Grammatical Points

Table of Contents Introduction--------------------------------------------------------------------------------------------------------Pg. 2 About the Author-------------------------------------------------------------------------------------------------Pg. 3 Section 1--------------------------------------------------------------------------------------------------------Pg. 4-12 Section 2-----------------------------------------------------------------------------------------------------Pg. 13 - 14 Section 3------------------------------------------------------------------------------------------------------Pg. 15 -19 Section 4-----------------------------------------------------------------------------------------------------Pg. 20 - 28 Section 5-----------------------------------------------------------------------------------------------------Pg. 29 - 32 Section 6-----------------------------------------------------------------------------------------------------Pg. 33 - 35 Section 7------------------------------------------------------------------------------------------------------Pg. 36-37 Section 8-----------------------------------------------------------------------------------------------------------Pg. 38 Glossary------------------------------------------------------------------------------------------------------Pg. 39 - 40 Works Cited-------------------------------------------------------------------------------------------------------Pg. 41 Dedication--------------------------------------------------------------------------------------------------------Pg. 42

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Introduction How's your grammar? Be honest. Are you confident enough to write any paper for any class and have no trouble whatsoever? If your answer is no, then you definitely have to read this book. If your answer is yes, then you still have to read this book because you're a liar and your grammar isn't that good. This book will teach you grammar better than any other book, and it will do so in a fun and understandable way.Some books might have all the information you can ask for about grammar, but you might not learn everything in the book. You might space out after the first page! However, my book will keep you engaged and active. Unlike other books, mine has quizzes that will test what you learned. Furthermore, my book is about a much loved sport; basketball. This sport is exciting and interesting to watch and so is this book. If you want to improve your grammar in a fun and interactive way and you love basketball, then this is the book for you!

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About the Author Hello my name is Manuel Jaime and I am an author. I was born on November 22 in the year 1999 (yes I am a 90s baby). I am currently attending the 11th grade at Francisco Bravo Medical Magnet High School. My first school was Latona which I attended until the 3rd grade. After that I went to Arroyo Seco until 8th grade and then on to Bravo. I made the basketball team my freshman year and I’ve been playing basketball ever since. I’m still not sure what school I want to go to or what I want to major in but I know that soon I will have to decide. My favorite subject is math and I’ve always had fun doing it. Since I am so fond of math, I decided to major in a subject in math. I might become a mathematician, or a math teacher, or an engineer. I still haven’t decided but math is definitely the area I want to focus on.

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GRAMMAR BOOK SECTION 1 PARTS OF SPEECH I.

NOUNS A. Types of nouns: 1. Common Nouns: basketball, gym, court, shoes, jerseys 2. Proper Noun: Kobe Bryant, Brian Ota, Staples Center, Montecito Heights 3. Compound Nouns: basketball, crossover, turnover, backboard 4. Concrete Nouns: rim, basket, net, 5. Abstract Nouns: charisma, perseverance, anger, adrenaline B. Noun Identifiers: 1. Noun Endings: happiness suspension criticism specialist amateur attitude accomplishment ignorance independence audience ability assister satisfactory career neighborhood 2. Following a noun marker: The basketball is orange.

The averagely sized orange basketball is roundly shaped.

3. Plural Form: for ex: “players” or “jerseys” 4. Possessive Form: for ex: “Knight’s court” or “Knights’ court” 5. Following a Preposition: The coach aggressively yelled at the players.

C. Functions: 1. Subject: N V N Mr. Ota trained the basketball team.

N V ADV ADJ N V N Mr. Hua yelled aggressively every time the JV players would turnover the ball.

2. Direct Object: N V N N The Nike Company donated basketballs to the high school N V N The Chicago Bulls fired Derrick Rose when they found out about the rape N accusation.

3. Indirect Object: N V N PRN N The coach recruited players to his team.

N V N ADJ N N Mr. Ota gave a trophy to the Varsity Captain at the team banquet.

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4. Adverbial Object: ADJ N V N PREP N The JV players prepare the gym at lunch.

N V N V N The players train mornings to get an extra workout in.

5. Object of the Preposition: N V PREP N V The players went to the gym to condition.

ADJ N V N V ADJ N The Varsity team played against Morningside and took a very embarrassing loss.

6. Subject Complement: N ADJ N Justin is the varsity team captain.

N ADV ADJ N ADV V PRN Mr. Ota is cruelly happy when the conditioning exaggeratedly kills us.

7. Object Complement: N V N N Mr. Ota selected Justin as team captain.

N V N N PRN N The team chose Jaime as team captain last year because he had the characteristics N of a leader.

8. Appositives: N PRN N V PRN N N Mr. Ota, my coach, taught me many skills about basketball.

N PRN N PRN N N Boris Diaw, my role model, and I have similar style when it comes to basketball.

9. Adjectival: ADJ N V ADJ PREP ADJ N The fit man drove aggressively to the guarded basket.

PREP N ADJ N V N After the game, the defeated basketball team drove back to their familiar school.

10. Noun in Direct Address: N PRN V PREP N N Mr. Ota, are we conditioning in the stairs or the gym?

N V N ADJ N Paul Pierce, did you call bank on that game winning shot?

11. Object of the Gerund: V ADJ V N ADJ PREP N Achieving first place all league made the players really confident for the playoffs.

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II.

V ADJ N N V N ADJ Making the complicated jump shot on the opponent made the player really cocky N for the next few days.

12. Object of the Participle: PREP N N ADJ After the basketball game, the players were devastated.

PREP N N ADJ V PREP PRN N After basketball practice, the players were physically drained from all their energy.

13. Object of the Infinitive: N V N Adam wanted to win the playoff game.

N ADV V N st The basketball player dedicatedly wanted to win 1 team all-league.

PRONOUNS 1. Personal: Words that show contrast of person, gender, number, and case.

