Grammar Rules

GRAMMAR RULES! Literally the Rules to Grammar

Antonio Raymundo 12/1/2015

A.Raymundo pg. 1

GRAMMAR RULES! Literally the Rules to Grammar Antonio Raymundo 12/1/2015

New American Library New York Published In Canada by Penguin Books Canada Limited, Markham, Chino

‘’’’’’’’’’’’’’’’’’’’’’

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Table of Contents

Section 1: Parts Of Speech Part A: Nouns Pronouns Verbs Adjectives Adverbs Conjunctions Prepositions Interjections Part B: Antecedent’s Complements Objects Modifiers Transitions Expletives Agreements

Section 2: Phrases Part A: Prepositional

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pg.36-pg.37 pg.37

Part B: Appositive

pg.37

Part C: Verbal Gerund Participle Infinitive

pg.37 pg.37

Section 3: Clauses Part A: Independent Part B: Subordinate Noun

pg.37 pg.37

pg.38-pg.40 pg.39 pg.39 pg.39

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Adjective Adverb Essential Nonessential Relative Elliptical

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Section 4: Sentences Part A: Sentence Parts Subject Predicate

pg.41-pg.47 pg.42-pg.44 pg.43 pg.43-pg.44

Part B: Sentence Types Declarative Interrogative Imperative Exclamatory

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Part C: Sentence Patterns Simple Complex Compound Complex/Compound Loose Sentence Periodic Sentence Balanced Sentence Parallel Structure Chiasmus Asyndeton Polysyndeton Anaphora Epistrophe

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Part D: Sentence Errors Run-on/Rambling Fused Sentence Fragment Misplace Modifier Double Negative Comma Splice

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Section 5: Paragraphs Part A: Introduction Hook/Lead Thesis statement

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Part B: Body Topic sentence Evidence from Quotations Closing sentences

pg.59-pg.61 pg.60 pg.60-pg.61 pg.61

Part C: Conclusion Statement extending the thesis Final sentence

pg.62-pg.63 pg.63 pg.63

Section 6: Essays Part A: Types Persuasive Expository Analytical/Critical Narrative Research Timed Part B: Strategies/Planning Tips/Steps Pre-writing/Prompt Analysis/Outlining Research/Evaluation

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Part C: Cited Page MLA Format APA Format

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Section 7: Capitalization

Section 8: Punctuation

pg.75-pg.78

pg.79-pg.84

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Section 9: Commonly Confused/ Misused Word Choices

pg.85-pg.90

Glossary

pg.91-pg.98

Quizzes

pg.101-pg.127

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Intro: Grammar Rules is as literal as it could get. This book is actually going to help the reader get to understand and know the grammar rules more thoroughly if they did not know them already.

As if this book couldn’t get any better, the overall theme of this book is sports. This book will cover all of the following: the different parts of speech, some key associated terms, the different phrases, clauses, sentences, paragraphs, essays, as well as the rules to capitalization, punctuation, and it will cover the commonly confused/misused word choices.

To get in more depth on each on the stated above, this book was made. This book has examples of each of the topics above, so as the reader reads he can see the writing in action. See how the rule should be used. Each of the topics listed above has their subtopics which better help the reader understand grammar in the English language.

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Section 1: Parts of Speech

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Part A: Nouns Pronouns Verbs Adjectives Adverbs Conjunctions Prepositions Interjections

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I. Nouns: A noun is a part of speech that names a person, place, thing, or idea.

A. Types of nouns: 1. Common Nouns(name a class of people, places, things, or idea): Field, athletes , Socks 2. Proper Nouns(give name or title of a particular person, place, thing, or idea (must be capitalized)): Lebron James, Stephen Curry, Dodger stadium , 3. Compound Nouns(consists of words used together to form a single noun: scoreboard ,Horseshoe, Goalkeeper, 4. Concrete Nouns(refer to material things, to people, or to places): Ball, Table, bat 5. Abstract Nouns(name ideas, quality, emotions, or attitudes): Love, Happiness, Intimacy, Sin B. Noun identifiers: 1. Noun endings: moralism, aggressiveness , Function, Attitude, Memory, Movement, Advance, brotherhood , Torture, cheer, Administer, cooperationist , Fence, Creativity 2. Following a noun marker (NM) a, all, an, both, each, every, her, his, my, our, several, some, that, their, these, this, those, one, two, three, etc.

Bolded words are pronouns that function as noun markers only when they act as adjectives. EX: The stadium is grassy. The grassy stadium is filled bleachers.

3. Plural form (to make a noun plural, add -s or -es if the noun ends with a -s EX: teammates , coaches, fields , rules 4. Possessive form (which is used to show that an object belongs to someone or something else. In order to use this form, you must attach (‘s) at the end of the noun.): coaches' clipboards, athletes' cleats 5. Following a preposition: The soccer player slipped when running. The coach yelled at the runners.

These are some common prepositions:

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Aboard

In behalf of

About

Including

Above

In front of

According to

In place of

Across

In regard to

Across from

Inside

After

Inside of

Against

In spite of

Along

Instead of

Alongside

Into

Alongside of

Like

Along with

Near

Amid

Near to

Among

Notwithstanding

Apart from

Of

Around

Off

As

On

As far as

On account of

Aside from

On behalf of

At

Onto

Away from

On top of

Back of

Opposite

Because of

Out

Before

Out of

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Behind

Outside

Below

Outside of

Beneath

Over

Beside

Over to

Between

Owing to

Beyond

Past

But (except)

Prior to

By

To

By means of

Toward

Concerning

Under

Despite

Underneath

Down

Until

Down from

Unto

Except

Up

Except for

Upon

Excluding

Up to

For

Versus

From

Via

From among

With

From between

Within

From under

Without

In In addition to

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C. Functions (How nouns are used): 1. Subject (The subject of the sentence usually comes before the verb does, and it is the main object in the sentence.): Antonio spoke badly to Frankie. Antonio spoke unprofessional to Frankie who was merely his benchwarmer.

2. Direct Object (The direct object comes after the verb and it answers what or whom.): Natalya threw a baseball at Antonio for not listening. Lynette yelled at Jose for being an incompetent runner.

3. Indirect Object (The indirect object answers to who or to whom.): Josh gave the bat to his friend. Mike has the soccer ball to his mom so she could teach him how to dribble.

4. Adverbial Object (adverbial object comes after the verb and answers when.): Athletes leave their games during the evening. Coaches get to school early in the morning to prepare for their games.

5. Object of the Preposition (The object of preposition follows a preposition.): Juan went to the field to get the cones that were left behind. Anthony went to the store to get to buy his cleats.

6. Subject Complement (The subject complement, which is a function that follows a linking verb.): Saul became varsity captain due to his hard work and stillness. Antonio is glad Saul became captain.

7. Object Complement (The object complement follows a direct object and renames It.): The cross country named Chris leader because he is the fastest runner in the team.

Antonio chose Francisco captain of the soccer club.

8. Appositives (The appositives rename nouns, which are separated by commas.): Francisco, my neighbor, taught me how to play dodge ball. Mr. Rodriguez, my teacher, will teach me great things in soccer.

9. Adjectival (Adjectival is an adjective that describes the noun following It.): The soccer team students walked to the first floor as a group to get lunch. John ran to the bleachers.

10.

Noun in Direct Address (, usually in the first or second person point of view.): Antonio, where are we going to go after school on the day of the game. You should do your lay ups, Antonio, before it gets too late.

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11.

Object of the gerund (The object of the gerund {a gerund is a noun formed from a verb} is the noun that follows the gerund.): Frankie won the race. Jesus won the race that would determine how future in running.

12.

Object of the participle (, a noun that follows a participle.): After the run, Frankie was happy. Before the run, Vidal was anxious to start running his 10 miles.

13.

Object of the infinitive (the noun follows an infinitive. The infinitive is just “to + verb”): Roger was anticipating his race for finals. George was extremely interested in the marathon he was going to have the upcoming week.

II. Pronouns: A pronoun can replace a noun or another pronoun. There are 6 different pronouns: personal, relative, interrogative, reflexive, demonstrative, and indefinite pronouns.

1. Personal: Are pronouns that are associated primarily with a person/people. Here is a chart: Nominative

Objective

Possessive

I/we

Me/us

My, mine, our, ours

You/you

You/you

Your, yours, your, yours

He, she, it, one/they

Him, her, it, one/them

His, her, hers, its, one’s, their, theirs

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EX: I gave the basketball to Frankie and he then gave it to our coach. Antonio, the scorekeeper, was able to keep our score.

2. Relative Are pronouns begin a subordinate clause and connect that clause to another noun that precedes it in the sentence. Here is a chart: Nominative

Objective

Possessive

Who

Whom

Whose

That

That

Of that

Those/this EX: Who is the player that made it to varsity? To whom was the coach speaking to when he wanted to speak to the star player.

3. Interrogative Are pronouns used sentences. Examples of whatever, whoever.

EX: Whoever made it to players have footballs

to begin or introduce interrogative these pronouns are who, which, what, finals was a great player. Which of the at home?

4. Reflexive: Refer back to the subject of the sentence of clause.

Reflexive pronouns end in -self (singular) and -selves (plural) and are used when an action verb is directed toward a subject of the construction or to intensify a point.

EX: a. He bought himself a pair of shin guards. She pushed herself to her limit in practices. b. The coach himself gave the practices objective. The athlete was determined to do another set of workouts himself.

5. Demonstrative Points out a noun or pronoun such as person, places, things, or ideas. "This" and "these" refer to things that are

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nearby in space or time while "that" and "those" refer to something far in time or space.

EX: These soccer players needed to get there shin guards before it get too late. The football team needs to get those jerseys before they forget.

6. Indefinite Pronouns that do not refer to any specific person, place or things. They replace nouns without specifying which nouns they replace.

