The Big Birding Book of Grammar

Table of Contents: Introduction …………………………………………………………………….1

About the Author ……………………………………………………………….2 Section 1………………………………………………………………………..3

Section 2……………….……………………………………………………….16 Section 3………………………………………………………………………..17 Section 4………………………………………………………………………..21 Section 5………………………………………………………………………..27

Section 6……………….................................................................................................29 Section 7………………………………………………………………………..32 Section 8………………………………………………………………………..34

Section 9……………….................................................................................................36 Glossary………………………………………………………………………...41

Works Cited…………………………………………………………………….42 Dedication.……………..………………………………………………………43

Introduction: In this book,you will be introduced to grammatical concepts you were misled to believe. Many people see grammar as something you learn in school and never use again. This, however, is very false. Grammar is a very important concept and many people go threw life ignorant of its true purpose.

Grammar does not confine a writer, but rather provides them with stepping stones towards creating a great masterpiece. Which is why it is very important for a person not to overlook their grammar when writing an essay,or a poem,or a novel. Grammar is not just an idea, the way i see it, it could even be its own language. It sets the stage for a person's education, because about 99.9% of a person’s education is spent reading.

Each section will end with a quiz to test your knowledge of what you learn in the previous chapter. I hope this book teaches you what you need to know.

Good Luck!

Schutte 1

About the Author Writing always begins for a person at the ripe age of 5, maybe 4. I remember enjoying it too, my mother use to write for her college newspaper so she would encourage me too. Writing is always taken lightly, and grammar even more so.

But my whole life does not revolve around grammar. I enjoy nature and earth and all it has to offer. Which is why i decided to base it on birds because they are beautiful graceful creatures of earth that come in all different shades and all different sizes.

Writing helps you explain yourself. I wouldn’t have been able to explain myself without the help of a friend called grammar.

Schutte 2

Grammar Book Part 1: Parts of Speech l.Nouns A. Types of nouns​ : 1. common nouns: predators, ornithologist, laboratory 2. proper nouns: John James Audubon, Mark Catesby, National Audubon Society 3. compound nouns: full moon, sunrise, spotting-scope 4. concrete nouns: binocular, guide, bird-feeder 5. abstract nouns: beauty, patience, interest B. ​ Noun identifiers: 1. noun endings: liveli-ness, attrac-tion, ecocentr-ism natural-ist, na-ture, soli-tude, confine-ment, appear-ance, adolec-ence, activ-ity, clu-ster, audit-ory, killd-eer, adult-hood 2. following a noun marker: a, all, an, the, each, those, these, some, several, one, two, three, etc. These are pronouns that are noun markers, ex: ​ Some​ sparrows like birdseed. “some” acts as an adjective marking the noun.

NM

N

NM

N

NM N

Those ​ birds​ over there. Five ​ yellow rumped warblers​ sat on the ​ perch​ .

3. plural form: birds, books, scopes, sites 4. possessive form: bird’s feathers, book’s cover, scope’s lense, site’s view 5. Following a preposition: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (expect), by, by means of, concerning, despite, down, down from, expect, expect for, excluding, for, from, from among, from between, from under, in, in addition to, in Schutte 3

behalf of, instead of, on behalf, 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 to, versus, via, with, within, without.

Note: Sometimes the above words are used as adverbs.

NM N

V Prep

The raven dove at the mice.

NM N

ADV. V

Prep. NM N

The raven hungrily dove towards the mice.

C. ​ Functions (how nouns are used): 1. Subject: S

V

John James Audubon painted birds in their natural habitat.

S

V

California has a wide array of North American birds 2. Direct Object: S

V DO

The rubin’s hummingbird ate seeds from the bird feeder.

S

V

Adj.

DO

The rubin’s hummingbird ate scrumptious seeds from the bird feeder.

3. Indirect Object: S

V

DO

IO

Red shouldered hawks eat earthworms from the ground.

S

V

DO

IO

Red shouldered hawks enjoy eating earthworms from the earth.

4. Adverbial Object: S

V

AD

V

AD

Barn owls sleep during the day and hunt during the night S

V

AD

V

AD

Barn owls conserve their energy during the day, and hunt for it at night.

5. Object of the preposition: S

V Prep. OPrep.

The robin went to its bird's nest to check in it's eggs.

Schutte 4

S

V

Prep.OPrep.

The robin flew back to it’s nest to check on their eggs.

6. Subject complement: S

LV

SC

Yellow rumped warblers have a nickname.

S

LV

SC

The yellow rumped warbler’s nickname is “butter butt”.

7. Object complement: S

V

DO

OC

Bird colonies choose nest locations.

S

V

DO OC

Bird colonies are very precise when choosing their nest locations.

8. Appositives: S

APP.

V

Mark Catesby, a writer, wrote about bird behaviors.

S

APP.

V

Mark Catesby, a writer, wrote some of the first bird behaviors in the 18th century.

9. Adjectival: S

V

Adjvl

The red tailed hawks flew above the mouse whole .

S

V

Adjvl

The red tailed hawks flew patiently above the mouse whole.

10. Noun in Direct Address: N Have you studied the behaviors of the mallard ducks yet, Sherrie?

N Professor Smith, are ostriches the tallest bird in the world?

11. Object of the gerund: G

OG

Hunting for prey is an important part of a bird's day Schutte 5

G

OG

A large portion of a bird’s day is spent hunting their prey.

12. Object of the participle: Part OPart After the Christmas bird count, the birders enjoyed hot chocolate.

Part OPart After the wonderful Christmas bird count, enjoyed steaming cups of hot chocolate.