PRN N PRN V N N My teammate and I both leaded the scoreboard with 21 points each.

N V PRN N V The game was postponed because their gym was flooded.

2. Relative: A pronoun that introduces a relative clause.

N N V N Roybal is a basketball team that cannot be taken for granted.

N PRN N V N Bravo’s basketball team, which was last place last year, still made it to playoffs.

3. Interrogative: A pronoun used in order to ask a question.

PRN N V V N Whom did Ota pick to start the game?

PRN N V V N N Which location to workout do you prefer, the stairs or the gym?

4. Reflexive: A special pronoun that is used when the object of the sentence is the same as the subject.

PRN V PRN N PREP V N We treated ourselves to pizza after we ended Torres’ undefeated streak.

V PRN ADJ N V N I bought myself new basketball shoes to help with conditioning.

5. Demonstrative: A pronoun that takes the place of a noun phrase.

PRN N V N These basketball players are trash.

PRN N V N Those basketball shoes match the jersey.

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6. Indefinite: A pronoun that does not refer to any person, amount, or thing in particular.

N PREP N PRN PREP N There are many people in the audience; some are from the rival team.

PRN V N N Nobody can ever fill Steven Ly’s spot as the captain.

III.

VERBS A. How Verbs ARE Identified: 1. Verb Ending: jumps, dunked, running 2. Tense: 1. Practiced 2. Juked 3. The game had already finished.

4. Was running 5. Basketball is a team sport.

6. There are 5 players on the floor.

7. I have already played 8. He is dribbling right now.

9. I have been playing for 3 quarters.

10. I will defend the point guard.

11. I will already have scored 5 points when you get off the bench.

3. Forms: a. Forms of “to be”: am, are, is, was, were, be, been, being, b. Forms of “to do”: do, does, did, done, doing c. Forms of “to have”: have, bad, has, having 4. Types: a. Auxiliary Verbs: Did you get minutes last night? b. Linking Verbs: Mr. Ota is a basketball coach. c. Lexical Verbs: The referee will arrive late. d. Dynamic Verbs: I was learning the spin move. e. Stative Verbs: I prefer Isaiah over Tony. f. Finitive Verbs: He broke the defender. g. Nonfinitive Verbs: To condition is good for endurance. h. Regular Verbs: The audience applauded after the win. i. Irregular Verbs: Last year, Justin Singleton quit the team. j. Transitive Verbs: The trainer stretched the player. k. Intransitive Verbs: The winners gloated.

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. 6. Verbals: 7

a. Gerund: The freshman hate running in the gym. b. Participle: We threw the sweating freshman into the showers. Ota changed the ripped net. c. Infinitive: Ice likes to crossover Tony. I like to block Tony in front of audience IV.

ADJECTIVES A. Kinds: Demonstrative, Common, Proper 1. Demonstrative: adjectives that point out the words omitted in a sentence or emphasize their importance Example: This, That, Those 2. Common: an adjective that is not written with a capital letter Example: round, orange, bouncy 3. Proper: an adjective, typically capitalized, derived from a proper noun Example: Professional, Rookie, Amateur B. Endings: 1. –ive ex: competitive 2. –en ex: broken 3. –ic ex: automatic 4. –al ex: critical 5. –able ex: acceptable 6. –y ex: whiny 7. –ous ex: nervous 8. –ful ex: skillful 9. –less ex: reckless 10. –ate ex: accurate C. Conversions: In order to convert part of speeches into adjectives you have to change or add suffixes to the word.

Ex: Slow to slowly Quick to quickly Especial to especially D. Articles: an article is a word that combines with a noun. They are used to describe the nouns that they precede. Ex: a, an, the ADV PRN V N 1. When will we be in a tournament? (The article “a” describes the tournament) N V PRN N 2. The opposing team gave us an opportunity. (The article “an” describes the opportunity) N V N N 3. Mr. Ota gave the referee the game ball. (The article “the” describes the referee and the game ball) E. Comparatives/Superlatives: Comparatives describe the differences between different things, and superlative adjectives are used to talk about 3 or more things (not two things) 1. Comparative adjective ex: simpler, softer, easier 8

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2. Superlative adjective ex: simplest, softest, easiest ADVERBS Adverbs modify verbs, adjectives, and other adverbs A. Endings: 1. Quickly, suddenly, gracefully 2. Backwards, forward, toward 3. Crosswise, anywise. likewise B. Conversions: 1. Graceful to Gracefully 2. Lazy to lazily 3. Proud to proudly C. Types: 1. Manner: (how something happens) well, quickly, greedily 2. Frequency: (how frequently we do an activity) often, always, never 3. Degree: (the intensity or degree of an action) very, enough, extremely 4. Place: (where something happens) around, everywhere, nearby 5. Time: (when an action happened) yesterday, tomorrow, today D. Intensifiers: 1. The referee strongly agreed.

2. You play basketball very well.

3. The game is quite calm.

E. Comparatives/Superlatives: Comparatives describe the differences between different things, and superlative adjectives are used to talk about 3 or more things (not two things) 1. Better, slower, faster 2. Best, slowest, fastest Example Types: Manner- Tony turned over the ball accidentally.

Tony turned back and quickly ran to the opponent to get the ball back.

Time- We have a game today.

The loss at the away game yesterday lowered our ranking.

Place- Practice will be nearby the North staircase.

The game today will start around 5 because of the delay.

Degree- Tim Duncan perfectly dunked the ball.

LeBron James extremely exaggerated the foul during the last few minutes.

Frequency- The lazy basketball player often skipped practice.

The basketball team will never have BIC we have practice.

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VI.

CONJUNCTIONS A. Coordinating: a conjunction placed between words, phrases, clauses, or sentences of equal rank ex: (FANBOYS) for, and, but, or, yet, so We ran all the way to the park and all the way back.