EX: All of the runners either needed to sign up for the competition or needed to get as much water as they could. John needed several balls to practice.

Here is a list of indefinite pronouns: All

Many

Another

Much

Anybody

Neither

Anyone

Nobody

Anything

None

Both

No one

Each

Nothing

Either

Other

Everybody

Several

Everyone

Somebody

Everything

Someone

Everywhere

Such

Few

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III. Verbs A. How verbs are identified: 1. Verb ending: -es, -s, -ness a. runners b. running c. Swimmers d. Smoothness 2. Tense: 1. Simple past- I watched the game yesterday, I kicked the ball, We played the game yesterday 2. Past- I ran from the team, I read the article on the Olympics, I dreamed of many things 3. Past perfect- I had played, I had been taught to play soccer, I had ran 4. Past progressive- We were watching the games, We went running over the break, We were playing tennis at the park 5. Simple Present- I play several sports; I play soccer, I play tennis 6. Present- We play soccer, I shoot free throws, I swing the bat 7. Present perfect- I have played basketball all my life, I have never been on a football team, I have never made a half court shot before 8. Present progressive- We are going to play basketball today, We are going to customize our jerseys, The athletes are already warming up 9. Present perfect progressive- We have been working on several plays, We have been training since November, We have been hydrating throughout the day 10. Future- I will learn all the violations/rules in basketball, I will learn the meanings of the cards in soccer, I will learn how to dunk a basket when I’m tall enough

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11. Future present- I will be playing soccer on Thursday, I will have completed 5 games by next month, I will have joined the basketball team by next semester.

3. Forms a. Forms of “to be”, am, are, is, was, were, be, been, being (these verbs can be used as helping verbs or main verbs when used as main verbs, they are always linking verbs-true linking verbs= all forms of be, become, and seem). i. EX: Soccer players are fast; Basketball is a competitive sport; last year we were the national champions b. Forms of “to do”, do, does, did, done, doing (these verbs can be used as helping verbs or main verbs). i. EX: Frankie, the basketball player, does a lot of running; They have done more than half of the marathon already; They are doing several running repetitions. c. Forms of “to have”, have had, has, having (these verbs can be used as helping verbs or main verbs). i. EX: Basketball players have to do lay ups; Having to run 3 miles a day is in the routine for runners; Soccer players have had to run across the field more than 10 times 4. Types a. Auxiliary verbs (helping verbs) - verbs that convey the other events that writers want to express while the main or base verb indicates the type of action or condition. i. EX: Be, Have, Will, Do b. Linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence - usually the predicate) True linking verbs are forms of become and seem. Linking verbs: appear, grow, look, smell, sound, and taste. i. EX: Is, Am, Are, Was, Were c. Lexical verbs (main verbs) - they are all verbs except auxiliary verbs. Lexical verbs are the main verbs or phrases in a sentence. Lexical verbs represent actions, events, and states. i. EX: Arrive, Walk, Be, Do

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d. Dynamic verbs (indicate action) - Dynamic verbs sometimes referred to as "action verbs" and usually describe actions we can take of things that can happen. i. EX: Run, Go, Grow e. Stative verbs (describe a condition) usually refer to a state or condition which is not changing or likely to change. They usually relate to thoughts, emotions, relationships, senses, states of being. i. EX: Need, Understand, Fit f. Finitive verbs (indicate tense) - has a subject shows tense (past or present forms w/o ing or ed); can function as an independent clause and can stand alone as a complete sentence. i. EX: Blocked, Defended, Planned g. Nonfinitive verbs (infinitives or participles) - takes form of past or present participles (ing, ed), they don't have mood, tense, number, aspect, gender, or person. Nonfinitive verbs are gerunds, infinitives, and participles. i. EX: Will Shoot, Will prepare, Will hesitate h. Regular verbs (weak verbs) - verbs that add -d or -ed to their present form to form the past tense are regular verbs. i. EX: Clapped, Pedaled, Programmed i. Irregular verbs (strong verbs) - have unpredictable forms in past tense; don't add -d or ed to the present form to make the past tenses. i. EX: Ride, Swim, Win j. Transitive verbs (verbs followed by direct object) incomplete without a direct object, can take one or more objects, a doable activity. i. EX: Will run, Will play, Will bat k. Intransitive verbs (verbs that do not take direct objects) an action verb that does not have a direct object. i. EX: Runs, Play, Has batted 5. Voice: Active (the subject performs the action denoted by the verb) Jordan scored the final basket of the game Passive (the subject is being acted upon by the verb) - The final basket of the game was scored by Jordan

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6. Verbals: (verb forms not used as verbs, but rather like nouns or an adjective) a. Gerund (word ending in “-ing” used as a noun.): The team was scoring amazing goals. The runners were attempting to in the final race of their session. The varsity runner, Chris, overlapping the rest of the runners. b. Participle (· word ending in “-ing” or “-ed” used as an adjective.): The swimming team had won amazingly at their meet. Running was one of the requirements that each sport at Bravo High School required. The swimmers jumped into the freezing pool. c. Infinitive (verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs.): The runners needed to run over Spring break. The swimmers at practice needed to swim. The football team needed to jump over the stack of tires to pass the final test to join the team.

IV. Adjectives Adjectives modify, describe, limit, and identify nouns and pronouns.

1. Kinds: a. Demonstrative- Are primarily adjectives, and they point out the words omitted in a sentence or emphasize their importancei. this, that, these, and those; b. Common- is an adjective that is not written with a capital letteri. triangular, narrow, husky, and cautious;

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c. Proper- an adjective, typically capitalized, derived from a proper nouni. American soccer, English football, Paris cricket 2. Endings: -al, regional; -ary, customary; -ful, successful; -ic, athletic; -ical, practical; -ish, selfish; -less, powerless; -like, springlike; -ly, daily; -ous, victorious; -y, dirty 3. Conversations: You would need to add one of the previous endings to a word. – sport→sporty, motion→motionless, athlete→athletic 4. Articles: There are three articles: “a”, “an” and “the”.

These adjectives are used in front of most nouns to specify the noun.— a. The boy ran. (Without the, it isn’t specific- boy ran??); The girl threw a ball. (Without “the” and “a” it would sound weird, girl threw ball??); The team ran. ( with “the”, team ran??, confusing) 5. Comparatives/Superlatives: A comparative adjective is used to compare two things. A superlative adjective is used when you compare three or more things. The comparative ending (suffix) for short, common adjectives is generally “-er”; the superlative suffix is generally “-est”. a. – comparatives: faster, stronger, quicker ; b. – superlatives: strongest, fastest, quickest

V. Adverbs Adverbs modify verbs, adjectives, and other adverbs

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1. Endings: a. –ly(suffix that forms adverbs from adjectives), aggressively b. -wards(suffix that shows temporal direction), goalward c. -wise(suffix that forms adverbs denoting manner), crosswise 2. Conversions: -- Adjective or verbs can be converted to adverbs by adding -ly. a. quick- quickly; rapid- rapidly; motionlessmotionlessly; 3. Types: a. Manner (describes how the action was answered) - The coach answered the questions seriously. The athletes quickly ran to the field. ; b. Frequency (describes how often) - Swimmers are consistently asking for the water temperature of the pool. Athletes need good workouts frequently. ; c. Degree (describes how good/bad it is) - The athletes exceptionally work was admired. The expectancy of the athletes was extraordinary. ; d. Place (describes where) - The coach was willingly at the field early in the morning. Athletes were willingly at the game because they didn’t get to play in that league. ; e. Time (describes when) - Athletes immediately starts running at 7:00 am. Rapidly did the athletes leave to the game?

4. Intensifiers: There are several types of intensifiers: those that show emphasis, those that amplify and those that play down or downtone the actions of verbs. : a. The key to winning the game is obviously the captain’s skills. Running is certainly a very conditioning sport. The volleyball team played so well on finals.

5. Comparatives/Superlatives: i. adverbs can show degrees of quality or amount with the endings -er and -est or with the words more and most or less and least. The comparative form is the greater or lesser degree of the quality named. ; ii. With adverbs ending in -ly, you must use more to form the comparative, and most to form the superlative.

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a. comparative- more quietly, more slowly, more seriously; b. superlative- most quietly, most slowly, most seriously;

VI. Conjunctions 1. Coordinating A conjunction that is placed in between clauses, (FANBOYS): for, and, nor, but, or, yet, so; a. The athletes got their coach a present for being a good coach and being helpful. The coach was happy yet upset that the team didn’t make it to finals.

2. Correlative Conjunctions that connect two things that are grammatically equal,: Either/or, neither/nor, not only/but also, both/and, whether/or, as/so; a. The sports are either competitive or they’re self winning. The coach was both happy and excited for the game 3. Subordinate A secondary form of conjunctions that deal with connecting two unequal grammatical parts,: after, though, as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while; a. As if the runners didn’t know that in order to register they needed their parent’s signature. Since the game was about to start they needed to get to the field in order that allowed them to be ready as soon as possible.

4. Relative pronoun

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Take on the place of the noun in order to become the subject or the object, depending upon circumstances,: who (refers to people), which (refers to nonliving object or animals), that (may refer to animals or nonliving objects); a. Who were the swimmers that won nationals? Which type of cleats do soccer players prefer, and how may that affect their game.

VII. Prepositions Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs.

These are some common prepositions: Aboard

But (except)

On

About

By

On account of

Above

By means of concerning

On behalf of

According to

Despite

Onto

Across

Down

On top of

Across from

Down from

Opposite

After

Except

Out

Against

Excluding for

Out of

Along

For

Outside

Alongside

From

Outside of

Alongside of

From among

Over

Along with

From between

Over to

Amid

From under

Owing to

Among

In

Past

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Apart from

In addition to

Prior to

Around

In behalf of

To

As

Including

Toward

As far as

In front of

Under

Aside from

In place of

Underneath

At

In regard to

Until

Away

Inside

Unto

From

Inside of

Up

Back of

In spite of

Upon

Because of

Instead of

Up to

Before

Into

Versus

Behind

Like

With

Below

Near

Within

Beneath

Near to

Without

Beside

Notwithstanding

Between

Of

Beyond

Off

- The soccer team was about to play for Bravo and was going without their best players. The captain on behalf of the team was going beside them on nationals. The swimmers were underneath the water until the coach, who was outside of the pool, blew upon the whistle.