13. Object of the infinitive _inf_ Oinf Five birds flew to the bird’s bath. _inf_ Oinf Five blue jays flew to the refreshing bird’s bath. ll. Pronouns 1. Personal: Nominative (subjects)

Objective (objects)

I/we

me/us

you/you

you/you

he, she, it one/they

him, her, it, one/them Possessive

My, mine

our, ours

Your, yours

your, yours

His, her, hers, its, one’s

their, theirs

We ​ ​ watched the hawks soar.

My ​ ​ binoculars were not as good of quality as ​ theirs.

2. relative:

Nominative​ Who

Objective ​

That

Possessive whom

whose

that

of that

those/this Those​ robins sang all morning.

Whose ​ birding journal could that be?

Schutte 6

3. interrogative: who, which, what, whatever, whoever.

-Who spotted the California quail?

-Which great blue heron ate the fish?

4. reflexive:(personal pronouns plus the suffix -self or -selves) used: a. when the action verb is directed toward the subject of the construction b. to intensify a point.

-The house finches picked themselves some grains.

-The great egret itself, fought with another for territory.

5. demonstrative: this/ these, that/those -These mountain quail live primarily in New Mexico.

-Those red throated loons need to fly back north.

6. indefinite:all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, other, several, somebody, someone, such -Both the cackling geese and trumpeter swan live in North America.

-Several bird species migrate when winter comes around. lll. Verbs A. How verbs are identified​ : 1. verb ending: behave-s,escape-s, nest-s, fre-ed, travell-ed, visit-ed, fly-ing, molt-ing, hatch-ing 1. tense: Past, Present, and Future -flew, molted, ate -saw, held, drew -before, told, called -was, hatched, heated -sitting, eating, sleeping -is looking, is sitting, is hatching

3. forms: a. forms of “to be”: am, are, is, was, were, be, been, being (can be used as helping or main verbs, when used as helping verbs they are always linking verbs.) b. forms of ”to do”: do, does, did ,done, doing (can be used as helping or main verbs.)

Schutte 7

c.

forms of “to have”: have, had, has, having (can be used as helping or main verbs)

4. types: a. auxiliary verbs- may, be, being b. linking verbs- have been, may be, is being c. lexical verbs- eat, take, carry d.dynamic verbs-like, jump, thinking e. stative verbs- think, prefer, hear f. finitive verbs-tried, refuse, accept g.nonfinitive- verbs-saw, call, held h. regular verbs- jumped, listened, watched i. irregular verbs- dream, catch, drink j. transitive verbs- played, flies, sleeps k. intransitive verb- takes, is, smelled 5.voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. -active: subject of sentence does the action The birders gave bread to the pigeons.

The swallow dove at the mouse.

-passive: subject receives the action.

The birders were given a medal.

The birders received a medal for most accurate bird description.

6.verbals: verbs not used as verbs a. gerund: words ending in -ing used as nouns(ie:eating, sleeping, sharing) i.

The chicks enjoy ​ eating​ in the nest.

ii. The mama bird was​ sharing.

b. participle: word ending in -ing or -ed used as an adjective (ie:flying, molting, scratched) i. c.

The pelican walked through the ​ crowded​ beach.

ii. The pigeon landed near the ​ swimming​ pool.

infinitive: verb preceded by the word “to” used as a noun, adjective, or adverb. (ie:to watch, to call, to view) i.

The egret enjoys​ flying high

ii. The sparrow had no worms to eat.

IV.Adjective: adjectives modify, describe, limit and identify nouns and pronouns.

Schutte 8

1.kinds: demonstrative, common, and proper points of the noun a. demonstrative: -this pigeon -that nest -the claw b. common: -the plump towhee -the petite black phoebe -the small yellow rumped warbler c. proper: -North American birds -South American birds -Central American birds 2.endings: ​ al, ical, like, ary, ish, ly, ful, less, ous, ic, y.

-region-al

-pract-ical

-lady-like

-diet-ary

-child-ish

-dai-ly

-skill-ful

-arm-less

-rhythm-ic

-spott-y

-danger-ous

3.conversions: bird - ​ bird​ like

watch - ​ watch​ ful wing -​ wing​ ed

4.articles: are used before nouns to identify the noun.

-​ A​ bird flew quickly.

-​ The ​ raven ate happily.

-​ The ​ great horned owls slept peacefully.

5.comparatives/superlatives:

-comparatives: to show the difference between two nouns ex. -The pigeon is more abundant than the condor.

-The male raven is more colorful than the female.

-superlatives:use when speaking of three or more nouns. ex. -Mourning doves are the most abundant birds in North America.

-The rubin’s hummingbird found more food than its brethren.

V. Adverbs Schutte 9

a. endings: -ly, wards, -wise -slyly, onwards, cross wise ex. - the warbler slyly grabbed the worm -the hungry warbler slyly reached for the worm b. conversions: close - the birds closely drank water -the thirst birds drank water closely. c. types: -manner: the condor scavanged for food aggresively the hungry condor aggresively scavanged for food -frequency:the doves are constantly flying around eachother the excited doves fly around eachother constantly -time: the birds take their bath daily the happy birds take their bath daily -degree: the male dove danced beautifully the showy male dove danced beautifully -place: the hawks willingly fought for the food. the territorial hawks willingly fought for the food.

VI. Conjunctions a.coordinating:(FANBOYS) for, and, nor, but, or yet, so, are used to connect two separate sentences -The blue jay got food for the hungry chicks.

-The instinctive blue jay picked food for the hungry chicks in the nest. b.correlative: either/or, neither/nor, only/but also, both/and, whether/or, as/so -Both the kestrel and the hawk are in the same family of predators.

-Both the small kestrel and the large hawk are in the same family of predators. c.subordinate:after, though as, as if, as long as, as thought, because, before, it, in order that, provided that, since, so, so that, though, till, unless, when, where, whereas, while.

-After the owl slept till midnight, it went hunting -After the beautiful owl slept till midnight, it went hungrily hunting. d.relative pronouns:who (refers to people), which (refers to non-living objects or animals), that (may refer to animals or non-living objects).