We conditioned the whole period, but we still didn’t use the balls.

B. Correlative: a coordinating conjunction that pairs up with other words to connect elements in a sentence Our jersey could have either our last name and number, or only your number.

Ota was deciding with the team whether to use the money we raised for a new floor or for new balls.

C. Subordinate: a subordinate conjunction connects a dependent clause to a main clause.

We might lose this game, unless the team makes all their free-throws.

We had a chance of winning even though the other team was undefeated.

D. Relative Pronouns: a type of pronoun that often introduces dependent clauses in sentences This is the gym that they won the championship in 1999.

It is pouring rain, which means outside practice will be canceled.

VII. PREPOSITIONS The team ran across the floor alongside their opponents to fight for the ball.

After halftime, the team huddled around the coach to listen for advice despite how far away they were from catching up.

Before practice, the players stretched in back of the gym until it was time to run.

VIII. INTERJECTIONS A. Aha, ahem, ahh, ahoy, alas, arg, , aw, bam, bingo, blah, boo, bravo, brrr, cheers, congratulations, dang, drat, darn, duh, eek, eh, encore, eureka, fiddlesticks, gadzooks, gee, gee whiz, golly goodbye, goodness, good grief, gosh, ha-ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh?, humph, hurray, oh, oh dear, oh my, oh well, oops, ouch, ow, phew, phooey, pooh, pow, rats, shh, shoo, thanks, there, tut-tut, uh-huh, uh-oh, ugh, wahoo, well, whoa, whoops, wow, yeah, yes, yikes, yippee, yo, yuck They yelled wow as the bucket went in, the excitement of the game sent yippee noises in the crowd, but darn they lost the game.

Bam the team won the championship, hallelujah yelled the home crowd, while the away crowd yelled boos.

Ouch that player was hit, everyone yelled yuck as the blood started pouring on the ground.

B. Parts of Speech: 1. Antecedents: an expression (word, phrase, clause, etc.) that gives its meaning to a pro-form (pronoun, pro-verb, pro-adverb) ANT. ADV V PERSONAL PRN PRN ADJ N Ex: Mr. Hua viciously yelled at his players because of their unforgivable mistake.

2. Complements: a word, phrase or clause that is necessary to complete the meaning of a given expression SUBJ. ADJ ADJ SUBJ. COMPL. Ex: Tony is a very stubborn and selfish player.

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3. Objects: Direct-a noun phrase denoting a person or thing that is the recipient of the action of a transitive verb N ADV V DIRECT OBJ. V PRN V N Ex: Kevin purposely fouled the player in order to stop them from wasting time.

Indirect- a noun phrase referring to someone or something that is affected by the action of a transitive verb N V IND. OBJ. DIRECT OBJ. N Ex: Kevin gave his teammate a pass to score a point.

4. Modifiers: a word, especially an adjective or noun used attributively, that restricts or adds to the sense of a head noun N V MODIFIER N MODIFIER N Ex: Ice unlocked the unappreciable door containing basketball equipment.

5. Transitions: A word or phrase that shows how the meaning of one sentence is related to the meaning of the preceding sentence N V N PREP N PRN TRANS N Ex: Justin plays basketball at Bravo, he also plays basketball.

6. Expletives: a crude or obscene expression, or an unnecessary word or phrase used to fill space in a sentence for grammar or rhythm purposes N V EXPLETIVE PRN V N Ex: The player yelled, “Damn it!� when he missed the shot for the 6th time.

7. Agreements: Subject-Verb- When the subject follows the verb SUBJ. V N V N Ex: The player fouls the opponent in order to waste time.

Noun-pronoun- a pronoun refers back to a noun that appeared previously in the text or conversation N PRN V PRN N PREP N Ex: Gus and his teammate drank their water after the game.

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Quiz 1. Which of the following is a compound noun: a. Rim

b. gym

c. anger

d. basketball

2. Which of the following is a proper noun: a. Kobe Bryant

b. basket

c. shoes

d. adrenaline

3. An adjective that is not written with a capital letter is a __________. a. Demonstrative adjective

b. Proper adjective

c. Common Adjective

d. none of the above 4. ___Common nouns

a. Kobe Bryant, Brian Ota, Staples Center

5. ___Proper Nouns

b. charisma, anger, adrenaline

6. ___Compound Nouns

c. basketball, gym, court

7. ___Concrete Nouns

d. rim, basket, net

8. ___Abstract Nouns

e. crossover, turnover, backboard

9. Comparative adjectives ___________ .

10. ___________ are used to describe 3 or more things.

Answer Key: 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

D A C C A E D B Compare the differences between 2 certain things Superlative adjectives

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Grammar Book Section 2 Phrases 2. PHRASES 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.

N V PREP N All of the freshman run near the wall.

ADJ N V PREP N In order to not stand out, the unexperienced freshmen run near the side walls.

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

Appositive V PN N Mr. Ota, the basketball coach, trained his players.

Appositive V PN N ADV Mr. Ota, the basketball coach, trained his players vigorously in order to be ADJ PN N successful this year.

C. Verbal: A group of words that begin with a verbal and ends with a noun. i. Gerund: word ending in “ing” used as a noun Gerund ADJ ADJ N Practicing while injured can lead to a bigger injury.

Gerund N N ADJ Practicing while in pain because of an injury can lead to a more complicated N V injury that will take longer to heal. ii. Participle: word ending in “ing” or “ed” used as an adjective Participle N N V N Having been hurt in the game, Justin sat the rest of the game.

Participle PREP N N V ADV Having been hurt during the second quarter, Justin had to sit down and sadly V N ADV N watched the rest of the game next to the bench. iii. Infinitive: verb preceded by the word “to” (to go, to jump) used as a noun, adjective, or adverb PN V N Infinitive N He lacked the strength to ignore the player.