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VIII. Interjections An interjection or exclamation is a word used to express a particular emotion or sentiment on the part of the speaker Interjections are the final part of speech.

List of Interjections: A

Aha, ahem, ahh, ahoy, alas, arg, aww

B

Bam, bingo, blah, boo, bravo, brr

C

Cheers, congratulations

D

Dang, drat, darn, duh

E

Eek, ehh, encore, eureka

F

Fiddlesticks

G

Gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh

H

Ha-ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh, humph, hurray

O

Oh, oh dear, oh my, oh well, oops, ouch, ow

P

Phew, phooey, pooh, pow

R

Rats

S

Shh, shoo

T

Thanks, there, tut-tut

U

Uh-huh, uh-oh, ugh

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W

Wahoo, well, whoa, whoops, wow

Y

Yeah, yes, yikes, yippee, yo, yuck

- Hallelujah, the soccer team won the game, wahoo, thanks to them we're going to nationals, hurray. Oh dear, the swimming team had a bad run, well they tried their best gee. Holy cow, the runners came in first, good grief, they needed to win at least one race ugh.

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Part B: Key Associated TermsAntecedents Complements Objects Modifiers Transitions Expletives Agreements

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i. Antecedents It is a noun or pronoun to which another noun or pronoun refers. EX: The temperature was just right to play in so let's make the best out of it and play some soccer.

ii. Complements A word or group of words added to a sentence to make it complete. EX: The soccer team was encouraged to go to their practices even though they aren't mandatory.

iii. Objects In a sentence the nouns or noun phrases which the verb or preposition is directed towards.

1. Direct (are basically the nouns or noun phrases in which the action (verb) is directed upon.)a. Entity acted upon - The soccer player was able to hit the ball with all his might.

2. Indirect (are objects that do not have the verb directly on them; rather, a preposition may be considered “enacted� upon them, and the indirect object is usually in between the verb and the actual direct object)a. Entity indirectly affected by the action - The coach gave the lesson to the team which took no attention to.

iv. Modifiers A word, especially an adjective or noun used attributively, that restricts or adds to the sense of a head noun.

- Modifier as adjective- Jonny Bowden caught the baseball on the final stages.

- Modifier as adverbs- Jonny Bowden mistakenly forgot the styles of catching the baseball.

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v. Transitions Transitions are words or phrases that show the relationship between paragraphs or sections of a text or speech. Transitions provide greater cohesion by making it more explicit or signaling how ideas relate to one another. EX: The swim team did laps across the pool and as a result increased their personal record per lap.

Here is a list of transition words: Milder

Stronger

Addition

a further x and and then then also too next another other nor

further furthermore moreover in addition additionally besides again equally important first, second finally, last

Comparison

just as ... so too a similar x another x like

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be

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otherwise instead nonetheless conversely Time

then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow

meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future

Purpose

to do this so that

to this end with this object for this purpose for that reason because of this x

Place

there here beyond nearby next to

at that point opposite to adjacent to on the other side in the front in the back

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

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Example

that is specifically in particular for one thing

for example for instance an instance of this this can be seen in

Summary and Emphasis

in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose

in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly

vi. Expletives A word or phrase used to fill out a sentence or a line of verse without adding to the sense. They start off with here, there, or it, followed by a corresponding verb form of “to be�.

EX: There are seven soccer balls that the team can use during practice.

vii. Agreements

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1. Subject - Verbs (A singular subject takes a singular verb whereas a plural subject takes a plural verb.): a. The set of cleats is available in the dressing room.

2. Noun – Pronoun (Just like subjects and verbs, nouns and pronouns should agree in number within a sentence.): a. When the Jon and Mike tried out for the basketball team, they didn't expect to make it to varsity.

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Section 2: Phrases

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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 an adverb.

1. The soccer play hurt her leg on the field.

2. The most valuable player was running and hurt his left calf on the field. b. Appositive: A groups of words that include all the words or phrases that modify an appositive.

1. Giovannie, the team captain, was running late to practice.

2. Alvee, the fastest runner on the team, received his 1st medal in the Olympics. c. Verbal: A group of words that begins with a verbal and ends with a noun i. Gerund: word ending in “ing” used as noun 1. Fencing is a sport that takes some training.

2. Running lets the runner have good conditioning. ii. Participle: Word ending in “ing” or “ed” used as an adjective 1. The game was extremely tiring for the soccer players since they have to be running back and forth.

2. The game was actually getting interesting. iii. Infinitive: Verbs preceded by the word “to” (to go, to jump) used as noun, adjective, or adverbs 1. The runners were going to run.

2. The football player had to run hill suicides.

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Section 3: Clauses

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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.

1. The soccer team requires its team members to give it their all.

2. The cross country team needs the runners to run over the weekends. b. Subordinate (Dependent) - Cannot stand alone as a complete sentence and must being with a subordinate conjunction. i. Noun: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, and object of a preposition, an indirect object, or an appositive. a. Kindly give the runners water. a. That the coach was excited was totally noticeable. ii. Adjective: Used to modify a noun in an independent clause. a. Some adjective clauses begin with an introductory word: Bravo has the soccer team that always makes it to finals. b. Some adjective clauses begin with relative pronouns: Christopher is obviously the one who got first place in the race. iii. Adverb: 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: 1. The team sluggishly left the field because they were tired. b. Modifying Adjectives: 1. Summer heat seems worse when you're running than if you're waking. c. Modifying adverbs: 1. John ran harder than the rest of the team typically does. iv. Essential: Clauses necessary to the meaning of the sentence.

1. The sport that Kevin prefers is clearly track and field.

2. The runner was going to dehydrate without any water.

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v. Nonessential: Clauses that are not necessary to the meaning of the sentence.

1. The runners’ training, that was over a time period of 6 months, was finally over.

2. The swimmer was glad, yet we had drunk so much pool water, he had finished the race in a good place. vi. Relative: Dependent clause that begins with a relative pronoun 1. The student who finishes first will earn a medal that he can then show off.

2. To whom are the cleats going to, since the team received new ones and need to know how many are actually needed. vii. Elliptical: Adverb clauses in which part of the clause is omitted.

1. When running, the coach is keenly watching that team.

2. When swimming, lifeguard has to keep a good watch on the people in the pool.

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Section 4: Sentences

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Part A: Sentence PartsSubject Predicate

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1. Subject The subject is what (or whom) the sentence is about. a. Complete- A complete subject is the simple subject, or the main word or words in a subject, along with any of the modifiers that might describe the subject.

1. Frankie's racing bike is much faster than his mountain bike.

2. Anthony's racing car is much less slower than Bob's car because Bob’s car is tuned to be as fast, if not faster than a racing car. b. Simple - A simple subject is the main word or words in a subject. It does not include any of the modifiers that might describe the subject.

1. My best friend gloriously made it to state finals for Track and Field.

2. Frankie's favorite uncle is in the Olympics and won two gold medals, which was something very new that was found in the family. c. Compound - A compound subject consists of two or more simple subjects that share a verb or verb phrase. These subjects are joined by a conjunction such as and, or, or nor. Because a compound subject consists only of simple subjects, it does not include any of the words that modify the subjects.

1. John and Tyler were the last two beastly runners competing for the gold medal in the Olympics.

2. Biking, running, and swimming are all immensely good sports to be in.

2. Predicate The predicate tells something about the subject. a. Complete- Whereas a simple predicate refers only to the verb or verb phrase in a sentence, a complete predicate includes not only the verb or verb phrase but also all the words that give more information about it. In this way, the predicate is complete. Remember that a complete predicate includes the verb or verb phrase plus all the words that accompany it.

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1. Johnny, the best baseball player in the whole league, hit a magnificently displayed homerun.

2. The two red stolen bikes that were very precious to me are mine. b. Simple- A simple predicate is a verb or verb phrase—and that’s all. It doesn’t give any more information about the verb or verb phrase, which is why the predicate is considered “simple.”

1. The intense race was five miles long and excruciatingly painful, especially due to the heat.

2. The baseball game was grandiloquently featured at Dodgers Stadium. and the game was between Dodgers vs.

Angels. c. Compound- A compound predicate is two or more verbs or verb phrases that share the same subject and are joined by a conjunction. A compound predicate may also include additional words that give more information about the verbs or verb phrases in the sentence. Note that, although a conjunction joins a compound predicate’s verbs or verb phrases, it is not part of the compound predicate.

1. Tyron ran the race that would determine whether his career was officially over or not.

2. The baseball quickly flew overhead and landed on the crowd with a loud thump.

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Part B: Sentence TypesDeclarative Interrogative Imperative Exclamatory

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1. Declarative A declarative sentence (also known as a statement) makes a statement and ends with a period. It's named appropriately because it declares or states something.

A. If I don’t finish my workout in time please scream my name to urge me to go quickly.

B. I enjoy the sport of running to the point that I consider myself a run-a-holic because you can breathe the air very freely.

2. Interrogative An interrogative sentence asks a question, and it always ends with a question mark.

A. Where are my soccer cleats that I recently bought in order to get ready for soccer season?

B. Did you do the extremely difficult workout today?

3. Imperative An imperative sentence gives a command. It usually ends with a period, but it may also end with an exclamation point.