-That anna’s hummingbird plays in the water.

-That playful anna’s hummingbird spends time in the water.

Schutte 10

VII. Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. These are some common prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between beyond, but (expect), by, by means of, concerning, despite, down, down from, except, except 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, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, underneath, until, unto, up, upon, up to, versus, with, within, without.

-The flame throated warbler picked ​ out​ some caterpillars ​ beside​ the tree trunk.

-The house finch flew ​ above, ​ and ​ beside​ the small lake.

-California quail tend to sleep ​ underneath​ coastal sagebrush and foothills.

VIII. Interjections absolutely, achoo, ack, ahh, aha, ahem, ahoy, agreed, alas, alright, alrighty, alack, amen, anytime, argh, anyhoo, anyhow, as if, attaboy, attagirl, aww, awful, bam, bah, humbug, behold, bingo, blah, bless you, boo, bravo, cheers, crud, darn, dang, doh, drat, duh, eek, eh, gee, geepers, gee whiz, golly, goodness, goodness gracious, gosh, ha, hallelujah, hey, hi, hmmm, huh, indeed, jeez, my, gosh no, now, nah, oops, ouch, phew, please, rats, shoot, shucks, there, tut, uggh, Schutte 11

waa, what, woah, woops, wow, yay, yes, yikes.

-​ Yay​ , the hummingbirds are using my feeder.

-​ Goodness,​ the condors are very hungry today.

-​ Woah,​ look at all those red shouldered hawks.

IX.Associated Terms i. Antecedents: an expression that gives its meaning to a pronoun.

-The burbarian warbler gave its food to its chicks ii.complements: follows and changes or refers to a direct object.

-the bird​ is​ beautiful iii. Objects:

-Direct: a noun or pronoun that takes the action of verbs in a sentence.

- the parrot ate all the seeds -Indirect: prepositional phrase, the preposition is not stated but understood.

-The male pheasant danced for the female iv. Modifiers: modifiers are adverbs and adjectives which change the noun -The playful warbler. v. Transitions: help to make a sentence flow smoothly -The condor could not find any mice in the morning, however it found some later.

Schutte 12

vi.expletives: : unnecessary phrases or words used to fill space in a sentence.

-The mourning dove picked berries over there vii.agreements: - subject-verb: to determine plurals -The birds ​ are​ female.

-noun-pronoun: pronoun takes the place of the noun> - The red shouldered hawk took its food.

Schutte 13

QUIZ: GRAMMAR BOOK PART 1 1. HOW MANY NOUN TYPES ARE THERE A. 5 B. 3 C. 2 1. TRUE OR FALSE:WORDS ENDING IN ”ING” OR “ED” ARE ALWAYS GERUND?: A.TRUE B.FALSE ​ 3)WHICH IS A POSSESSIVE PRONOUN: ​A. MY

B. HE 4)TRUE OR FALSE: INTERROGATIVE IS ONLY WHO, WHICH, WHAT, WHATEVER, WHOEVER?: ​ A. TRUE

B. FALSE 5)HOW MANY ADJECTIVE TYPES ARE THERE: A.2 B. 3 C. 1 6) WHAT PART OF SPEECH IS THE UNDERLINED WORD? Aw, ​ ​ those towhees are so plump and cute.

A.interjection ​ B. verb

C. noun 7) WHAT PART OF SPEECH IS THE UNDERLINED WORD? The color on its ​ ​ angelic​ wings is gorgeous.

A.ADVERB ​ B.VERB

​ C. ADJECTIVE

8) WHAT PART OF SPEECH IS THE UNDERLINED WORD? The ​ ​ bird​ flapped its wings toward her.

A.PRONOUN B. NOUN ​

C. INTERJECTION 9) WHAT IS FANBOYS? A. for, and, nor, but, our, yet, so Schutte 14

B. for, are, nor, but, or, yet, so ​ C. for, and, nor, but, or, yet, so

10) WHAT IS FANBOYS USED FOR? A.to connect two ideas ​ B. to connect two separate sentences

C. not a real thing

Schutte 15

GRAMMAR BOOK PART 2 PHRASES: Phrases: ● Prepositional: a group of words that begin with a preposition and end with a noun, and is used as an

adjective or an adverb.

Subj.

adj.

verb

prep.

n.

The great heron happily perched ​ upon the branch​ (basic) subj.

adj.

verb

prep.

n.

The great heron regally perched ​ at the highest branch of the oak tree​ (advanced) ● Appositive: a group of words that include all the words or phrases that modify an appositive.

subj.

app.

verb

n.

The cerulean warbler,​ a songbird​ , sang its son g. (basic) subj.

app.

verb

adj.

n.

The cerulean warbler, ​ a songful bird​ , chirped its high-pitched call. (advanced) ● Verbal: a group of words that begin with a verbal and ends with a noun.

- Gerund: word ending in “ing” used as a noun. ger. verb

subj.

Flying made the purple heron happy. (basic) ger. verb

adj.

subj.

Flying made the majestic purple heron ecstatic. (advance) - Participle: words ending in “ing” or “ed” used as an adjective. par.

Flapping their wings made the dove very happy (basic) par.

Flapping their graceful wings made the eclectic dove very happy (advanced) -infinitive: verb preceded by the word “to” used as noun, adjective, or adverb inf.

To drink from the fountain, the bird had to perch on it. (basic) inf.

To drink form the refreshing fountain, the parched bird had to perch on the edge of it. (advanced)

Schutte 16

GRAMMAR BOOK PART 3 CLAUSES: Clauses: ​

● Independent: can stand alone as a complete sentence, known as a simple sentence pattern.

subj.

ab. n.

n.