PN V ADJ N Infinitive ADJ N V He lacked the mental strength to ignore the abusive player, so he received a 13

ADJ N N technical foul for profanity.

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Grammar Book Section 3 Clauses 3. CLAUSES A. Independent: CAN stand alone as a complete sentence, known as a simple sentence pattern N V N There have been people who quit conditioning.

N V N ADJ The most out of shape people usually quit conditioning because of the extreme N workouts.

B. Subordinate (dependent): CANNOT stand alone as a complete sentence and MUST begin 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, an object of a preposition, an indirect object, or an appositive Subject V N How they trained allowed them to win many games.

Subject V N The way the basketball players trained allowed them to win many games ADJ even the most difficult ones. ii.

Adjective: Used to modify a noun in an independent clause.

N PN V This is the gym where we practice.

N V V V ADJ This is the gym where we condition, practice, and host the home N games. 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.

PN ADV V PREP N PN V N We sadly got into the bus because we lost the game.

PN ADV V N PN V PN ADJ N ADJ We sadly entered the bus because we had lost our playoff game by a bad N call. iv.

Relative: Dependent clause that begins with a relative pronoun.

N V ADJ N 15

v.

vi.

vii.

The player who plays the best might be the MVP. ADJ N V V ADJ N The basketball player who trains and plays the best might win first team allN league.

Elliptical: Adverb clauses in which art of the clause is omitted.

V V When dribbling, always look up.

V V PREP PN N PN V N When dribbling, look up at your defender so he can’t take away the ball and PN you know where everyone is.

Essential: Clauses necessary to the meaning of the sentence.

N ADJ N The workout that is the most difficult is a duck walk.

ADJ N ADJ ADJ N The quadriceps workout that is the most difficult is the infamous duck walk N N N which puts a smile on Mr. Ota’s face.

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

N V ADJ Yesterday’s game, which we won, was competitive.

ADJ N V ADJ PN Yesterday’s away game, which we won, was competitive and had everyone PREP PN N N on their feet because of how close the score was.

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QUIZ 1. ___Appositive

a. word ending in “ing” used as a noun

2. ___Prepositional

b. word ending in “ing” or “ed” used as an adjective

3. ___Participle

c. group of words that include all the words or phrases that modify an appositive.

4. ___Infinitive

d. group of words that begins with a preposition and ends with a noun, and is used as an adjective or an adverb

5. ___Gerund

e. verb preceded by the word “to” (to go, to jump) used as a noun, adjective, or adverb

6. All of the following are examples of verbal phrases except: a. Gerund b. Participle c. Infinitive 7. Which of the following is a grammar phrase: a. Interjection b. Conjunction

d. none of the above

c. Appositive d. none of the above

8. Gerunds are used as a: a. Noun b. Adjective

c. Adverb

d. none of the above

9. Appositives are used as a: a. Noun b. Adjective

c. Adverb

d. none of the above

10. Which grammar phrase begins with a preposition” a. Appositive b. Participle C. Infinitive Answers 1.

2.

3.

4.

5.

6.

c d b c a d

5. a 6. d 7. c 8. a 9. b 10. D

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d. Prepositional

Quiz 1. ___Noun

a. clauses that are NOT necessary to the meaning of the sentence

2. ___Adjective

b. adverb clauses in which art of the clause is omitted

3. ___Adverb

c. used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive

4. ___Essential

d. used to modify a noun in an independent Clause

5. ___Nonessential

e. clauses necessary to the meaning of the Sentence

6. ___Relative

f. used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, etc.

7. ___Elliptical

g. dependent clause that begins with a relative pronoun

8. What clauses can stand by alone as a complete sentence? a. Subordinate b. Independent c. Elliptical 9. Which of the following are subordinate clauses? a. Noun b. Relative c. Nonessential 10. Subordinate clauses are also called: a. Independent b. conjunctions

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d. Essential

d. all of the above

c. dependent d. none of the above

Answers 1. e 2. d 3. f 4. c 5. a 6. g 7. b 8. b 9. d 10. c

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Grammar Book Section 4 Sentences 4. SENTENCES a. Sentence Parts i.

Subject 1. Complete-contains more than just one noun: contains the simple subject, and all of the words that modify that noun COMPLETE SUBJ V V Practicing for basketball is a must if you want to succeed.

COMPLETE SUBJ ADJ V V Intense basketball practice is essential if you are focused on succeeding PREP N on the court.

2. Simple- noun or pronoun (or more) that, when stripped of all the words that modify it SIMP. SUBJ. V N The game would define the champion.

ADJ

SIMP. SUBJ.

V

N

V

The suspenseful game would decide the CIF champion and would end ADJ

N

PREP

N

the bitter rivalry between these two schools.

3. Compound-a simple subject consisting of more than one noun or pronoun COMPOUND SUBJ N N Basketball pennants and posters cover parts of the wall in the gym.

ADJ COMPOUND SUBJ V PREP N Basketball championship pennants and posters are hung in the gym V ADJ N with dates that signify the championship year.

ii.

Predicate

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1. Complete-consists of a verb and all the words that modify the verb and complete its meaning N COMPLETE PREDICATE Many players will travel without realizing their mistake.

ADJ N COMPLETE PREDICATE Even the most experienced players will accidentally travel without COMPLETE PREDICATE understanding what they did wrong.

2. Simple-the main verb in the predicate that tells what the subject does N SIMP. PRED. N V N Most people will go to the game to cheer the team on.

N SIMP. PRED. ADJ N V Most of the students will go to the playoff games to cheer on the ADJ N dedicated basketball team.

3. Compound-a predicate that includes more than one verb pertaining to the same subject ADJ N COMPOUND PREDICATE The basketball team beat their rival school and won the N championship.

ADJ N ADV COMPOUND PREDICATE The devoted basketball team aggressively beat their rival school, and COMP. PRED. N won CIF at the same time. b. Sentence Types i.