A. Jose, play basketball like you should regularly be doing or you’ll get out of shape.

B. Get out of the swimming pool, quickly, before I tell the lifeguard on you!

4. Exclamatory An exclamatory sentence expresses strong emotion and it ends with an exclamation mark.

A. He scored four massively-displayed goals at the soccer game! (Shows happiness) B. I really need to win this race so I can make it to finals, or else Mr. Russell and Mr. Quijada will be very disappointed in me! (Shows frustration)

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Part C: Sentence PatternsSimple Complex Compound Complex/Compound Loose Sentence Periodic Sentence Balanced Sentence Parallel Structure Chiasmus Asyndeton Polysyndeton Anaphora Epistrophe

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1.

Simple Sentences A sentence consisting of only one clause, with a single subject and predicate. a. He quickly ran the 1600 meter. b. Sports are interestingly diverse.

2.

Complex Sentences A sentence containing a subordinate clause or clauses. a. The fast runner, Rob had to be really competitive when it came to races. b. Johnny the runner, he was one of the fastest growing runners in the state.

3.

Compound Sentences A sentence with more than one subject or predicate. A sentence with multiple independent clauses, but no dependent clauses a. Ladies and gentlemen, I would like to gladly present to you the one and only...Kobe Bryant! b. FC Barcelona and Real Madrid are two strikingly soccer teams that are noted for their skills.

4.

Complex-Compound Sentences A sentence having two or more coordinate independent clauses and one or more dependent clauses. A sentence with multiple independent clauses and at least one dependent clause a. When the starter shot the gun, the swimmer quickly dived into the pool, and he ended up winning the race. b. After the 1st quarter of the game, the referee simply wanted to go home, and the fact that the basketball players kept on fouling each other on purpose drove him even further to influence his mind.

5.

Loose Sentences Is a type of sentence in which the main idea is elaborated by the successive addition of modifying clauses or phrases.

Is a type of sentence in which the

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main idea (independent clause) is elaborated by a subordinate construction a. The soccer field was surprisingly wet; do to the rain from the previous night. b. Bravos' swimming team was the best in the city; this was until they had to do against Fluek HS.

6.

Periodic Sentences A sentence in which the independent clause is given at the end of the sentence in order to creepy interest or generate suspense. a. The ball, which was the only thing that astonished the player, had disappeared. b. The new pool, it was the place swimmers had prepared for their final race.

7.

Balanced Sentences Is a sentence that employs parallel structures of approximately the same length and importance. a. The game went exquisitely well, the players were glad about the outcome of the game. b. Swimming practice was difficult said the coach, the swimmers were tired because of the difficult session.

8.

Parallel Structure Sentences Is the repetition of a chosen grammatical form within a sentence. Parallel structure (also called parallelism) is the repetition of a chosen grammatical form within a sentence. By making each compared item or idea in your sentence follow the same grammatical pattern, you create a parallel construction a. Mr. Rodriguez is amazingly good as running, teaching, and exercising. b. Mr. Jimenez really enjoys teaching, helping, and pushing his students to become better in history.

9.

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

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a. Don't let a fool victory or the amazing victory fool you. b. You'll remember the game play with you try to forget as you will forget the game play if you try to remember.

10.

Asyndeton Sentences A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. a. Is the victory, a triumph, a glorious day, or an unexpected victory. b. U.S. had won, this caused excitement, astonishment, but was the victory all for the sake of the people.

11.

Polysyndeton Sentences A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. a. Alvee, and all of the team looking at him, and at his clothing, and hair, and just stared at him as he, and his running shoes crossed the line. b. The Seahawks, and everyone on the team, and their coach looked forward to the next game, and so did their fans.

12.

Anaphora Sentence 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 and draw attention. a. The fact was that Roger was fast, the fact was that Chris was faster, the fast was that Frankie was amazingly faster than them. b. The training runners are surprisingly good, the training basketball players are not going to be able to go to finals.

13.

Epistrophe Sentences A.Raymundo pg. 48

A sentence featuring several phrases or clauses ending with the same word or words. a. The amazingly fast runner trained a lot, the members of the football team trained a lot. b. The Olympic swimmers have to swim as practice, if swimmers in Australia desire to become a better swimmer they have to swim as practice.

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Part D: Sentence ErrorsRun-On/Rambling Fused Fragment Misplaced Modifier Double Negative

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1.

Run-On/Rambling A run-on is a sentence in which two or more independent clauses are joined without an appropriate punctuation or conjunction. a. Jake the runner was amazingly fast which would caused him many enemies therefore he had to watch his back. b. Jake, the runner, was amazingly fast which would caused him many enemies, therefore he had to watch his back.

2.

Fused A fused sentence occurs when two independent clauses are joined without any punctuation or connecting word between them. a. Geovannie was astonishing fast he would train to an extreme. b. Geovannie was astonishing fast; he would train to an extreme.

3.

Fragment A sentence fragment fails to be a sentence in the sense that it cannot stand by itself. It does not contain even one independent clause. a. The ball rolling b. The ball was rolling toward the mesmerized player.

4.

Misplaced Modifier A misplaced modifier is a word, phrase, or clause that is improperly separated from the word it modifies / describes. a. Robin was almost tired of his extreme run of 6 miles. b. Robin was tired of his extreme run of 6 miles, which caused him to be tired.

5.

Double Negative A double negative is a grammatical construction occurring when two forms of negation are used in the same sentence. a. My coach did not let me compete, not only did he not let me compete but he also did not let me go.

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b. The coach did not let me compete nor did he allow me to go.

6.

Comma Splice A comma splice is the use of a comma to join two independent clauses. a. A runner was surprisingly fast thanks to his training, the coach had helped his team become the best they could. b. A runner, thanks to his coaches’ hard work, was surprisingly fast and this was the goal the coach had set up for the whole team.

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Section 5: Paragraphs

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Part A: IntroductionHook/Lead Thesis Statement

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a. Introductory Paragraphs: Introductory paragraph should begin with a hook/ lead to draw in the reader and is followed by an assertion, claim, or opinion, which is the thesis. It should be about 4-7 sentences.

i.

Hook (Lead): 1.

2.

Anecdotal: Brief story to set the mood and intro the topic. a. When the coach is happy the team does not need to practice that evening. The team is always trying to get the coach in a good mood, so they do not have to practice and this is causing them to loosen up skills that were enforced.

Query Based: Questions that brings the reader to the topic. a. Does training exponentially help people; does it improve one’s performance?

ii.

Thesis statement: The purpose of a piece of writing - usually one sentence in length - and something that is arguable.

1.

Assertion (claim) a. Training is extremely helpful because it helps you improve physically and emotionally.

2.

Fact (empirically verifiable) a. Training helps you have an amazingly toned body.

3.

Opinion(personal position on a topic) a. Training is extremely better to do before sunset.

4.

Belief (social, religious, or political in nature - an opinion held by many to be a fact, though it is not necessary) a. Being in a soccer team helps you become more spiritually connected to God. 5.

Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half) *Avoid using this type of statement

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6.

7.

a. Every football player owns the same set of socks for teamwork purposes; none of them have tank tops.

Document based (cites a specific source and its position on a topic) a. In The Sports Gene, David Epstein is in search of what is different in the genes of athletes.

Theory (a statement that can be tested and potentially proven) a. Athletes have a faster metabolism than nonathletes.

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Part B: BodyTopic sentence Sentence with examples Closing sentences

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b. Body Paragraphs: The body paragraph contains the thesis restatement in each and presents evidence to support or expand on the thesis. This section varies in length but a paragraph should be 5-8 sentences long. In the last body paragraph, it should contain a closing sentence to end the discussion of the topic i.

Topic Sentence(

Must specifically indicate the topic of the paragraph and focus on one subject and area of evidence on the thesis) 1.

Multiple sources have athletes have a specific gene that makes the who they are.

ii.

Evidence from Quotations (quotes should never be used as individual sentences - quotes should be embedded within sentences) 1.

Several researchers agree, “Genes can partake in the bodies of athletic people.” (Epstein 97) 2.

Paraphrase: (rewording of a quote into other words of the same length without quotation marks, but still citing the source) a. Original quote: “Genes can partake in the bodies of athletic people.” (Epstein 97) b. Paraphrase: Athletic bodies have certain genes that take command.

3.

Summary: (condensing larger quotes or sections) a. Original quote: “Genes can partake in the bodies of athletic people.” (Epstein 97) b. Summary: Athletes have different genes.

4.

Abstract examples: (hypothetical, “what if” examples) a. If athletes stop being athletes their genes will change.

5.

Concrete examples: (actual, reference-able examples) a. The author of The Sports Gene, has said that there are a difference I genes between athletes and non-athletic people.

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iii.

Closing Sentences(must end the discussion of the topic within the paragraph with a transitional or culminating word - possibly an adverb - and should echo the thesis of the essay) 1.

Therefore, the studies clearly show that athletes have some specific genes that aren't the same as non-athletic people.

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Part C: ConclusionStatement extending the thesis Final sentence

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c. Closing Paragraphs: Closing paragraphs should contain a restatement of the thesis. They should not be summaries of the body paragraphs. The closing paragraph should also contain an extension of the thesis statement as well as a closing sentence to relate back to the hook. Closing paragraph should be about 3-4 sentences long. i.

Statement(s) of extension

(extending the thesis statement using the consequences of disregarding the implications of the thesis - could be one or more sentences) 1.

Since the genes of these athletes are different to the average person, this is what changes them from everyone else.

Final Sentence

ii.

1.

(connects to the hook) As these athletes continue to work hard, so their genes are changing.

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Section 6: Essays

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Part A: TypesPersuasive Expository Analytical/Critical Narrative Research Timed

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Essays:

Is a short writing on a topic.

a. Types: i. Persuasive (argumentative): A Persuasive Essay, also known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action.

The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts. ii.

Expository (informative): Multiple paragraph essay that explain or describes an idea or topic which requires research. Along with researching, it also requires evaluating evidence, informing readers about the topic in order and detail, and resenting both aspects of the argument (not a persuasive essay that is one sided) concisely 1.