The Audubon Society cares deeply about birds (basic) adj.

subj.

ab. n.

n.

The prestigious Audubon Society cares deeply about the bird population. (advanced) ● Subordinate (dependent): cannot stand alone as a complete sentence and must begin with a subordinate

conjunction.

-noun clause: used as a noun in a sentence and may function as a subject, a predicate noun , a direct object, an object,an object of a preposition, an indirect object, or an appositive. a) The common raven looked around for​ food she could eat​ , she had just woken up.(subject) b) The white-tailed kite looked for ​ whatever tree​ she could nest in.(indirect subject) c) The turtle dove looked at ​ what materials it had for nesting​ .(direct object)

d) Singing sweet notes is ​ what the gray-crowned yellowthroat enjoys most​ .(predicate n.) e) The hope ​ that the mourning dove will find a nesting area​ has not gone away.(appositive) -adjective clause: used to modify a noun in an independent clause.

1) some adjective clauses begin with an introductory word: a) Rough-legged hawks ​ are birds with high health levels. b) There is the swainson's hawk ​ that I wanted to see​ . c) The bird ​ that you wanted to see​ is by the oak tree.

2) some adjective clauses begin with relative pronoun. a) The american kestrel obviously has ​ the best colors.

b) There is the mourning dove ​ whose feathers are brown​ .

c) Audubon.org shows the types of foods ​ that the birds eat.

-adverb clause:used to modify verbs, adjectives and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession.

1) modifying verbs: Schutte 17

a) The robin put her nest ​ where only few could see it. (​ Place) b) ​ When the bird finally flew​ , they left. (Time)

c) We happily trotted up the trail ​ because we wanted to go birding.​ (purpose) d) The rubin’s hummingbird danced ​ as if it were attracting a mate​ .

2) modifying adjectives: a) The black phoebe seems twice ​ as hungry as it usually is​ . (How much)

b) The ferruginous hawk is as ​ beautiful as its cousin the harris' hawk​ .(to what extent) 3) modifying adverbs: a) The say's phoebe caught more worms ​ than her flock typically did​ .(condition) -relative clauses: dependent clause that begins with a relative pronoun. a) The bird ​ who flies in the chimney last​ will fly out first. b) The sparrow ​ that flew first ​ was beautiful

-elliptical clause: adverb clauses in which part of the clause is omitted. a) ​ When molting​ , a bird likes to be in privacy.

b)​ While nesting​ , a bird will typically look for twigs and materials -essential clauses: clauses necessary to the meaning of the sentence. a) The bird that interests ​ the Audubon Society most ​ is clearly the great egret. b) The bird book​ that most satisfies the birding club ​ is sold out.

-nonessential clauses: clauses that are not necessary to the meaning of the sentence. a) The spotted towhee, ​ which moves south for the winter​ , has already moved down. b) The passenger pigeon, ​ that once was abundant in population​ , is now extinct

Schutte 18

QUIZ: 1. What does an adjective clause modify? a. noun b. verb c.

adjective

2) True or false: a subordinate can stand alone? a. true b. false 3) Essential clause is necessary for what? a. meaning of a sentence b. to modify a sentence c.

not necessary

4) True or false: participles are only words ending in “ing”? a. true b. false 5) Prepositions are groups of words that…? a. begin with a preposition b. end with a noun c.

begin with a preposition and end with a noun

ANSWER KEY: 1. A 2. B 3. A 4. B 5. C Schutte 19

QUIZ: 1. True or false: a noun clause can be the subject of a sentence. a. true b. false 2) elliptical clause is a clause where…? a. part of a clause is omitted b. clause is not omitted c.

not a clause

3) Infinitives are...? a. preceded by “to” b. preceded by “the” c.

preceded by “and”

4) A relative clause begins with? a. relative b. a pronoun c.

a relative pronoun

5) adverb clause can modify verbs, adjectives and adverbs in a…? a. independent clause b. subordinate clause c.

not real

ANSWER KEY: 1. A 2. A 3. A 4. C 5. A

Schutte 20

​ Grammar Book Part 4: ​

Sentence A. sentence parts: a. Subject (3) i.

complete​ - has a subject and a verb predicate subj.

VPred.

1. I​ love ​ to go birding. subj.

VPred.

1. I​ am very fond ​ of going birding.

ii. simple​ - consists of only one clause, with single subject and predicate subj.

n.

1. Some birds​ like worms. subj.

v.

n.

1. Several birds​ are hungered by worms.

ii. compound​ - more than one subject or predicate subj.

1. I​ wanted to go birding, so ​ I went. subj.

1. I​ felt an urge to go birding, so​ I grabbed​ my boots and left. b. Predicate (3) i.

complete​ - has a subject and a verb predicate subj.

v. pred.

1. Birds ​ cannot fly in the rain. subj.

v. pred.

1. Birds ​ feathers become wet in rain, therefore they cannot fly.

ii. simple​ - consists of only one clause, with single subject and predicate subj.

n.

1. Birders enjoy birding books. subj.

n.

1. Many birders enjoy exploring new birding books. ii. compound​ - more than one subject or predicate subj.

adv.

v.

n.

1. The great egret enjoys living by water. subj.

v.

n.

1. Great egrets are known for inhabiting areas near water.

B. Sentence Types (4) Schutte 21

a. declarative ​ - explains subj. i.

The origin of birds is unknown. subj.

i.

The origin of the the bird species is still undeclared to this day.

b. interrogative ​ - questions subj. i.

When will the swifts be here? subj.

i.

When will the swifts enter into their chimney?

b. imperative​ - commands v.

subj.

i.

Fly to that tree. adv. v.

i.

subj.

Quickly fly to that oak branch.

b. exclamatory​ - shouts or yells subj. i.

v.

The bird feeder is broken! subj.

i.

v.

v.

The bird feeder I spent all night repairing is ruined!