Declarative-the kind of sentence that makes a statement or “declares� something N V N The freshmen like basketball.

ADJ N V V N V The unexperienced freshman enjoy playing basketball, but hate V PREP N conditioning for the sport. ii.

Interrogative-asks a question, and always ends with a question mark ADV V N 21

iii.

iv.

When will we get the balls?

ADV ADJ N V ADV V When will the excruciating conditioning end so we can finally practice PREP N with balls?

Imperative-gives a command, usually ends with a period, but it may also end with and exclamation point V PREP N Get on the baseline.

V N V N Move to the baseline so you can start running suicides.

Exclamatory-expresses strong emotion, and ends with an exclamation mark PRN V N No, you can’t skip practice!

PRN N V PRN V N I don’t care if you’re stomach hurts, you can’t skip practice!

c. Sentence Patterns i.

Simple: a sentence that is just one independent clause N V N The game would define the champion.

ADJ N V N V The suspenseful game would decide the CIF champion and would end ADJ N PREP N the bitter rivalry between these two schools.

ii. Complex: a sentence with one independent clause and at least one dependent clause IND. CLA. DEPEND. CLA. You have to stop playing when the referee blows the whistle.

DEPEND. CLA. ADV IND. CLA. When the referee loudly blows the whistle, you must quickly stop dribbling and V N IND. CLA. N shooting the ball or you will receive a technical. iii. Compound: a sentence with multiple independent clauses, but no dependent clauses COMP SUBJ N V N N Basketball pennants and posters cover parts of the wall in the gym.

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ADJ COMP SUBJ V PREP N Basketball championship pennants and posters are hung in the gym V ADJ N with dates that signify the championship year. iv. Complex/Compound: a sentence with multiple independent clauses and at least one DEPEND. CLA. IND. CLA. No matter how you look at it, a loss is always a loss.

DEPEND. CLA. IND. CLA. N N No matter how in depth you look at it, even a close and suspenseful loss is still a loss. v. Loose Sentence: a sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) SUB CLA IND CLA After the players finish practice, they can change.

SUB CLA IND CLA After the exhausted players finish practice, they are allowed to change and get N breakfast. vi. Periodic Sentence: a sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense ADJ N IND CLA Even though there was horrible weather, the game continued.

ADJ N V N IND CLA Even though the never-ending rain flooded the gym, the game continued. vii. Balanced Sentence: a sentence where phrases or clauses parallel each other by virtue of their likeness of structure, meaning, or length V N PRN N Even if you win the game, are you really the winner?

V ADJ N ADJ N N Even if you win the complicated game, are you the real victor or just a winner N because of the score. viii. Parallel Structure: 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 N ADJ N N ADJ N ADJ Justin is a great captain because he is a leader, good player, and responsible.

N ADJ N PRN V N N PRN 23

Justin is a great team captain because he shows the attributes of a leader, he is a very ADJ ADJ N ADJ intelligent and skillful player, and very responsible as well. ix. Chiasmus: a sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reserved) order ADJ N V ADJ N V ADJ Good players want to get better, great players practice perfection.

ADJ N ADJ V ADJ N V V Good players are skilled and thrive to get better, great players workout, practice, and V V N condition in order to achieve perfection. x. Asyndeton: a sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose N V PRN V PRN N V PRN That is the team, who beat you, ruined your streak, and embarrassed you.

N V PRN V PRN ADJ N That is the team, who defeated you, destroyed your undefeated streak, and V PRN PREP N embarrassed you at home. xi. Polysyndeton: a sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose N N N N N There were teachers, and players, and students, and coaches, and alumni, and N PREP N administration, at the CIF game.

ADJ N ADJ N ADJ N There were dedicated teachers, and skillful players, and prepared coaches, and ADJ N ADJ N PREP ADJ N experienced alumni, and helpful administration, at the championship CIF game. xii. 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 attention ANAPH N V ANAPH N V ANAPH N Oh my, the player dunked, oh my; the player got crossed, oh my; the player got V blocked.

ANAPH N V N ANAPH N V 24

Not again, the player was posturized by the center, not again; the competitor broke PRN N N ANAPH N V N V N his defender’s ankles, not again; the defender blocked the game winning shot. xiii. Epistrophe: a sentence featuring several phrases or clauses ending with the same word or words.

N V N V N N V Season was over. Games were over. The cheers and tears were over.

ADJ N ADV V ADJ N V ADJ The eventful season was sadly over. The devastating games were over. The amazed N PREP N ADJ N PREP N V cheers of the crowd and the sorrowful tears from the stands were over.

d. Sentence Errors (Incomplete/Incorrect Types) i. Run-On/Rambling: a sentence in which two or more independent clauses are joined without an appropriate punctuation or conjunction Ex: I like playing basketball. Some people don’t like basketball.

Corrections: Connect sentences with coordinating conjunctions.

Ex: I like playing basketball, but some people don’t like basketball. ii. Fused: when two independent clauses are joined without any punctuation or connecting word between them.

Ex: Ota tried the freshman out he cut most of the unskillful players.

Corrections: Create two different sentences and add a semi colon.

Ex: Ota tried the freshmen out; he cut most of the unskillful players. iii. Fragment: groups of words that look like sentences, but aren't Ex: The rim without a net.

Corrections: adding in a subject, or verb, joining the dependent clause with an independent clause, or completing the thought Ex: Ota fixed the rim without a net. iv. Misplaced Modifier: a phrase or clause placed awkwardly in a sentence so that it appears to modify or refer to an unintended word Ex: He nearly played all the games throughout the season.

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Corrections: Identified a modifier, the noun that it is modifying and place them correctly.

Ex: He played all the games for nearly the whole season. v. Double Negative: a negative statement containing two negative elements Ex: Dribbling with your head down won’t do you no good.