Definition or Description: It is an essay that is intended to explain or describe something in particular. Tries to describe an idea, person, place, experience. etc. It uses sensory details and vivid language, while trying to invoke the feelings of the reader. It must also be thorough and succinct. It describes a specific topic that has been chosen. Explains a specific term which can be concrete or abstract. It must contain the term that is being defined, basic information on the term, as well as facts and examples which support and correlate to the term. Clarify what the term doesn't mean and this may help with the reader's understanding of the term.

2.

Process/How-to: It is an essay that is intended to explain a process of something. The step by step process to make or do something. A multiple paragraph essay explaining how to do a specific thing such as drawing, cooking, sewing, etc. It is written in chronological order (first, next, then) by either condensing small steps into one paragraph or expanding on long, complicated steps

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3.

4.

into single paragraphs. It must contain all necessary steps and explained thoroughly and in details.

Compare and Contrast: It is an essay that explains the difference and similarities of two or more topic/things. It describes the differences as well as its similarities. It explains similarities and differences between two or more ideas, topics, people, etc. It is a multiple paragraph essay clearly explaining and analyzing the subjects with the use of evidence.

Usually, one paragraph is dedicated to the similarities for both subjects while two paragraphs (one for each) are for the differences between the two subjects. The thesis must state the similarities and differences and expanded later throughout the essay.

Cause and Effect: It is an essay that explains the effect and describes the cause of the effect.

It states the cause(s) and explains the effect(s). An essay explaining thoroughly of the consequences of specific actions and causes leading to the effect. It usually begins with the cause then leads to a detailed explanation of the effect while expatiating on possible outcomes or consequences.

iii.

Analytical/Critical: multi- paragraph explaining an idea, topic, or concept while also analyzing and evaluating the info given into groups or categories to break down further throughout the essay. Also includes other sources or points of view to support the analysis. It has two different points of view, the writers and another point of view which can be an interpretation 1.

Evaluative: It is an essay that is a review of a text or more than one text. This includes a criteria and judgment. This is a type of essay

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2.

that is a review of the text or the various amounts of texts. It includes the judgment (your opinion), criteria (reasons for that opinion), and evidence (examples).

Interpretive: It is an essay that is a review of a text or more. This is the type of essay that has analysis of elements of a text or multiple texts. As stated at Ehow.com, “The essay should have a clear thesis and introduction. It should include body paragraphs covering the elements you're interpreting, including symbolism, characterization, themes or mood and setting.�

iv.

Narrative (tells a story): It is an essay that gives an account to read for the audience. In this case, there is no argument, but rather, it is a story.

1.

Personal anecdote: It is an essay that explains a personal experience. This essay's author is telling a story and this story is something that has occurred to the author. The writer's story of a specific moment or time the author's life. It is a creative way to draw in readers by the use of colorful language and sensory details. It always contains a clear point and elicits feelings from the reader. The subject should match up to the reason why the author is writing the story. Don't introduce the anecdote but rather go straight into the story. The conclusion should be a lesson or contain the point of the story. v. Research: Analyzes a perspective or argues a point. It is the writer's opinion and is supported by other work sources, ideas, and information. It requires research of the topic as well as time spent analyzing and explaining each piece of evidence.

1.

MLA Format: - (Modern Language Association) a research essay that must include the information presented in a specific way. The work must contain a header with the writer's name

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2.

and page number, must be double spaced, cite information from other sources correctly within the essay, and must have a works cited page at the end.

APA Format: (American Psychological Association) A different format from MLA. Differences of APA are that it contains an abstract before the essay, a reference section, the title of the essay as the header, and discussion and conclusion section. It also has to be double spaced, have page numbers in the header, and information must be cited correctly.

vi.

Timed: An essay which contains at least 5 paragraphs that requires the writer to argue a point and demonstrate knowledge of the topic or the use of evidence to support the writer's position within a specific amount of time allotted. It must contain a strong thesis statement to build the essay around.

Also identify conflicting evidence or limitations of the thesis without contradicting your position.

1.

Document Based Question (DBQ): This kind of essay a series of questions that the student answers depending on one's knowledge and the provided sources/information. The essay has a prompt and then it gives you sources you can use to answer the question. It must be at least a 5 paragraph essay using the documents provided as evidence to support the claim.

2.

Prompt Based: This kind of essays is timed because of the amount it's asking. It asks the reader to write a response with qualified evidence to support their claim. Essay analyzing text or a series of texts to answer a prompt, usually connecting ideas and concepts with the use of outside evidence.

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Part B: Strategies/Planning Tips/StepsPre-writing/Prompt Analysis/Outlining Research/Evaluation

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b.

Strategies/Planning Tips/Steps: i. Pre-writing/Prompt Analysis/Outlining: When in this process, the writer should do some brainstorming to help the flow of ideas on paper. Some way to help the writer write down their ideas would be a type of chart i.e.: venn diagram, flow chart, bubble map, etc. Write without planning. It shows in the essay when it is not completely thought out, unorganized, and is repetitive. If given a prompt or text to analyze, not only is it necessary to read it and understand it, but it is also necessary to break it down and annotate it.

Then write a complete thesis which will be the central idea of the essay and has evidence to support the claim made. Explain and organize the main points in a transitional and effective way. ii.

Research/Evaluation of Sources: Effective writing requires significant yet substantial evidence. Always consider the sources of the evidence and how credible the source is. Before or during the pre-writing, one must research on the topic that they are given about.

Researching helps to give you further knowledge on the topic. Using strong evidence such as books, articles, current events and topics that the writer understand thoroughly, will sufficiently support the claim and help get the writer's point across.

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Part C: Work Cited PageMLA Format APA Format

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c. Work Cited Page: It is particular proof from where the sources of the evidence for the essay came from. To show that the essay that one created is not plagiarized. It gives credit to the source. i. MLA Format: This format is used when citing. Must entail the author's name, title of writing, publication place, publisher, year published, and the form of media is it in such as print (for book), web, radio, etc.

1.

EX: Swisser Johns, Laurent. Run Through The World, Vol 10. New York: McGraw-Hill Education, 2010. Print ii.

APA Format: Similar to MLA but the authors first name is abbreviated, followed by the year it was published, title, place is was published, and does not need a form of media.

1.

EX: Swisser Johns, L. (2010). Run Through The World. New York, NY: McGraw-Hill Education.

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Section 7: Capitalizatio n

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Capitalization Rule 1: Capitalize the first important words in a title.

EX: Looking Backward

word,

the

last

word,

and

all

Rule 2: Capitalize Mother, Dad, and other titles when they serve as a replacement for the person’s name.

EX: Mother, could you help me finish making desert.

Rule 3: Capitalize the name of organizations.

EX: A&T Incorporated Rule 4: Capitalize names of day, month, holidays, and special days.

EX: On Monday I will need to go to practice.

Rule 5: Capitalize a proper adjective but not the modifies unless the nouns are a part of a title.

EX: I will be attending the Veterans Day parade.

noun

it

Rule 6: Capitalize brand names but not the product(s).

EX: I had just bought a Nike t-shirt.

Rule 7: Capitalize business names.

EX: I will be flying on Southwest Airlines.

Rule 8: Capitalize institution names.

EX: I’m planning to attend The University of Florida.

Rule 9: Capitalize names of particular geographic places.

EX: The team will go to Austria for their game.

Rule 10: Capitalize historical events, periods of time, and historical documents.

EX: The American Revolution allows us to be where we are standing now; speaking the language we speak now.

Rule 11: Capitalize religions, religious denominations, religious documents, names of churches, and names of a supreme being.

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EX: Most of the team members are Protestant.

Rule 12: Capitalize languages EX: The team speaks French fluently.

Rule 13: Capitalize specific names of structures.

EX: The team took pictures on the Golden Gate Bridge.

Rule 14: Capitalize names, initials, and titles appearing with names.

EX: Jon was the new team captain.

Rule 15: Capitalize the first letter of the first word in a sentence.

EX: The team was upset they didn't make it to finals.

Rule 16: Capitalize the pronoun I. EX: I am the best runner to Florida.

go

to

the

University

of

Rule 17: Capitalize the first letter of the first word in most lines of poetry.

EX: Violets are blue Roses are red...

Rule 18: Capitalize Roman numerals and the letters for the first major topics in an outline. Capitalize the first letter of the first word in an outline.

EX: 1. Sports a. Types i.

Soccer Rule 19: Capitalize the first letter of the first word in a direct quotation.

EX: Lily asked, “Where are my cleats?”, “In the closet,” replied her brother.

Rule 20: Capitalize government bodies and departments EX: The goalkeeper was planning to be part of Congress, Rule 21: Capitalize races and ethnic groups.

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EX: The team was mostly Hispanic.

Rule 22: Capitalize North, South, East, West, Northeast, Northwest, Southeast, and Southwest when they refer to a region of the country or world.

EX: Does the meet have to be in East Los Angeles?

Rule 23: Capitalize political parties and their members.

EX: The coach was a Democrat.

Rule 24: Capitalize the first letter only in most hyphenated words that begin a sentence.

EX: Twenty-four runners went to the meet, but only fourteen get to go to state.

Rule 25: Capitalize the first word of the greeting and closing of a letter.

EX: Dear Alvee, My best and favorite friend, Love,

Section 8: Punctuation A.Raymundo pg. 76

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Punctuation a. [ ] i. Brackets ([]) are the squared off notations used for technical explanations.

At the bottom of each definition page, brackets surround a technical description of where the word originated. ii.

EX: 1.

The brevity [concise and exact use of words in writing or speech] of the game amazed the spectators.

2.

The rancorous [characterized by bitterness or resentment] coach made the team members run 6 more laps. b. ( ) i. Parentheses ( () ) are curved notations used to contain further thoughts or qualifying remarks.