C.​ Sentence Pattern 1. Simple:a sentence that is just one independent clause. subj.

adj.

a. The northern flicker is pretty. subj.

adj.

a. Some say that the northern flicker is quite beautiful 2. Complex: a sentence with one independent clause and at least one dependent clause. n.

subj.

v,

a. After it used a bird bath, the acorn woodpecker dried itself off. adv.

v.

n.

subj.

v.

a. After happily bathing itself in the bird bath, the acorn woodpecker dried itself.

3. Compound: a sentence with multiple independent clauses but no dependent clause. subj.

adj.

subj.

a. The audubon’s oriole is much brighter than the yellow rumped warbler. subj.

adj.

v.

subj.

Schutte 22

a. The audubon’s .oriole has a much richer shade of yellow as opposed to the yellow rumped warbler.

4. Complex-compound: a sentence with multiple independent clauses and at least one dependent clause subj. a.

adj.

v.

while the atlantic puffin can be quite clumsy, it is a graceful hunter. subj.

a.

adv.

adj,

adv. v.

v.

The atlantic puffin, while clumsy on land, is an agile diver while hunting.

5. Loose: a sentence that contains an independent clause plus a subordinate construction. subj. a.

adj.

adv. v.

The dodo would be pretty cute, if it had flight ability. subj.

a.

adj,

n.

The dodo bird might be here today, if they had better survival instincts.

6. Periodic: a sentence which the independent clause is given at the end of the sentence in order to create interest or generate surprise. adj. a.

n.

subj.

v.

In spite of cold temperatures, the ashy throated flycatcher continued. adj,

n.

subj.

v.

a. In spite of the freezing temperatures, the ashy throated flycatcher continued on its journey.

7. Balanced: a sentence where phrases or clauses parallel each other by virtue of likeness of structure, meaning, or length. subj.

v.

subj.

a. All kestrels are related, as are the hawks. subj.

adj.

n.

subj.

a. All kestrels are within the same family, as are the hawks as well.

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

v.

n.

n.

n.

a. The black-crested titmouse enjoys area in Oklahoma, Texas, and northeast Mexico subj.

v.

n.

n.

b. The black-crested titmouse is known to inhabit areas in Oklahoma, Texas, northeast Mexico.

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

v.

n.

n.

a. The bachman’s warbler is extinct, so it’s report isn’t complete, because it’s extinct. subj.

v.

n.

n.

b. The bachman’s warbler went extinct, therefore it’s account is incomplete, because it is extinct.

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10. Asyndeton: a sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. a. you can take the girl away from birding, but you can’t take birding away from the girl.. b. You can try to remove a person from birding, but you will never be able to remove birding from the person.

11. Polysyndeton: a sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose subj.

n.

adj.

adj. n.

a. The spotted towhee likes thicket, scrubby, or seral areas. subj.

n.

adj.

adj. n.

b. The spotted towhee is keen to thicket, scrubby or seral areas.

12. Anaphora: 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. a. The red-tailed hawk has a sense of strength, power and courage. b. The red- tailed hawk is known for having a certain strength, a sense of power, and courage.

13. Epistrophe: a sentence featuring several phrases or clauses ending with the same word or words. a. The birds a part of nature, needed in nature, and loved for their nature. b. The bird species is a part of nature, needed in nature, and are loved for their nature.

D.​ Sentence Errors(incomplete/ incorrect) 1. Run-on/ Rambling: a sentence in which two or more independent clauses are joined without appropriate punctuation or conjunction. a. The birds are tired they can not fly. (incorrect) b. The birds are tired​ ,​ they can not fly. (correct) 2. Fused: two connected main clauses with no punctuation, two complete thoughts together in a single sentence. a. The birds were hungered almost instantly by the sight of the worms. (incorrect) b. The birds were hungered almost instantly​ ,​ by the sight of the worms. (correct) 3. Fragment: an incomplete sentence, usually missing the subject or verb. Subordinate clauses often begin fragment sentences.

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a. Or pick its food. (incorrect) b. The bird couldn’t hunt, ​ the bird could not. (correct) 4. Misplaced Modifiers: a word., phrase, or clause that is improperly separated from the word it describes. a modifier is a phrase that modifies something. a modifier is something that modifies another element in the structure, on which it is dependent. a. The bird sad. (incorrect) b. The bird ​ was ​ sad. (correct) 5. Double Negative: combining the negative form of verb with a negative pronoun, a negative adverb or a negative conjunction. a. That bird wouldn’t do ​ no​ good. (incorrect) b. That bird wouldn’t do good. (correct) 6. Comma Splice: the use of comma to join two independent clauses. splice means to join or connect. a. That bird book has a lot of information you should start reading it. (incorrect) b. That bird book has a lot of information in it​ ;​ you should start reading. (correct)

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QUIZ: 1.Correct this sentence: The bird book has a lot of information in it you should start reading.

2.does a double negative combine negative form with: a. a negative pronoun b. a negative conjunction c.

a negative adverb

d. all of the above 3. is a simple sentence: e.

a sentence with two independent clause

f.

a sentence with one independent clause

g. a sentence with three independent clauses 4. does a run-on sentence join: h. two or more independent clauses i.

one independent clause

5. does an interrogative sentence: j.

ask for a reply

k. declare l.

key:

request

1. a semicolon or comma should be placed after”it” 2. D)all of the above 3. B)a sentence with one independent clause 4. A) two or more independent clauses Schutte 26

5. A)asks for a reply Grammar book Part 5: ​ Paragraphs 1. Introductory Paragraphs (Introductions) a. Hook (Lead) i. ​ Anecdotal​ (Brief story to set the mood and intro the topic) 1. Ex. The birding society is very broad, with many utilities available for the modern day birder. With this birders also have access to rare bird sightings, this means either a bird thought to be extinct, or an endangered bird sighting.

