains what a certain topic or ideal means. This is often used in the English language to interpret the meaning of a symbol such as an ibis in the book titled The Scarlet Ibis. This also allows for the writer to further describe a viewpoint or characteristic that were vaguely addressed thought a topic.

Process/How-to

iii.

The process essay explains further in depth the steps needed in order to accomplish a certain state. These essays help the reader view the beginning and finished product.

Compare and Contrast

•

•

•

The comparison essay allows for the exposure of different opinions and ideas.

This essay allows for the showing of the most

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iv.

important similarities and differences that could evolve form the question being asked. This essay can be more freely answered because you can easier choose the similarities or differences between a certain topics.

Cause and effect •

The purpose of the Cause and Effect essay is to show the consequences of something and the reasoning behind why this happened. This essay is concerned on why things happen and what happened as a result, this is the most common method of discussing ideas.

C. Analytical/Critical a. The purpose of a Analytical/Critical essay is to evaluate an idea based on a particular text given. This essay allows the author to give their own understanding and knowledge of a particular subject in order to display their own ideas. i.

Evaluative- The evaluative essay helps present an opinion using evidence in order to demonstrate the quality of an item. These essays are often used for products, business, place, service, or programs. Although the evaluative essay does come across some opinions, the essay should not have a bias therefore it should include more criteria and evidence rather than judgment. ii.

Interpretive-The interpretive essay asks you to read and write your certain understanding of a text. This essay uses evidence of a passage or text in order to answer the question provided.

D. Narrative a. The Narrative essay tells a story and is often told from a defined point of view, which is often the authors view. Narrative essays rely upon personal experiences, often in the form of story using a technique to include all the elements of storytelling. This means that the essay will include details in order to support the story and further explain. This is often seen in personal or anecdotal essays, which are explained in a story telling basis in order to illustrate the facts and occasions going on in that occasion.

E. Research a. The research essay is a product of research, critical thinking, source evaluation, organization, and composition. This essay requires dedication and investigation of a source to draw on what others have to say about a topic

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i.

MLA Format- The MLA format is used to build credibility and to prevent plagiarism of papers. The MLA format should be double spaced, 12pt legible font, and spacing after periods or punctuation marks and should have 1inch margins. The MLA format should also include a header that numbers all pages on the upper righty

ii.

APA Format- The APA research paper should include a running head, a short tittle, which should be no longer than 50 characters, double spaced, 12pt Times New Roman font, and an abstract paper which would be a summary of the most important points of the paper.

F. Timed a. Document Based Question (DBQ) h. The document-based question was formatted to evaluate your ability to practice what you have learned and how to use documents in order to answer a question. The DBQ has no wrong or right answer it is only the interpretation you hold about the documents. b. Prompt Based i. Prompt based essays are formatted in order to test your writing, reasoning, and analytical skills. These essays can be commonly seen in English and literature classes and entrance exams such as the SAT and ACT. II.

Strategies/ Planning Tips/Steps A. Pre-written/Prompt Analysis/Outlining a. Persuasive i.

In order to write a persuasive essay you should try to convince a reader about ideas that may be stated by an opposing view. You should try to be aware of biases that should be held by the reader. To write your essay, five main things would be choosing a position, understand the audience, research, and identify the evidence that would help convince. b. Expository i.

With this type of essay you should address the main purpose and be as descriptive as possible.

With the how-to essay the steps should include very descriptive steps and types of materials in order for the correct product to be achieved. c. Analytical/Critical i.

This type of essay may at times be centered around opinions however the essay should not

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have a bias therefore it should include more criteria and evidence rather than judgment. d. Narrative i.

e. Research i.

f.

When writing a narrative essay try including as much as many as possible examples and details which can allure your audience with the descriptions made about the story being told. You should also be aware of the audience to which this is being written.

In order to write a research paper you should first of all choose a topic and make a list in order to see the points that should be made.

Timed i.

III.

In order to complete a timed writing in the most efficient manner, it is recommended to organize thoughts using the basic organization of an essay.

You should also try to understand what the prompt is asking in order to make it easier to answer a question B. Research/Evaluation of sources Works Cited Page A. MLA Format i.