However, parentheses can be replaced by commas without changing the meaning in most cases. ii.

EX: 1.

The book fair that only allowed people from the prestigious Bravo high (was one of the most entertaining book fairs in Los Angeles).

2.

The basketball game would be held in the give (this was extremely bad for the opposing team because of the obstacles they had). c. . i. The period (.) is placed at the end of declarative sentences, statements thought to be complete and after many abbreviations. ii.

EX: 1.

The amazing basketball team made it to finals.

2.

The runner made it to the meet on time. d. , i. The comma (,) is used to show a separation of ideas or elements within the structure of a sentence.

Additionally, it is used in letter writing after the salutation and closing.

A.Raymundo pg. 78

ii.

1.

2.

EX: The soccer team was tired, they have been practicing for 5 hours.

The basketball was running down the hill, the team followed the ball.

e. i. A hyphen (-) is the same symbol as the endash.

However, it has slightly different usage rules. A hyphen is used between the parts of a compound word or name or between the syllables of a word, especially when divided at the end of a line of text. ii.

EX: 1.

The volley-ball was being used for practice as Bravo High School.

2.

The dodge-ball that was annually held at Hazard park was something that the surrounding schools looked forward to. f. – i. An endash (–) is a symbol that is used in writing or printing to connect numbers or to connect elements of a compound adjective ii.

The emdash (—) looks like the endash but has more complicated grammatical use. The symbol of is used to: 1.

• Indicate a break in thought or sentence structure • Introduce a phrase added for emphasis, definition, or explanation • Separate two clauses iii.

1.

2.

EX: The animal—the one what was being physically abused—to win the annual sports events for animals.

The runner—his extreme potential—ran with all his might on every single race.

g. : i. A colon (:) has two main uses: After a word introducing a quotation, an explanation, an example,

A.Raymundo pg. 79

or a series. It is also often used after the salutation of a business letter. ii.

EX: 1.

The following people aren't going to the meet: John, Jacob, Jamal, and Jonnie.

2.

The supplies that we have left are the following: soccer balls, cones, and 1 goal post. h. ; i. The semicolon (;) is used to connect independent clauses. It shows a closer relationship between the clauses than a period would show. ii.

EX: 1.

John was injured; he knew he wasn't able to go to the upcoming meet.

2.

The coach was upset about the game; the team knew they could have done better and make their coach proud. i. ? i. Use a question mark (?) to indicate a direct question when placed at the end of a sentence. ii.

EX: 1.

Are you going to be able to go to the meet this Friday?

2.

Bob are you going to practice?

j. ! i. The exclamation point/mark (!) is used when a person wants to express a sudden outcry or add emphasis. ii.

EX: 1.

My coach’s complaints about the team frustrate me!

2.

Run! Jacob, you're almost at the finish line! k. ‘ i. An apostrophe (‘) is used to indicate the omission of a letter or letters from a word, the possessive case, or the plurals of lowercase letters. ii.

EX: 1.

It was Johnny's ball that was used during the tiring practice.

2.

The field was the coach's’ most sacred place. l.

“

A.Raymundo pg. 80

i. Quotations marks ( “ ” ) are a pair of punctuation marks used primarily to mark the beginning and end of a passage attributed to another and repeated word for word. They are also used to indicate meanings and to indicate the unusual or dubious status of a word. ii.

EX: 1.

The “balls” were hit by Junior, the masculine guy in the soccer team, and that hurt the younger classmate.

2.

The “team”, that was supposed to go to final only caused despair from their school. m. … i. The ellipses mark (. . .) is generally represented by three periods, although it is occasionally demonstrated with three asterisks (***). Ellipses are used: 1.

In writing or printing to indicate an omission, especially of letters or words.

2.

Within quotations to jump from one phrase to another, omitting unnecessary words that do not interfere with the meaning ii.

EX: 1.

The young boy … ran across the extravagant field.

2.

The ball … fell wildly down the hill.

A.Raymundo pg. 81

Section 9: Commonly Confused/ Misused Word Choices

A.Raymundo pg. 82

A.

Who/Whom a. He-who: Who/Whom wrote the letter? He wrote the letter. Therefore, who is correct? b. Him-whom: Who/Whom should I vote for? Should I vote for him? Therefore, whom is correct.

B.

Their/There/They’re

a. "There" refers to a place.

Examples: There is a library in the first building. It is over there.

Hint: If you can use the word "here," you have it right! b. "They're" is a contraction of "they are" Example: They're not in this building.

Hint: "They" is a pronoun and "are" is the verb.

If you can substitute "We are" you have it right! c. "Their" is the possessive pronoun.

Example: Their library is located on the next street.

Hint: If you can substitute "our" you have it right!

C.

Lie/Lay a. Lie and lay both have many definitions, but they’re most often confused where lie means to recline and lay means to put down. But the distinction is simple: Lay needs an object—something being laid—while lie cannot have an object. b. Example: I lay down. I lie down the books.

D.

Laid/Lain a. Laid is the past tense of lie. Laid means to lie down something. b. Lain is the past tense for lay. Lain means to put down. c. Example: I laid down the books. I books were lain on the floor.

E.

Affect/Except A.Raymundo pg. 83

a. Affect is a (verb) to influence or make a difference to.

Effect is a (noun) a result or influence b. Examples: i.

Johnny taking Anthony from the running academy services affected him from being at his full potential. ii.

The workout will have a big effect on the runner since it was a crucial and hard workout thus causing this runner pain.

F.

Accept/Except a. To accept is to receive, and except is to exclude. b. Examples i.

I accept the ball. ii.

Everyone in the team ran except for Antonio, who was injured.

G.

C/W/Should have vs. C/W/Should of a. Should have indicates a missed obligation or opportunity in the past. Should of indicates a missed obligation or opportunity in the past. b. Examples i.

You should have called me when the run was over. ii.

I should, of course have called you but my workout was not.

H.

Loath/Loathe a. Loath means to be unwilling or reluctant about something b. Loathe, on the other hand, means to strongly dislike someone or something or find it disgusting i.

I loath to do my homework. ii.

I loathe the fact that I do not get things accomplished.

I.

Infer/Imply a. To imply is to suggest something indirectly. b. To infer is to gather, deduce, or figure out. i.

I have inferred that I will be late to school. ii.

John would imply that he could go to the game.

A.Raymundo pg. 84

J.

Weary/Wary a. To be wary is (1) to be on guard against something, or (2) to be watchful or cautious. b. Weary means physically or mentally fatigued i.

The runners were weary because of their excessive workouts. ii.

The coach was wary about his team.

K.

Proceed/Precede a. Precede is to go before. b. Proceed means to move ahead, to continue. c. I would precede in line before I would enter office. The coach would proceed to speak with team.

L.

the his

Discrete/Discreet a. Discrete remains closer to its roots, meaning individual, detached, separated b. discreet is to be politely private about something and to be aware of consequences if everyone finds out what you're doing c. The discrete tree would die eventually. The students tried to remain discreet about cheating on the test.

M.

Conscience/Conscious a. Conscious means being aware of yourself or the world around you. It also means being sensitive to something or being awake, nor asleep or insensible b. Conscience is a moral understanding, an inner feeling, of right and wrong. If you were a cartoon, your conscience would be that little angel on your shoulder, telling you the right thing to do (and to ignore the little devil on the other side) i.

The team was conscious about their mistakes. ii.

The coach’s conscience was killing him.

N.

Can/May a. Can is used to denote ability. May is used to denote permission

A.Raymundo pg. 85

b. Examples: i.

I can operate in this conditions, I am strong and smart enough to run. ii.

May I run in your treadmill today with the speaker at full volume and the game on the television today?

O. Allusion/Illusion: a. An allusion is an indirect reference. An illusion is a misconception or false impression. b. Examples: i.

Did you catch my allusion to the track meet, specifically hurdles? ii.

Runners give the track an illusion of depth.

P.

Emigrate/Immigrate: a. Emigrate means to leave one country or region to settle in another. Immigrate means to enter another country and reside there. b. Examples: i.

In the past month, the track team emigrated from The United States of America to be able to join the junior Olympics in Australia. ii.

Many people immigrate to The United States of America where they could get a scholarship for being an athlete.

Q.

Your/You’re: a. Your is a possessive pronoun. You’re is a contraction of you are. b. Examples: i.

You’re going to the track meet because you are one of the top 7 in the state. ii.

Please bring your uniform to the upcoming banquet.

R.

Principle/Principal: a. Principal is a noun meaning the head of a school or an organization or a sum of money. Principle is a noun meaning a basic truth or law. b. Examples:

A.Raymundo pg. 86

i. ii.

S.

The principle had made an announcement that disappointed everyone in sports teams.

There are many principles in Physics that are helpful in due time.

Than/Then: a. Than is a conjunction used in comparisons. Then is an adverb denoting time. b. Examples: i.

The cross country team at Bravo is better than Wilsons cross country team. ii.

Wilsons track team was improving a lot and then they started to beat the team members on the track team at Bravo.

Glossary: A_______________________________________________________________ _________ Abstract Nouns- Name ideas, quality, emotions, or attitudes.

Adjectival- Adjectival is an adjective that describes the noun following It. Adjectives- Modify, describes, limit, and identify nouns and pronouns.

Adverbial Object- Adverbial object comes after the verb and answers when.

Adverbs- Modify verbs, adjectives, and other adverb.

Anaphora Sentence- 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 and draw attention.

Antecedents- It is a noun or pronoun to which another noun or pronoun refers APA Format- American Psychological Association Format Appositives- The appositives rename nouns, which are separated by commas.

Assertion- Claim Asyndeton Sentences- A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose.

A.Raymundo pg. 87

Auxiliary verbs (helping verbs) - verbs that convey the other events that writers want to express while the main or base verb indicates the type of action or condition.