This tool helps us find birds that could possibly still exist. ii. ​ Query Based​ (Question that brings the reader to the topic) 1. Ex. Are there birds that were incorrectly documented as extinct? b. Thesis Statements(the purpose of a piece of writing-usually one sentence in length- and something that is arguable) i. ​ Assertion​ (claim) 1. Ex. There are many species of birds in the world. ii. ​ Fact​ (empirically verifiable) 1. Ex. Often birds are difficult to find. iii. ​ Opinion​ (personal position of a topic) 1. Ex. Birds are the most graceful animal species. iv. ​ Belief​ (religious or political in nature) 1. Ex. Going birding is the best part of some seasons. v. ​ Generalization​ (uses absolute or statistical pronouns: all, always, every,never, none, most, half – avoid) 1. Ex. Birding is a very calming activity. vi. ​ Theory​ (a statement that can tested and potentially proven) 1. Ex. Birding is recommended by doctors as a calming activity vii.​ Document based​ (cites a specific source and its position on a topic)

1. Ex. On ​ Audubon.org ​ there is an extensive list of birds, and catagorized.

2. Body Paragraphs (must have echoes of the thesis in each and present evidence to support or expand on the thesis) a. Topic Sentence ( must indicate the topic of the paragraph and focus on one subject.)

1. Ex. Multiple sources indicate that birding is a great source of exercise, and Schutte 27

helps stimulate a young naturalists interest in the environment and its inhabitants. b. Paraphrase (rewording of a quote into other words) 1. Ex. quote:”By inspiring more people in more places to value and protect the natural world, we are laying the foundation for future conservation.” (audubon.org / education) 2. Ex. paraphrase: The Audubon society inspires people to discover and value the environment, laying a foundation for future generations to conserve. (audubon.org/ education) c. Summary (condensation of larger quotes or sections) 1. Ex.“Audubon Centers are one of the principal elements of our education work.” (audubon.org/education) - original quote 2. Ex. Audubon centers are helpful in educating communities - summary d. Abstract Examples (hypothetical, “what if” examples – AVOID) 1. Ex. People would be much more informed about the environment if they started birding. f. Concrete examples (actual reference-able examples) 1. Ex. The Audubon Society has constructed many centers in urban areas, to educate the communities.

3. Closing Paragraphs (Conclusions) a. Statement of Extension (extending the thesis statement using the consequences of disregarding the thesis) 1. Ex. If more people took the environment into consideration or began birding, I am sure the environment would be in better conditions and more people would feel compelled to take action. b. Final Sentence (connects to the hook) 1. Ex. Given all the benefits birding not just in its intended way, but also in its simple beauty, instead of spending hours doing meaningless activities, grab a pair of binoculars and head outside!

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Grammar Book Section 6: ​ Essays VI. ​ Essays-​ a short piece of writing on a particular subject.

A. ​ Types

i. Persuasive/Argumentative- Persuasive writing sometimes involves persuading perform an action, or it may simply consist of an argument or writer's point of view. Persuasive

the reader to

several arguments to align the reader with the

writing is one of the most commonly used writing types in the world.

ii. Expository1.

definition or description: ​ ​ is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner.

2.​ The how-to or process essay:​ provides readers with a step-by-step guide on how to do something or the steps it takes to finish a job. A successful process essay will be detailed enough so a reader will have all the information needed to complete the task 3.​ compare and contrast​ : examines similarities and differences to find relationships and draw conclusion 4.​ cause and effect: ​ identifies the cause and/or effect of something. iii. Analytical/ Criticaliv. Narrative/ Personal- ​ An account of a sequence of events, usually in

chronological order​ .

v. Research- ​ A research paper requires exactly what the name implies---a lot of

research.

However, it is more than just a regurgitation of facts or an explanation of a topic. A research paper must give a perspective or make an argument. For example, if the topic of a research paper is abortion, then the writer should take a stance on abortion rather than just list the history of abortion. While it does not need to be for or against abortion, it needs to analyze one of these stances.

B. ​ Strategies

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i. Pre-writing/Prompt evaluation- When writing an essay make sure you revise it until you are satisfied with the results. Go through the entire essay and look for mistake, when doing this make sure you are thorough. ii. Outlining-​ Trying to devise a structure for your essay can be one of the most difficult parts of ​ the writing process. Making a detailed outline before you begin writing is a good way to make sure your ideas come across in a clear and logical process, reducing the

order. A good outline will also save you time in the revision

possibility that your ideas will need to be rearranged once you've written

them. iii. Researching for sources- When researching for sources make sure the find is reliable. Also don't take the first piece of information you sources. If different sources continuously say the

information you

find, further look at numerous

same thing then that information is most likely

C. ​ Work Cited Page ● MLA Citation​ - MLA style specifies guidelines for formatting manuscripts and using the English

language in writing. It also provides writers with a system for referencing their sources through parenthetical citation in their essays and Works Cited pages. ● APA Citation​ - APA is style of citation used for business

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QUIZ: 1. Which type of essay requires citation? a. research b. narrative c.

personal

2. When should you revise your essay? a. ALWAYS b. when writing a research essay c.

when writing a personal essay

3. When structuring your essay you should always…? a. write everything at once b. create an outline c.

all of the above

4. An essay is a long piece of writing on multiple subjects. a. true b. false 5. An account of a sequence of events is a…? a. narrative b. research c.

neither

ANSWER KEY: 1. A 2. A 3. B 4. B 5. A Schutte 31

Grammar Book Section 7: Capitalization A. Capitalization- The 25 Rules: i. Rule 1: Capitalize the first word, the last word, and all important words in a title.