The MLA format is the most commonly used in order to help readers to find easily find the sources used to create the information in an essay. The works cited page would be the location in which this information is placed. In order to create a citation you must first write the author’s name, secondly the page number if a book or where this is referenced from lastly the location of where this is found.

i.

In order to reference a document in an APA essay, you should first of all include the authors name in the order they appear in the page which you found it in, next you should include the tittle and finally the day accessed.

B. APA Format

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Seven

Capitalizations

48

“ The deeper the journey into space. The further the possibilities in outer space. “ -Curtis Tyronne Jones

I.

Capitalization is used to indicate that a Word is being used for a specific purpose.

A. Capitalizing the first Word of a sentence and the pronoun I in any location.

1. The dark matter found surrounding a black hole might have caused the planet Jupiter to have a big red spot, which now causes huge dust storms.

B. Capitalizing the first Word in a quotation 1. As Carl Sagan once said, “We are all made of star stuff,” this really impacted the way we viewed our lives in the years in which he lived.

C. Capitalizing the first Word all titles and nouns in the salutation of a letter and first Word in the complementary close.

1. Dear John, I am writing to you to inform that in the past year the crew and I have not been able to find any new information about the atmosphere of Neptune. This may also have to wait because we are running low on food supplies that could cause us to return to Earth. The crew and I are sorry to inform this.

Sincerely Elizabeth

D. Capitalize the names of the week and nouns in the salutation of a letter and the first Word in the complimentary close.

1. On Monday the new shuttle will be launched in order to promote more funding for the company.

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E. Capitalize the first, last, and all other important words in the tittles of written works and their contents, Works of art and music, and movies.

1. The TV series Cosmos caused great revolution among conservatist who did not believe in external beings.

F. Capitalizing nouns and abbreviations referring to parts of a written work only when the reference is followed by a number G. Capitalizing words referring to the deity of a specific religion

1. The Buddha was worshiped by one of the recent internees that joined the program designing a rover.

H. Capitalizing the names of people and words associated with the name 1. Carl Sagan impressed the world with his books that questioned what was known about the world.

I.

Capitalize tittles 1. The new show Cosmos: A Space Time Odyssey impressed many who did not believe it was possible to remake this.

J. Capitalizing the specific names of regions, organizations, buildings, Works of engineering, and state abbreviations 1. The Jet Propulsion Laboratory at times conducts various researches in order to promote health in science to schools because this career does not have many interested in this career.

K. Capitalizing words based on nationalities or historical background 1. The Ancient Egyptians passion for exploring influenced the early explorations that led to science we have today.

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Eight

Punctuation

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“ One of NASA’s oldest dreams was to build a permanent space station. It would, in some minds, be the beginning of an orbiting space city, a gravitational free outpost where earthlings could multiply, raise families, live longer, and produce the stud and foods needed for self sufficiency in orbit.”

- Jay Barbree I.

II.

Periods A. Place a period at the end of a statement and also use a period at the end of an imperative sentence that does not express strong emotion. i.

We went to the launching at Cape Canaveral to witness history of NASA in the making.

ii.

Please be quiet the presentation is about to begin.

Commas A. A comma should be used to separate words and phrases in a series i.

III.

Semicolon A. A semicolon is used when a conjunction is omitted. This punctuation indicates a greater degree of separation than a comma would. ii.

IV.

The trail followed by the rover was steep and rocky; the wind was a savage.

Colon A. A colon is used to start a list or to formally introduce a statement. i.

V.

The Mars rover has solar energy panels, dirt analyzers, and wind panels to control what energy can be used.

There are three types of matter: dark matter, solar matter, and

particle matter.

Quotation marks A. Quotation marks are used around a direct quotation. i.

In the book Cosmos, Carl Sagan said, “Carbon is the basic yet most complex particle”.

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VI.

Apostrophe A. An apostrophe is used to form contractions or to show possessions. i.

It’s too late for Alexander’s Project to be displayed in the top lists of the TIME magazine therefore we have lost hope and we cannot

VII.

win the JPL prize.

EM Dash A. An em dash is used to set off intensifying or explanatory parts of a sentence. i.