B_______________________________________________________________ _________ Balanced Sentences- Is a sentence that employs parallel structures of approximately the same length and importance.

Belief- Social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessary.

C_______________________________________________________________ _________ Chiasmus Sentences- A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order.

Clauses- Are groups of words with a subject and a verb Closing Sentence- Must end the discussion of the topic within the paragraph with a transitional or culminating word - possibly an adverb - and should echo the thesis of the essay.

Comma Splice- A comma splice is the use of a comma to join two independent clauses.

Common Nouns- Name a class of people, places, things, or idea Complements- A word or group of words added to a sentence to make it complete.

Complex-Compound Sentences- A sentence having two or more coordinate independent clauses and one or more dependent clauses. A sentence with multiple independent clauses and at least one dependent clause.

Complex Sentences- A sentence containing a subordinate clause or clauses Compound Nouns- Consists of words used together to form a single noun.

A.Raymundo pg. 88

Compound Sentences- A sentence with more than one subject or predicate. A sentence with multiple independent clauses, but no dependent clauses.

Concrete Nouns- Refer to material things, to people, or to places.

D_______________________________________________________________ _________ Declarative sentence (also known as a statement) Makes a statement and ends with a period. It's named appropriately because it declares or states something.

Demonstrative pronoun - Points out a noun or pronoun such as person, places, things, or ideas Direct Object- The direct object comes after the verb and it answers what or whom.

Document Based- Cites a specific source and its position on a topic Double Negative- A double negative is a grammatical construction occurring when two forms of negation are used in the same sentence.

Dynamic verbs (indicate action) - Dynamic verbs sometimes referred to as "action verbs" and usually describe actions we can take of things that can happen.

E_______________________________________________________________ _________ Epistrophe sentences- A sentence featuring several phrases or clauses ending with the same word or words.

Exclamatory sentence- It expresses strong emotion and it ends with an exclamation mark.

Expletives- A word or phrase used to fill out a sentence or a line of verse without adding to the sense. They start off with here, there, or it, followed by a corresponding verb form of “to be�.

Expository essay- Informative essay

F_______________________________________________________________ _________ Fact- Empirically verifiable

A.Raymundo pg. 89

Finitive verbs (indicate tense) - Has a subject shows tense (past or present forms w/o ing or ed); can function as an independent clause and can stand alone as a complete sentence.

Fragment Sentences- A sentence fragment fails to be a sentence in the sense that it cannot stand by itself.

It does not contain even one independent clause.

Fused Sentence- A fused sentence occurs when two independent clauses are joined without any punctuation or connecting word between them.

G_______________________________________________________________ _________ Generalization- Uses absolute or statistical pronouns: all, always, every, never, none, most, half.

Gerund- A gerund is a noun formed from a verb

I_______________________________________________________________ _________ Indefinite pronoun - Pronouns that do not refer to any specific person, place or things. They replace nouns without specifying which nouns they replace.

Independent clause- Can stand alone as a complete sentence, known as a simple sentence pattern.

Indirect Object- The indirect object answers to who or to whom Interjection or Exclamation- is a word used to express a particular emotion or sentiment on the part of the speaker.

Interrogative Pronoun- Are pronouns used to begin or introduce interrogative sentences.

Interrogative Sentence- It asks a question, and it always ends with a question mark.

Intransitive Verbs -Verbs that do not take direct object, an action verb that does not have a direct object.

A.Raymundo pg. 90

Irregular Verbs (strong verbs) - have unpredictable forms in past tense; don't add -d or ed to the present form to make the past tenses.

L________________________________________________________________ ________ Lexical verbs (main verbs) - they are all verbs except auxiliary verbs. Lexical verbs are the main verbs or phrases in a sentence. Lexical verbs represent actions, events, and states.

Linking verbs- Verbs that do not describe action but connect the subject of a sentence to other parts of the sentence - usually the predicate.

Loose Sentences- Is a type of sentence in which the main idea is elaborated by the successive addition of modifying clauses or phrases.

M_______________________________________________________________ _________ Misplaced Modifier Sentence- A misplaced modifier is a word, phrase, or clause that is improperly separated from the word it modifies / describes.

MLA Format- Modern Language Association Format Modifiers- A word, especially an adjective or noun used attributively, that restricts or adds to the sense of a head noun

N_______________________________________________________________ _________ Narrative- Tells a story.

Nonfinitive verbs (infinitives or participles) - takes form of past or present participles (ing, ed), they don't have mood, tense, number, aspect, gender, or person. Nonfinitive verbs are gerunds, infinitives, and participles.

Noun- It is a part of speech that names a person, place, thing, or idea.

A.Raymundo pg. 91

O_______________________________________________________________ _________ Objects- In a sentence the nouns or noun phrases which the verb or preposition is directed towards.

Object Complement- The object complement follows a direct object and renames It. Object of the Preposition- The object of preposition follows a preposition.

Opinion- Personal position on a topic

P_______________________________________________________________ _________ Parallel Structure Sentences- Is the repetition of a chosen grammatical form within a sentence.

Periodic Sentences- A sentence in which the independent clause is given at the end of the Personal Pronoun- Are pronouns that are associated primarily with a person/people Persuasive essay- Argumentative essay Phrases- Are groups of words that function as a part of speech sentence in order to creepy interest or generate suspense.

Polysyndeton Sentences- A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.

Prepositions- Link nouns, pronouns, and phrases to other parts of the sentence Pronouns- A pronoun can replace a noun or another pronoun.

Proper Nouns- Gives name or title of a particular person, place, thing, or idea (must be capitalized).

R_______________________________________________________________ _________ Reflexive pronoun- Refer back to the subject of the sentence of clause.

A.Raymundo pg. 92

Regular verbs (weak verbs) - verbs that add -d or -ed to their present form to form the past tense are regular verbs.

Relative Pronoun- Are pronouns begin a subordinate clause and connect that clause to another noun that precedes it in the sentence.

Run-on/Rambling Sentences- A run-on is a sentence in which two or more independent clauses are joined without an appropriate punctuation or conjunction.

S_______________________________________________________________ _________ Simple sentence- A sentence consisting of only one clause, with a single subject and predicate Stative verbs (describe a condition) - Usually refer to a state or condition which is not changing or likely to change. They usually relate to thoughts, emotions, relationships, senses, states of being.

Subject- The subject of the sentence usually comes before the verb does, and it is the main object in the sentence.

Subject Complement- The subject complement, which is a function that follows a linking verb.

Subordinate clause- Cannot stand alone as a complete sentence and must being with a subordinate conjunction.

T_______________________________________________________________ _________ Theory- A statement that can be tested and potentially proven.

Thesis statement- The purpose of a piece of writing usually one sentence in length - and something that is arguable.

Topic Sentence- Must specifically indicate the topic of the paragraph and focus on one subject and area of evidence on the thesis.

Transitions- Transitions are words or phrases that show the relationship between paragraphs or sections

A.Raymundo pg. 93

of a text or speech. Transitions provide greater cohesion by making it more explicit or signaling how ideas relate to one another Transitive verbs- Verbs followed by direct object, incomplete without a direct object, can take one or more objects, a doable activity

V______________________________________________________________ Verbals- Verb forms not used as verbs, but rather like nouns or an adjective

About the Author Antonio Raymundo is currently attending Francisco Bravo Medical Magnet High School as a junior. He is currently sixteen years of age and will graduate from Bravo in the summer of 2017.

Raymundo wasn’t a fan of English but ever since his seventhgrade teacher, Ms. Rodriguez, ignited a spark for the subject, he has enjoyed the subject more. Raymundo wasn’t the best

A.Raymundo pg. 94

writer when he was younger but he has improved a lot throughout the year. His current English teacher is tough but only because he knows that Raymundo and his classmates are all capable of doing the work. Now doing this assignment he is accomplishing a goal that was set by his teacher, a goal that is not far out of reach but close enough to get. He has learned so much over the years that English is not as bad as he made it seem.

English has taught Raymundo to view things differently; English has given him a different view of this world people live in. Raymundo has accomplished this book with many days and nights out into it.

While accomplishing this book Raymundo learned many things he himself didn’t know. As the making of the book helped him, it should help the reader as well.

Dedication: I would like to dedicate this book to my good friend Alvee, Alvee Ahmed. He not only helped me accomplish this book but he also contributed to the final touches of it. He may not know this now but I am very grateful to have had him as my co-editor.

A.Raymundo pg. 95

Ahmed, Alvee

Quiz #1 1. What are the five types of nouns?

1._________ 2._________ 3._________ 4._________ 5._________ 2. Listed below. Which two are types of pronoun?

A. Interrogative B. Infinitive C. Indirect

A.Raymundo pg. 96

D. Indefinite 3. Matching: Ending Tense Forms Types Voice Verbals

a. Gerund b. Active c. Present perfect progressive d. -s, -ed, -ing e. Lexical verbs f. "To have"

4. What are the three kinds of adjectives? (Include an example of each) 1._______,______ 2._______,______ 3._______,______ 5. The coach answered the questions seriously. What kind of adverbs is this? a. Manner b. Degree c. Place 6. Underline the FANBOYS of the following sentence.

The sports manager did surveys for the football team but forgot to write the coaches name.

7. Name at least 5 prepositions: 1.______ 2.______ 3.______ 4.______ 5.______ 8. Name 2 Interjections in Alphabetical Order from A-H? A.______,______ B.______,______ C.______,______ D.______,______ E.______,______

A.Raymundo pg. 97

F.______,______ G.______,______ H.______,______ 9. What a. b. c. d.

is a direct object?

Verbal Function of a noun Type of noun Kind of adjective

10. Verb forms not used as verbs are ______.

Answer Sheet to Quiz #1 1.

1. Common noun 2. Proper noun 3. Compound noun 4. Concrete noun 5. Abstract noun

2. A & D 3. Ending Tense Forms Types Voice Verbals

d. c. f. e. b.