A. Always capitalize verbs.

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

A. Capitalize the title if it appears with a name.

Ex: Great Heron Rule 3: Capitalize the name of organizations Ex: Audubon Society Rule 4: Capitalize names of day, month, holidays, and special days Ex: National Bird day Rule 5: Capitalize a proper adjective but not the noun it modifies unless the nouns is part of a title.

Ex: our Birding meeting Rule 6: Capitalize brand names but not the product(s).

Ex: REI binoculars Rule 7: Capitalize business names.

Ex: Petco Rule 8: Capitalize institution names.

Ex: Francisco Bravo Medical Magnet Rule 9: Capitalize names of particular geographic places.

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

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

Ex: Pope Francis Rule 12: Capitalize languages Schutte 32

Ex: English German French Rule 13: Capitalize specific names of structures.

Ex: Golden Gate Bridge Rule 14: Capitalize names, initials, and titles appearing with names.

Ex: John J. Audubon Rule 15: Capitalize the first letter of the first word in a sentence.

Ex: The crane was very cute.

Rule 16: Capitalize the pronoun I. Ex: Anne and I went birding.

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

Ex:”A bird came down the walk: He did not know I saw” 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.

Examples: I. Birds A. Types Rule 19: Capitalize the first letter of the first word in a direct quotation.

Examples: Chad asked, “Where is my warbler?”

Rule 20: Capitalize government bodies and departments.

Examples: Senate Congress Cabinet Rule 21: Capitalize races and ethnic groups.

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

Examples: Does the nightingale ever fly in the East?

Rule 23: Capitalize political parties and their members.

Examples: Republican Party, Democrats Rule 24: Capitalize the first letter only in most hyphenated words that being a sentence.

Example: Twenty-two ducks use that pond.

Capitalize both parts of a hyphenated word in titles.

Example: Did you know that Vice-President Mondale ran for President?

Rule 25: Capitalize President when it refers to the leader of the United States.

Example: The President has called a press conference about global warming.

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Grammar Book Section 8: Punctuation B. ​ Punctuation​ :

● [ ] Brackets - You can use them to include explanatory words or phrases within quoted language:

Ex: Amy, the new teacher naturalist ​ [​ at the nature center​ ]​ is very knowledgeable

● () Parentheses - to include material that you want to de-emphasize or that wouldn't normally fit into the

flow of your text but you want to include.

Ex: John Audubon ​ (​ the famous artist​ ) made a big contribution to the environmental awareness of the world. ● . Period - ends a sentence.

Ex: The pelican flew​ .

● , Comma - indicates a pause that would occur if the sentence were spoken aloud, the comma also separates

grammatical components of the sentence.

Ex: The hummingbirds flew​ ,​ then stopped for nectar.

Warblers​ ,​ kestrels​ ,​ and ravens all like worms. ● - Hyphen - most commonly used to separate words or to hyphenate titles or names.

Ex: That morning summit was an eye​ opener.

The Vice​ -​ President of The Audubon Society has called for a meeting. ● -- en Dash- used to represent a span or range of numbers, dates, or time.

Ex: Alexander Wilson lived from 1766​ -1813.

A pelican can live from 15​ --​ 25 years.

● : colon - The colon is used to introduce a list of items.

Ex: The environmentalist club stands for two things​ :​ animal life and plantlife.

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Audubon requires their workers to have two things​ :​ a passion for nature, and a love for teaching. ● ; semicolon - semicolon is used between two independent clauses.

Ex: The rain was very heavy​ ;​ the birds were afraid to fly.

Warblers are a gentle creature​ ;​ they fly with ease and grace. ● ? Question mark - used at the end of a direct question.

Ex: Will the vaux’s swifts’ be able to fly tonight​ ?

How many cactus wrens are there​ ?

● ! Exclamation point - exclamation point is a mark of terminal punctuation.

Ex: How could you break my bird feeder​ !

The secret location of the birds has been discovered​ !

● ‘ Apostrophe - used to form a plural noun or to form possessives.

Ex: Did you count more heron​ ’​ s or hummingbird​ ’​ s.

In Alexander Wilson​ ’​ s book, American Ornithology, he discusses bird species of North America. ● “ Quotation Mark - used to indicate material that is being reproduced word for word.

Ex: John Gould once said,​ ”​ If you don't fix latent failures in your system, you're asking for trouble.​ ”

● … Ellipses - placed after the sentence-terminating period.

Ex:Thoreau argues that by simplifying one’s life, “The laws of the universe will appear less complex ​ . . .​ ”

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Grammar Book Section 9: Commonly Confused Words: A. Commonly confused/ misused word choices: a. Who/whom- When you're trying to decide whether to use "who" or "whom," ask yourself if the answer to the question would be "he" or "him."

Ex: -Who is attending the bird walk?

-Whom have you invited to the bird walk? b. Their/ they're/ there- each form is used for different situations, their is possessive, they’re is descriptive, and there refers to location.

Ex: -Their bird bath is lovely.

-They're attracting so many birds.

The sage is over there. c. Lie/ Lay - lie (present,) lay (past) Ex: -Why don't you go lie down.

-Cedar waxwings will often lay in sage bushes. d. Laid/ Lain- laid is the past tense of lay, while lain is the past participle.

Ex: -They had laid on the floor.

-The bird had lain in the field for some time now. e. Affect/effect- Affect is usually a verb, and effect is usually a noun.

Ex: -Millions of birds will be affected by the climate change.

-The effects of the change will cost highly.

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f. Accept/Except- accept is to receive, and except is to exclude.

Ex: -They accepted the new Ornithology book.

- All birds were happy except one who didn't get any worms. g. Should have vs. Should of- should have indicates a missed obligation or opportunity, Should of is not correct unless together by chance.

Ex: I should have gone to the youth summit.

He should, of course, have brought his binoculars. h. Loath/ Loathe- Loath means to be unwilling or reluctant, loathe means to strongly dislike someone, or something.