The most famous space shuttles-Voyager, Challenger, and Endeavor- history may be seen in the California Science Center’s exhibit before entering to view the actual shuttle Endeavor.

VIII.

IX.

Question Mark A. A question mark is used after all interrogative sentence i.

Wait, since when have the researchers been working on the satellite programed to be launched on December 2020?

ii.

Have any of you seen the nuclear reactor, I think it may be heating up and this could cause ?

Exclamation Point A. An exclamation point is used after an exclamatory sentence or one, which expresses deep surprise and feelings. i.

The Shuttle looks great!

ii.

Wow, this new shuttle looks amazing, how did you guys do it!

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Nine

Commonly Confused Words

54

“Since, in the long run, every planetary society will be endangered by impacts from space. Every surviving civilization is obliged to become spacefaring – not because of exploratory or romantic zeal, but for the most practical reason imaginable: staying alive.”

- Carl Sagan

I.

Who/Whom A. Who- (subject pronoun) what or which persona or persons 1. Who did you invite to the launching on May 18, 19998?

B. Whom- (object pronoun) what or which

II.

1. To whom did you address the letter concerning the launching at Cape Canaveral?

Their/There/They’re A. Their- of, belonging to, made by, or done by them 1. They were proud of their work B. There- that place or point 1. Just place that piece of copper over there

III.

C. They’re-contraction of they +are 1. They’re going out to dinner tonight Lie/Lay A. Lie- to recline 1. I had to lie down in order to think about the problems being faced at the research center.

B. Lay- to put down 1. They lay down the worker who had suffered a heart attack while in such stressful conditions.

IV.

Laid/Lain A. Laid-past tense of lie

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1. I had laid down in order to think about the problems being faced at the research center.

B. Lain- past tense of lay 1. They had lain down the worker who had suffered a heart attack while in such stressful conditions.

V.

Affect/Effect A. Affect- to have an effect on; influence; produce a change in 1. The death of the 7 astronauts affected the NASA crew.

B. Effect- anything brought about by a cause or agent; result

VI.

1. The new speed limit law had little effect o how fast the new internee arrived C/W/Should have vs. C/W/Should of A. Should have- past perfect tense of the verb should 1. I should have gone to the laboratory instead of headquarters.

B. Should of-incorrect use of the phrase should have 1. I should of gone to the laboratory instead of headquarters.

VII.

Loath/Loathe A. Loath- unwillingly 1. I am loath to spend time with my boss who demands everything be his way.

B. Loathe- to dislike greatly

VIII.

1. I loathed him and the way he reacted when i said that the research would take 2 days more.

Infer/ imply A. Infer- to deduce 1. In the middle of the day I inferred that we would not have a lunch break.

B. Imply- to hint, express something indirectly

IX.

1. He implied that tomorrow would be the day in which we had to include the copper heads to the rover.

Weary/Wary A. Weary- physically or mentally fatigued 1. The citizens of Pasadena were weary of any harm that could be done to the JPL.

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B. Wary- to be on guard against something, or to be watchful

X.

1. The nighttime guards were wary of any movement because the shuttle could be messed with which would cause a malfunction.

Proceed/Precede A. Proceed-to go on forward 1. In order to not remain trapped in the dense atmosphere of Mars we had to proceed to find the flag marking where the gasoline was.

B. Precede- to go before

XI.

1. The carbon atmosphere of Mars preceded the atmosphere that is found today.

Discrete/Discreet A. Discrete-distinct from one another 1. The 45-INR and the 46-DNR were so discrete that no one could imagine that they were made at the same time.

B. Discreet- cautious, reserved 1. We had to combine discrete characteristics in order to assure that no harm would be caused when the rover landed on Mars.

XII.

Conscience/Conscious A. Conscience-awareness of morality in regard to ones behavior 1. My conscience told me not to ask for more money that the actual used to create the copper heads.

B. Conscious- to be aware 1. I made a conscious decision not to attend the event that introduced the rover to the outside world.

XIII.

Can/May A. Can- physical or mental ability 1. Can I attend the ceremony even though I caused harm to the company?