- a

4. 1- Demonstrative , That 2- Common , Triangular 3- Proper , English football 5. a.

A.Raymundo pg. 98

6. for, & but 7. No specific right answer, check prepositions list in the book. For example: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as for as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding, excluding for, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up, to, versus, with, within, without.

8. A: aha, ahem, ahh, ahoy, alas, arg, aw B: bam, bingo, blah, boo, bravo, brrr C: cheers, congratulations D: dang, drat, darn, duh E: eek, eh, encore, eureka F: fiddlesticks G: gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh H: ha-ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh?, humph, hurray These are all possible answers.

9. b.

A.Raymundo pg. 99

10. Verbals

Quiz #2 1. 1. How many types of phrases are there? a. 3 b. 4 c. 1 d. 8 2. 2. True or False: Gerund is a type of verbal? a. True b. False 3. A group of words that begins with a preposition and ends with a noun, and is used as an adjective or an adverb. a. Prepositional phrases b. Appositive phrases c. Verbal phrases 4. What is a Gerund? a. word ending in “ing” used as a noun b. word ending in “ing” or “ed” used as an adjective 5. (Fill in the blank) Phrases function as a __________.

are

groups

of

words

that

6. (Fill in the blank) Gerund, participle, & ________, are all types of verbals.

7. (Fill in the blank) Verbal, prepositional, & _______ are all types of phrases.

A.Raymundo pg. 100

8. What are infinitives? ________________________________________________ 9. Label the infinitive phrase in this sentence: Antonio was going to play football.

10.

What are ______________________________________________

appositives?

A.Raymundo pg. 101

Answer Sheet 2 1. a. 3 2. a. True 3. a. Prepositional phrases 4. a.

5. part of speech 6. participle 7. appositives 8. Verbs preceded by the words “to� (to go, to jump) used as a noun, adjective, adverbs.

9. To play football 10.

A groups of words that include phrases that modify an appositive

all

the

words

or

Quiz #3 1. How many types of clauses are there?

A.Raymundo pg. 102

a. 1 b. 3 c. 2 2. (Fill in the blank) Clauses are groups of words with a ______ and a _____.

3. How many types of subordinate clauses are there? a. 1 b. 10 c. 8 d. 7 Matching: a. Used to modify a noun in an independent clause. b. Adverb clauses in which part of the clause is omitted. c. Clauses necessary to the meaning of the sentence. d. Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object of the preposition, an indirect object, or an appositive. e. Clauses that are not necessary to the meaning of the sentence. f. Dependent clause that begins with a relative pronoun. g. 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.

4. Noun 5. Adjective 6. Adverb 7. Essential 8. Nonessential 9. Relative 10. Elliptical -

A.Raymundo pg. 103

Answer Sheet to Quiz 3 1. c 2. Subject , Verb 3. d 4. d 5. a 6. g 7. c 8. e 9. f 10. b

A.Raymundo pg. 104

Quiz #4 1) How many sentence types are there?

A. 6 B. 4 C. 13 D. 5 2) Name the two sentence parts. __________,____________ 3) How many sentence patterns are there?

A. 4 B. 26 C. 13 D. 5 4-7: Matching

A.Raymundo pg. 105

A- Makes a statement and ends with a period. It's named appropriately because it declares or states something.

B- Asks a question, and it always ends with a question mark.

C- Gives a command. It usually ends with a period, but it may also end with an exclamation point.

D- Expresses strong emotion and it ends with an exclamation mark.

4) Imperative 5) Exclamatory 6) Declarative 7) Interrogative 8) How many sentence errors are there?

A. 1 B. 5 C. 13 D. 6 9) Name two sentence errors. _____________,_____________ 10) Name at least 5 sentence patterns. _______________, _________________, _______________, _________________, ________________

A.Raymundo pg. 106

Quiz #4 Answers 1) B 2) Subject, Predicate 3) C 4) C 5) D 6) A 7) B 8) D 9) Fragment, Fused, Run-on/Rambling, Misplaced Modifier, Double Negative, Comma Splice 10) Simple sentence, Complex sentence, Compound sentence, Complex/Compound sentence, Loose sentence, Periodic sentence, Balanced sentence, Parallel structure sentence, Chiamis sentence, Asyndeton sentence, Polysyndeton sentence, Anaphora sentence, Epistrophe sentence

A.Raymundo pg. 107

Quiz 5 1. How many thesis statement types are there?

A. 6 B. 10 C. 7 D. 4 2. Fact & Theory are both : _____________________ 3. Quotes need to be ___________ into your ____________.

4. What is included in the Introductory paragraph?

A. Hook & Thesis B. Topic sentence, Sentences with example & Closing sentences 5. Statement extending the thesis & Final sentence are from A. Closing paragraphs B. Body paragraphs Fill in the Blank: 6. Anecdotal 7. Query based A. Question that brings the reader to the topic B. Brief story to set the mood and introduce the topic Fill in the Blank: 8. Fact -

A.Raymundo pg. 108

9. Belief 10. Document based A. Cites a specific source and its position on a topic B. Empirically verifiable C. Social, religious, or political in nature - an opinion held by many to be a fact, though it is not necessary

Answer Sheet to Quiz 5

A.Raymundo pg. 109

1. A 2. Thesis statement types 3. Embedded, sentences 4. A 5. A 6. B 7. A 8. B 9. C 10. A

Quiz 6 1. What is an essay?

2. How many types of essays are there? a. 1

A.Raymundo pg. 110

b. 3 c. 5 d. 6 3. How many expository types of essays are there? a. 2 b. 4 c. 6 d. 9 4. What is a narrative essay?

5. What are the two different types of work cited?

6. What are the two types of timed essays?

7. What type a. b. c. d.

is the first thing to do when you receive a prompt essay?

Brainstorm Read & Analyze the prompt Start writing Make an outline

8. What does DBQ stand for?

9. What does APA stand for?

10.

What does MLA stand for?

A.Raymundo pg. 111

Answer Sheet for Quiz 6 1. Is a short writing on a topic 2. b 3. b 4. Tells a story 5. MLA format & APA format 6. Document Based question (DBQ), and Prompt Based 7. b 8. Document Based question 9. Modern Language Association 10.

American Psychological Association

A.Raymundo pg. 112

Quiz 7 1. How many capitalization rules are there? a. 35 b. 25 c. 6 d. 17 Correct the following passages with capitalization mistakes: ONE DOLLAR AND EIGHTY-SEVEN CENTS. THAT WAS ALL, AND SIXTY CENTS of it was in pennies. pennies saved one and two at a time by bulldozing the grocer and the vegetable man and the butcher until one's cheeks burned with the silent imputation of parsimony that such close dealing implied. Three times della counted it. one dollar and eighty-seven cents. And the next day would be Christmas.

The "Dillingham" had been flung to the breeze during a former period of prosperity when its possessor was being paid $30 per week. Now, when the income was shrunk to $20, the letters of "Dillingham" looked blurred, as though they were thinking

A.Raymundo pg. 113

seriously of contracting to a modest and unassuming D. But whenever Mr.james Dillingham Young came Home and reached his flat above he was called "jim" and greatly hugged by Mrs. James Dillingham Young, Already introduced to you as Della. Which is all very good.

2. correction: 3. correction: 4. correction: 5. correction: 6. correction: 7. correction: 8. correction: 9. correction: 10.

correction:

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Answer Sheet for Quiz 7 1. 25 2. One dollar and eighty-seven cents.

3. That was all, and sixty cents ‌ 4. Pennies 5. Della 6. One dollar 7. Mr.James 8. home 9. Jim 10.

already

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Quiz 8 1. What are ( ? ) used for?

2. What are ( ! ) used for?

3. What are ( ; ) used for?

4. What are ( : ) used for?

5. What are ( “� ) used for?

6. What are ( ‘ ) used for?

7. What are ( . ) used for?

8. What are ( , ) used for?

9. What are ( ) used for ?

10.

What are [ ] used for?

A.Raymundo pg. 116

Answer Sheet for Quiz 8 1. To indicate a direct question when placed at the end of a sentence 2. Is used when a person wants to express a sudden outcry or add emphasis 3. Is used to connect independent clauses 4. Has two main uses: After a word introducing a quotation, an explanation, an example, or a series. It is also often used after the salutation of a business letter 5. Are a pair of punctuation marks used primarily beginning and end of a passage attributed to repeated word for word. They are also used meanings and to indicate the unusual or dubious word

to mark the another and to indicate status of a

6. Is used to indicate the omission of a letter or letters from a word, the possessive case, or the plurals of lowercase letters 7. Is placed at the end of declarative sentences, statements thought to be complete and after many abbreviations 8. Is used to show a separation of ideas or elements within the structure of a sentence. Additionally, it is used in letter writing after the salutation and closing 9. Are curved notations used to contain further thoughts or qualifying remarks 10.

Are the squared off notations used for technical explanations. At the bottom of each definition page, brackets surround a technical description of where the word originated

A.Raymundo pg. 117

Quiz 9 Circle One 1. He ran the race.

Who or Whom?

2. There refers to a. A place b. The possessive pronoun c. A contraction

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3. Which is a result or influence Affect or Effect?

4. To be unwilling or reluctant about something is Loath or Loathe?

5. What

does proceed mean?

6. To be politely private about something Discrete or Discreet?

7. What does allusion mean?

8. To emigrate means to?

9. A basic truth or law is Principle or Principal?

10.

Then refers to a. Time b. Comparisons

Answer Sheet for Quiz 9 1. Who 2. a 3. Effect 4. Loath 5. To move ahead, to continue 6. Discreet 7. An indirect reference 8. To leave one country or region to settle in another.

9. Principle 10. a

A.Raymundo pg. 119

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A.Raymundo pg. 120

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Narrative Essay: Definition, Examples & Characteristics.

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