Ex: I loath to give you my birding book.

Most people loathe the decreasing of birds. i. Infer/imply- imply is to hint at something, but to infer is to make an educated guess.

Ex: It was implied that everyone bring their birding gear.

I had to infer a lot about the booklet, because much information was missing j.

Weary/ wary- wary to be on guard against something, weary means physically or mentally fatigued.

Ex: They were wary of the consequences.

She grew weary after hours of work.

k.

Proceed/ precede- Precede is to go before. Proceed means to move ahead Ex: The speech was preceded by a bird show.

We will proceed with the project.

l.

Discreet/discrete- discreet means under the radar, discrete means individual or Schutte 37Â

detached.

Ex: We need discrete evidence the bird is alive.

The puffin was discreet about feeding its young. m. conscience/ conscious- conscience is a sense of what's right and what's wrong. conscious is to be alert or awake.

Ex: I wouldn’t want global warming on my conscience.

They said she was conscious during her wing clipping. n.

can/may- may and can are both used to ask for permission, may is just more polite to use.

Ex: Can I borrow your boots May i borrow your boots?

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QUIZ: 1. Choose the words in the following title should capitalized: season at the point: 225 million years of evolution a. Season, Point, Million, Years, Evolution b. at, the, of c.

2.

all of the above how many rules of capitalization are there?

a. 14 b. 18 c.

25

3. do you always have to capitalize states, cities, and countries? a. only states b. only cities c.

only countries

d. all 4. when do you capitalize the word “president”? a. when referring to the leader of the country b. every time it is used c.

never

5. True or false: you must always capitalize racial or ethnic groups? a. true b. false

ANSWER KEY: Schutte 39

1. A 2. C 3. D 4. A 5. A QUIZ: 1. True or false, brackets and parenthesis are the same? a. true b. false 2. True or false commas and semicolons have the same function? a. true b. false 3. True or false question marks are only used for direct questions? a. true b. false 4. True or false hyphen and en dash have the same function? a. true b. false

Schutte 40Â

ANSWER KEY 1. B 2. B 3. A 4. B Glossary Active voice – one of two voices in English; a direct form of expression where the subject performs or “acts” the verb. eg: “Many people eat rice.”

Antecedent – word, phrase or clause that is replaced by a pronoun when mentioned subsequently. eg: “Emily is nice because she brings me flowers.”

Clause – group of words containing a subject and its verb. eg: “It was late when he arrived.”

Direct Object – noun phrase in a sentence that directly receives the action of the verb. eg: “I don’t know where he went, can you tell me where it is before you go?”

Fragment – incomplete piece of a sentence used alone as a complete sentence; a fragment does not contain a complete thought. eg: “When’s her birthday – In December.”

Gerund – noun form of a verb eg. “Walking is great exercise.”

Independent Clause – group of words that expresses a complete thought and can stand alone as a sentence. eg: “Tara is eating curry.”

Indirect Object – noun phrase representing the person or thing indirectly affected by the action of the verb. eg. “She showed me her book collection.”

Intransitive Verb – verb that does not take a direct object. eg. “He is working hard.”

Modifier – word or phrase that modifies and limits the meaning of another word.

Schutte 41

eg. “The white house, the house over there, etc.”

Noun Clause – clause that takes the place of a noun and cannot stand on its own. eg. “What the president said was surprising.”

Possessive Adjective – adjective based on a pronoun. eg. “I lost my keys,” or “She likes your car.”

Works Cited: ● "The Basic Parts and Structures of English Sentences." ​ About.com Education​ . N.p., n.d. Web. 02 Dec. 2015. ● "The Best Sites For Grammar Practice." ​ Larry Ferlazzos Websites of the Day​ . N.p., 07 Dec. 2008. Web. 02 Dec.

2015. ● "English Grammar Guide." ​ Edufind​ . N.p., n.d. Web. 02 Dec. 2015. ● "English-Grammar-Revolution.com Sitemap. Find It Here!" ​ English-Grammar-Revolution.com Sitemap. Find It

Here!​ N.p., n.d. Web. 02 Dec. 2015. ● "FREE Online English Usage Rules." ​ Grammar and Punctuation​ . N.p., n.d. Web. 02 Dec. 2015. ● "Grammar Bytes!" ​ Grammar Instruction with Attitude​ . N.p., n.d. Web. 02 Dec. 2015. ● "Grammarly Handbook | English Grammar Rules." ​ Grammarly Handbook | English Grammar Rules​ . N.p., n.d.

Web. 02 Dec. 2015. ● "List of Interactive Quizzes." ​ List of Interactive Quizzes​ . N.p., n.d. Web. 02 Dec. 2015. ● "List of Verbs." ​ List of Verbs​ . N.p., n.d. Web. 02 Dec. 2015. ● "Oh No! Grammaropolis Is Currently Experiencing Problems with Our Video Streaming Service. Until

Service Has Been Restored, Please Check out the Music Videos on Our YouTube Page." ​ Grammaropolis​ . N.p., n.d. Web. 02 Dec. 2015. ● "Self-Study Grammar Quizzes." ​ Self-Study English Grammar Quizzes (ESL, EFL)​ . N.p., n.d. Web. 02 Dec.

2015. ● "Sentence Structure." ​ Learn English​ . N.p., n.d. Web. 02 Dec. 2015. ● "20 Common Grammar Mistakes That (Almost) Everyone Makes." ​ LitReactor​ . N.p., n.d. Web. 02 Dec. 2015.

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● "Welcome to the Purdue OWL." ​ The Purdue OWL: Punctuation​ . N.p., n.d. Web. 02 Dec. 2015.

Dedication: I would like to dedicate this book to my sanity, you were so young when I lost you. I hope you're happy wherever you are.

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Schutte 44