Corrections: Take out a negative and replace it with a positive.

Ex: Dribbling with your head down won’t help your ball handling. vi. Comma Splice: the use of a comma to join two independent clauses Ex: The coach saw me play, he said I impressed him.

Corrections: add a comma and a coordinator or subordinator to create a compound sentence Ex: The coach saw me play, and he said I was impressive.

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Quiz 1. ___Simple

a. Multiple Independent Clauses + No Dependent Clauses

2. ___Complex

b. Multiple

Independent Clauses + 1 Dependent Clauses 3. ___Compound

c. 1 Independent Clause

4. ___Complex/Compound

d. 1 Independent Clause + 1 Dependent Clause

5. ___Loose

e. 1 Independent Clause + Subordinate Construction

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

b. Loose

c. Asyndeton

d. Epistrophe

7. A sentence that leaves out conjunctions between words, phrases, or clauses or a rhetorical purpose is a a. Loose

b. Periodic

c. Asyndeton

d. Balanced

8. How do you fix a fused sentence? a. add a coordinator

b. add a semicolon

c. add a subject

b. add a verb 9. How do you fix a run-on sentence? a. add a semicolon

b. add a comma

c. add a verb

d. connect with coordinating conjunctions 10. How do you fix a double negative sentence? a. add a comma

b. replace one negative with positive

c. add a verb

d. add a semicolon 27

Answers 1) c 2) d 3) a 4) b 5) e 6) a 7) c 8) b 9) d 10) b

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Grammar Book Section 5 Paragraphs 5. Paragraphs 1. Introductory Paragraphs (Introductions) a. Hook (lead) i. Anecdotal (brief story to set the mood and intro the topic) Ex. Tyler has been in the basketball team for some time now. He understands the how extreme the exercises can be. Tyler didn’t practice for a whole week because he felt it was not very important. Soon he saw the effects that not practicing had on him. He was missing shots and lay ups that were easy points, and had a lot of trouble keeping up with everybody. ii. Query Based (Question that brings the reader to the topic) Ex. Does taking days off from working out and practicing decrease your skills? b. Thesis Statements (the purpose of a piece of writing-usually one sentence in length-and something that is arguable) i. Assertion (claim) Ex. Not practicing or exercising regularly will diminish your skills and lower your stamina. ii. Fact (empirically verifiable) Ex. Not running for a few days will decrease your endurance. iii. Opinion (personal position on a topic) Ex. By not skipping a day of practice, you will improve every day. iv. Belief (social, religious, or political in nature-an opinion held by many to be a fact, though it is not necessarily) Ex. Some coaches believe that even taking one day off is a sin. v. Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half-avoid using this type of thesis statement) Ex. Not practicing for a few days will decrease everyone’s athletic ability.

vi. Document Based (cites a specific source and its position on a topic) 29

Ex. In a basketball interview on ESPN, Steph Curry explained that by taking a few days off during vacation and off season, he immediately saw the difference in his skill. vii. Theory (a statement that can be tested and potentially proven) Ex. Practicing your shot every day will increase your accuracy, while taking a few days off will decrease your accuracy.

2. Body Paragraphs (must have echoes of the thesis in each and present evidence to support or expand on the thesis) a. Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and area of evidence or support) i. Ex. Many sources have explained that lack of exercise and practice can decrease your skill and endurance. b. Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) i. Ex. Several specialists agree, “Lack of practice can decrease stamina and ability” ii. Ex. “Lack of practice can decrease stamina and ability” as claimed by several specialists. iii. Ex. Unfortunately for lethargic players, “Lack of practice can decrease stamina and ability,” as claimed by several specialists. iv. Ex. Unfortunately for lethargic players, “Lack of practice can [drastically] decrease stamina and ability,” as claimed by several specialists. v. Ex. Unfortunately for lethargic players, “Lack of practice . . . decrease[s] . . . skill,” as claimed by several specialists. vi. Ex. Paraphrase (rewording of a quote into other words of the same length without quotation marks, but still citing the source) 1. Original Quote – “Lack of practice can decrease stamina and ability” 2. Ex. Paraphrase – The endurance and skill of a player can diminish due to lack of training.

vii. Summary (condensing larger quotes or sections)

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1. Original Quote – “Lack of practice can decrease stamina and ability” 2. Ex. Summary – Lack of practice lessens stamina. viii. Abstract Examples (hypothetical, “what if” examples - AVOID) 1. Ex. Players would excel if they did not take days off. ix. Concrete Examples (actual, reference –able examples) 1. Ex. A study made by the NBA in the 2013 off season shows that the players that took this time off had more trouble during practice than the players who took this time off to increase their ability. c. Closing Sentences (must end the discussion of the topic within the paragraph with a transitional or culminating word – possible an adverb – and should echo the thesis of the essay) i. Ex. Distinctly, credible experts on basketball and the physical aspect about it agree the lack of practice can dwindle the player’s skill.

3. Closing Paragraphs (Conclusions – should not be mere summaries of the previous paragraph of your essay) a. Statement(s) of Extension (extending the thesis statement using the consequences of disregarding the implications of the thesis – could be one or more sentences) i. Ex. If lack of exercise had no negative effect on the player’s ability to perform, than many players wouldn’t practice or condition. b. Final Sentence (connects to the hook) i. Ex. Given the negative effects that come with lack of exercise, maybe Tyler’s choice wasn’t the best choice when it was game time.