B. May- permission or authorization 1. May I attend the ceremony even though I caused harm to the company?

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Ten

Quizzes Just a few, Not all sections

58

Quiz Section 1 1.

2.

3.

What are the types of nouns a. ______ b. ______ c. ______ d. ______ e. ______ True/False: The Subject comes before the Subject ________ What is the function of an Appositive?

A. Describe the noun following it B. Answer to who or to whom C. Comes after the verb and answers when D. Renames nouns, separated by commas

4.

Is the following sentence an interrogative sentence?

Whoever initiated the Space Shuttle Program has left the mark in the intelligence now acquired by human kind.

A. Yes B. No

5.

What is an infinitive verb?

A. Word ending in “ing’ or ”ed” used as an adjective B. Word ending in “ing” used as anoun C. Verb preceded by the word “to” used as noun, adjective, or adverb

6.

Types of verbs?

A. 9 B. 12 C. 99999 D. 1 E. I DON’T KNOW F. DON’T ASK ME

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Quiz Section 2 1. What would be considered the prepositional phrase in the following sentence?

Dr. Chang of the mechanics department was horrible greeted along the new class of 2020.

A. Dr. Chang of the mechanics department was horribly greeted along the new class of 2020.

B. Dr. Chang of the mechanics department was horribly greeted along the new class of 2020.

C. Dr. Chang of the mechanics department was horribly greeted along the new class of 2020.

D. Dr. Chang of the mechanics department was horribly greeted along the new class of 2020.

E. None of the Above.

2. What would be a prepositional phrase?

A. Words gathered as a whole.

B. Words ending in “ing” or “ed”.

C. A group of words beginning with a verbal and ends with a noun.

D. A group of words that begins with a preposition and ends with a noun.

E. An Adverb.

3. What does an Appositive begin with?

A. A verb B. Words in a phrase.

C. The letter “a” D. A statement E. None of the above 4. How are Gerunds used?

A. An Adjective B. A noun C. A phrase D. A verb E. A prepositional phrase.

5. Which of the following words can be used to begin a gerund?

A. Fighting B. Playing C. Yawning

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D. Mapping E. All of the above.

6. True or False: A participle is a word ending in “ing” or “ed” used as an adjective.

A. True B. False 7. Which sentence has a participle?

A. The young internee was condensing the new concealer for the spaceship, which would be used during the flight of the rover.

B. The young internee was kindly condensing the new concealer for the spaceship that would be used during the flight of the rover.

8. Which of the following would be considered an infinitive verbal?

A. To fly B. Can fly C. Will fly D. To go E. Both A. and D. 9. Define the infinitive verbal.

A. Word ending in “ing” used as a noun.

B. Word ending in “ing” or “ed” used as an adjective.

C. Verbal preceded by the word” to” used as a noun, adjective, or adverb.

10. You can use a Gerund and a participle verbal in the same sentence.

A. True B. False C. Depends on the type of sentence.

Answer Key: 1. B 4. B 2. D 5. E 3. C 6. A

7. A 8. A 9. C

10. B

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Section 3 1. Which is an example of how NOT to use an independent clause in a sentence?

A. The Universe is big.

B. I am like the speed of light.

C. The NASA is a program.

D. None of the above.

2. What is a subordinate clause?

3. In which ways can a noun clause be used?

4. What are Adverb clauses used for?

A. Modify verbs, adjectives, and adverbs B. Indicate the gerund C. Sentence-part within the clause D. Complete a fill in the blank quiz.

5. What can adverb clauses indicate?

A. Time, place B. Cause, purpose C. Result, condition D. Concession E. All of the above 6. True or false: part of the clause is omitted with an elliptical clause.

A. True B. False 7. Clauses that are NOT essential to the meaning of the sentence are?

A. Relative Clauses B. Elliptical Clauses C. Essential Clauses D. Non-Essential Clauses E. All of the above 8. Fill in the blank: Relative clauses are dependent clauses that begin with a _____________ 9. Modify adverbs can begin with…

A. Who B. Where, when, how, as, an, because C. What D. None of the above 10. Can a nonessential clause also be an elliptical clause?