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Quiz 1. Assertion

a. cites a specific source and its position on its topic b. uses absolute or statistical pronouns c. a statement that can be tested and potentially proven d. personal opinion on a topic e. social, religious, or political in nature an opinion held by many to be a fact though it’s not necessarily f. empirically verifiable g. claim h. question that brings the reader to the topic i. condensing larger quotes or sections j. brief story to set the mood and introduce the topic

2. Fact 3. Opinion 4. Belief 5. Generalization

6. Document Based 7. Theory 8. Anecdotal 9. Query Based 10. Summary

Answers 1. G 2. F 3. D 4. E 5. B 6. A 7. C 8. J 9. H 10. I

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Grammar Book Section 6 Essays 6. Essays a. Types i. Persuasive- A persuasive essay is one in which you attempt to get the reader to agree with your point of view. You are trying to present arguments, research, and ideas in order to sway the reader one way or the other. ii. Expository 1. Definition - The expository essay 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. Process/How  Thesis in first paragraph  Body paragraphs with evidence that support your thesis (factual, logical, statistical, anecdotal)  Conclusion that extends the thesis statement 3. Compare and Contrast – this type of expository essay points out the similarities between two topics as well as their differences. They induce your thought and expand your point of view of two topics.

4. Cause and Effect – this type of expository essay is concerned with why things happen (causes) and what happens as a result (effects) iii. Analytical/Critical 1. Evaluative – presents a type of argument, or claim, about what is being analyzed 2. Interpretive – to critically analyze into its constituent parts, examine these components, and offer a meaning about each. iv. Narrative (Tells a Story) 1. Personal Anecdote – your own account of an interesting event. You can use your personal experience as evidence instead of empirical evidence.

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v. Research 1. MLA Format – the style recommended by the Modern Language Association for preparing scholarly manuscripts and student research papers. It concerns itself with the mechanics of writing, such as punctuation, quotation, and documentation of sources.

`

2. APA Format – a format for academic documents such as journal articles and books

vi. Timed 1. Document Based Question (DBQ) - an essay or series of short-answer questions that is constructed by students using one's own knowledge combined with support from several provided sources 2. Prompt Based - statements that focus on a topic or an issue, followed by questions. The purpose of an essay prompt is to inspire a response in the form of an essay, which will test your writing, reasoning, and analytical skills. b. Strategies/Planning Tips/Steps i. Pre-Writing/Prompt Analysis/Outlining – You can explore your ideas about a your essay with pre-writing. Prewriting helps you get your ideas on paper, and brainstorm thoughts that might eventually make their way into your writing. ii. Research/Evaluation of Sources – You have to personally evaluate the research you attain from websites or books. The information must be credible, reliable, and truthful. The author must also be reliable and be credible. c. Work Cited Page i. MLA Format – for Documents: Author. Title of Manuscript/Document. date of composition (at least year; if unknown, write N.d.). form of material (MS for manuscript or work written by hand; TS for a typescript or work prepared by machine) along with "the name and location of the library, research institution, or personal collection housing the material."

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Quiz 1. Persuasive

a. why things happen and what happens as a result b. style recommended by Modern Language Association c. presents a claim about what is being analyzed d. Investigate and explain an idea e. Similarities and differences between two topics f. Personal events can be used g. To critically analyze into its constituent parts h. Try to get the reader to agree with your point of view i. format of academic documents (articles and books) j. statement that focuses on a topic followed by questions

2. Expository 3. Evaluative 4. MLA 5. Timed 6. Narrative 7. Compare and Contrast 8. Cause and Effect 9. Interpretive 10. APA

Answers 1.

2.

3.

4.

5.

6.

7.

8.

9.

H D C B J F E A G

10.I 35

Grammar Book Section 7 Capitalization 7. Capitalization 1. Capitalize the first word, the last word, and all important words in a title A. Always capitalize verbs.

B. Capitalize prepositions of five or more letters.

2. Capitalize Mother, Dad, and other titles when they serve as a replacement for the person’s name Ex: Mother Father 3. Capitalize the name of organizations Ex: National Basketball Association 4. Capitalize names of day, month, holidays, and special days Ex: November 5. Capitalize a proper adjective but not the noun it modifies unless the noun is part of a title Ex: our Tuesday practice 6. Capitalize brand names but not the product(s) Ex: Nike basketball Adidas shoes 7. Capitalize business names Ex: National Basketball Association 8. Capitalize institution names Ex: University of Los Angeles 9. Capitalize names of particular geographic places Ex: Golden State Los Angeles 10. Capitalize historical events, periods of time, and historical documents Ex: 1970 NBA Finals 11. Capitalize religions, religious denominations, religious documents, names of churches, and names of a supreme being Ex: Catholic Protestant 12. Capitalize languages Ex: English German 13. Capitalize specific names of structures Ex: Staples Center 14. Capitalize names, initials, and titles appearing with names Ex: Tim Duncan Boris Diaw 15. Capitalize the first letter of the first word in a sentence Ex: The ball is still in play.

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16. Capitalize the pronoun I Ex: Xavier and I beat them in a game yesterday.

17. Capitalize the first letter of the first word in most lines of poetry Ex: How do I love thee? Let me count the ways.

18. Capitalize the first letter of the first word in a direct quotation Ex: Kobe yelled, “Shoot the ball.�

19. Capitalize government bodies and departments Ex: Senate Congress 20. Capitalize races and ethnic groups Ex: Caucasian Hispanic 21. Capitalize North, South, East, West, Northeast, Northwest, Southeast, and Southwest when they refer to a region of the country or world Ex: Are you from the East?

22. Capitalize political parties and their members Ex: Republicans Democrats 23. Capitalize President when it refers to the leader of the United States Ex: The president was seen at the NBA Finals.

24. Capitalize a specific, well-known area or event Ex: Did you catch the game at the Staple Center?

25. Capitalize the first word of the greeting and closing of a letter Ex: Dear Mr. Ota,

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Grammar Book Section 8 Punctuation 8. Punctuation 1. Brackets [] – You can use them to include explanatory words or phrases within quoted language The player [aggressively] got 21 rebounds last night.

Even though LeBron had 52 [impressive] points, they still lost.

2. Parentheses () - to set off structurally independent elements The player had a lot of points last night (32).

The Lakers take another loss this season ( a total of 7).

3. Period . - Use a period at the end of a complete sentence that is a statement and if the last item in the sentence is an abbreviation that ends in a period, do not follow it with another period.

4. Comma , - Use commas to separate words and word groups in a simple series of three or more items. Use a comma to separate two adjectives when the adjectives are interchangeable. Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet. ...

5. Hyphen - Generally, hyphenate two or more words when they come before a noun they modify and act as a single idea.

6. Dash – a super-comma or set of super-commas to set off parenthetical elements, especially when those elements contain internal forms of punctuation 7. Colon : Use a colon to introduce a series of items.

8. Semicolon ; to join two or more ideas (parts) in a sentence, those ideas are then given equal position or rank.

9. Question Mark? - Use a question mark only after a direct question 10. Exclamation Point ! - used to express surprise, astonishment, or any other such strong emotion. Any exclamatory sentence can be properly followed by an exclamation mark, to add additional emphasis.

11. Apostrophe ‘ - to show possession, 12. Quotation Mark “ - incorporating another person's exact words into your own writing 13. Ellipses … - represent a trailing off of thought

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GLOSSARY 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

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 attention Appositive Phrases: A group of words that include all the words or phrases that modify an appositive Articles: an article is a word that combines with a noun. They are used to describe the nouns that they precede Asyndeton: a sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose Balanced Sentence: a sentence where phrases or clauses parallel each other by virtue of their likeness of structure, meaning, or length Chiasmus: a sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reserved) order Comma Splice: the use of a comma to join two independent clauses Common Adjective: an adjective that is not written with a capital letter Coordinating Conjunction: a conjunction placed between words, phrases, clauses, or sentences of equal rank Comparatives/Superlatives: Comparatives describe the differences between different things, and superlative adjectives are used to talk about 3 or more things (not two things) Complete Predicate Sentence-consists of a verb and all the words that modify the verb and complete its meaning Complete Subject Sentence-contains more than just one noun: contains the simple subject, and all of the words that modify that noun Complex/Compound: a sentence with multiple independent clauses and at least one Complex Sentence: a sentence with one independent clause and at least one dependent clause Compound Predicate Sentence-a predicate that includes more than one verb pertaining to the same subject Compound Sentence-a simple subject consisting of more than one noun or pronoun Compound Sentence: a sentence with multiple independent clauses, but no dependent clauses Correlative Conjunction: a coordinating conjunction that pairs up with other words to connect elements in a sentence Demonstrative Adjective: adjectives that point out the words omitted in a sentence or emphasize their Declarative-the kind of sentence that makes a statement or “declares� something importance Demonstrative Pronoun: A pronoun that takes the place of a noun phrase.

Double Negative: a negative statement containing two negative elements Epistrophe: a sentence featuring several phrases or clauses ending with the same word or words.Exclamatory-expresses strong emotion, and ends with an exclamation mark 39

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

Fragment: groups of words that look like sentences, but aren't Fused: when two independent clauses are joined without any punctuation or connecting word between them.

Imperative-gives a command, usually ends with a period, but it may also end with and exclamation point Indefinite Pronoun: A pronoun that does not refer to any person, amount, or thing in particular.

Independent Clauses: CAN stand alone as a complete sentence, known as a simple sentence pattern Interrogative-asks a question, and always ends with a question mark Interrogative Pronoun: A pronoun used in order to ask a question.

Loose Sentence: a sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) Misplaced Modifier: a phrase or clause placed awkwardly in a sentence so that it appears to modify or refer to an unintended word Parallel Structure: 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 Periodic Sentence: a sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense Personal Pronoun: Words that show contrast of person, gender, number, and case.

Polysyndeton: a sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose Prepositional Phrases: A group of words that begins with a preposition and ends with a noun, and is used as an adjective or an adverb.

Proper Adjective: an adjective, typically capitalized, derived from a proper noun Reflexive Pronoun: A special pronoun that is used when the object of the sentence is the same as the subject Relative Pronoun: A pronoun that introduces a relative clause.

Relative Pronouns: a type of pronoun that often introduces dependent clauses in sentences Run-On/Rambling: a sentence in which two or more independent clauses are joined without an appropriate punctuation or conjunction Simple Predicate Sentence-the main verb in the predicate that tells what the subject does Simple Subject Sentence- noun or pronoun (or more) that, when stripped of all the words that modify it Subordinate Conjunction: a subordinate conjunction connects a dependent clause to a main clause Subordinate (dependent) Clauses: CANNOT stand alone as a complete sentence and MUST begin with a subordinate conjunction Verbal Phrases: A group of words that begin with a verbal and ends with a noun.

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. 40

Work Cited

http://www.chompchomp.com/terms/antecedent.htm http://www.chompchomp.com/terms/indirectobject.htm http://www.towson.edu/ows/dangmod.htm http://www.chompchomp.com/terms/subjectcomplement.htm http://www.elc.byu.edu/classes/buck/w_garden/classes/buck/transitions.html http://literarydevices.net/expletive/ http://www.chompchomp.com/terms/directobject.htm http://examples.yourdictionary.com/examples-of-subject-verb-agreement.html http://www.chompchomp.com/rules/proagreerules.htm

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Dedication

I want to dedicate this book to my mom. It took one week without her to realize how much I need her. Without her everything falls apart and I understand that now. I understand my mistakes and I know now what a difference she can make in my life. I always took that for granted but never again. I will appreciate her every day because I know that no matter how badly I screw up and no matter how angry she is with me, she will always forgive me and will always want to help. She'll always be there for me and I will always be there for her. I regret every negative thing I've ever said to her and every fight we've ever been in. She was always right and everything she did was to benefit me, but I was too stubborn to realize that. Never again will I make these mistakes. I want to thank her for everything she has ever done for me. I love you mom

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