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A. True B. False

1. D 2. A clause, which cannot stand alone as a complete sentence and must begin with a subordinate clause.

3. Subject, predicate noun, direct object, indirect object, appositive 4. A 5. E. 6. A. 7. D. 8. Relative pronoun 9. B 10. B

Section 4 Section 4 1. Which of the following is an example of a simple sentence?

A. Eratosthenes was said to have been second best in everything, although he did accurately predict the circumference of the planet and that the earth was truly not flat.

B. A wooden stick would tell us the closest accurate time when placed at the rocky surface of Mars because just as the Earth it is round like in its shape.

C. Neil Armstrong and his campaign set up an organization to help young students who have a passion for the fields of science, technology, and mathematics.

D. None of the Above

2. What is found in a compound subject sentence?

A. A predicate B. Only one noun C. More than one noun and a pronoun D. Words

3. Which of the following is the predicate in the sentence?

People around the world watched the thrilling two-­‐hour landing of Endeavor, a spacecraft that provided the human kind with valuable information.

A. Underlined line B. Double underlined line C. Dashed line

4. What must a predicate sentence include?

A. Action taken by subject B. Many pronouns C. The predicate D. None of the Above

5. In order to form a complete sentence, what is needed?

A. B. C. D.

a subject and a predicate a subject a predicate a noun, subject, and a predicate

A. B. C. D.

2 3 4 5

A. B. C. D.

Question Explain Command Shout/yell

A. B. C. D.

Question Explain Command Shout/Yell

6. How many types of sentences are there?

7. What is the purpose of a declarative sentence?

8. What is the purpose of the exclamatory sentence?

9. The following sentence is an example of what type of sentence 63

In order to successfully launch the Mars I-­‐20 Rover, you must first place the rover inside the spacecraft in order for no damage to be found.

A. B. C. D.

Declarative Interrogative Imperative Exclamatory

10. What punctuation mark is needed in order to make an imperative sentence?

A. period B. Question mark c. exclamation ma

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Sentence Patterns 1. What is a Compound sentence?

A. A sentence containing many phrases ending with the same word or words.

B. A sentence with multiple independent clauses but no dependent clause.

C. Many sentences D. A Non- simple sentence 2. What must a simple sentence include?

A. A subject and a predicate B. A noun C. Two clause D. Something simple 3. Can the following sentence be turned into a compound sentence?

Eratosthenes was thought to be the second-­‐best, however he was not.

A. Yes B. No 4. True or False: A complex sentence is a sentence with one independent clause and at least one dependent clause?

A. True B. False 5. What must a loose sentence include?

A. An independent clause and a subordinate conjunction B. One ore more nouns C. A predicate D. An independent clause

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Section 5 1. Which of the following sentences would serve as a hook?

A. Science is amazing.

B. Carl Sagan is a scientist.

C. The planets cannot determine our lives.

D. Since when have the planets determined our lives 2. How many types of thesis statement were mentioned?

A. 5 B. 10 C. 7 D. 3 3. True of False: the Brief thesis statement is an opinion held by many to be a fact, though it is not necessary A. True B. False 4. Which of the following is the correct definition for a topic sentence?

A. An ending sentence B. A sentence that explains C. The thesis statement D. The main idea, or topic of the paragraph 5. What is the purpose of a summary?

A. To explain B. Condense a larger section of text C. To show the main idea D. None of the Above 6. What must a closing sentence include?

A. An adverb that should echo the thesis B. A noun to identify the subject C. An adjective to describe your ideas D. Something, its not mentioned above 7. Which of the following is a closing statement?

A. It was a dark and stormy night B. It all began with calamity C. Today is Tuesday D. They all lived happily ever after 8. What does a final sentence do?

A. Connects to the hook B. Introduces a subject C. Parties D. Validates the essay 9. True or false: the statements of extension extend the thesis statement using the consequences of disregarding the implications of the thesis.

A. True B. False

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Index Works Cited “carl Sagan Would Love SpaceX’s Grasshopper.” TreeHugger.N.p.,n.d.Web.02 Dec.2015.

Barbree, Jay. “Live from Cape Canaveral” Covering the Space Race, From Sputnick to Today. New York: Smithsonian, 2007. Print.

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