University of Grammar by Bravo Grammar Con Online

University of Grammar

University of Grammar Things You Should Know About College Life

By: Mitzy Lopez H. American Literature and Composition Period 4 2

Introduction You don’t know what you have until you lose it. Well, our grammar isn’t going anywhere, we use it every day! “ The University of Grammar ” presents rules that will help you strengthen your grammar skills, in order to [progressively] enhance your writing. It is designed to introduce you to tricks of the English such as the forms of writing, how to cite sources, the proper use of punctuation marks, etc., which many students find problematic. You will be given a variety of examples that talk about the aspects of college life, while you are learning the rules of grammar. Therefore, you will never lose or forget it!

To my sister, Jackie, who began her journey in becoming the next Ambassador of the United States to the United Nations, in George Washington University, Washington, D.C. There is never a day she does not share how her day went. It is like I am there with her at all times, her college experience is shared whether it is through video, message, or a call. Despite the fact that we are 2,668.4 miles apart, seeing her one step closer to becoming successful is amazing. Given the opportunity to see her campus for the first time this past summer, I couldn’t have provided the most accurate description of both of our experiences combined. In hopes of inspiring students to set their goals extremely high it is impossible to achieve, and do whatever it takes to accomplish them. It will all be worth it, it will all pay off in the end.

Table of Contents Grammar Book Section 1: Parts of Speech ………………………………………………………. pg. 114 Section 1 Quiz ……………………………………………………………………. pg 1516 Section 2: Phrases ……………………………………………………………….. pg 1718 Section 2 Quiz …………………………………………………………………… pg 19 Section 3: Clauses ………………………………………………………………. pg 2022 Section 3 Quiz …………………………………………………………………… pg 23 Section 4: Sentences ……………………………………………………………. pg 2426 Section 5: Paragraphs ………………………………………………………….. pg 2730 Section 5 Quiz ……………………………………………………………………. pg 31 Section 6: Essays ………………………………………………………………… pg 3235 Section 6 Quiz ……………………………………………………………………. pg 36 Section 7: Capitalization ……………………………………………………….. pg 3741 Section 7 Quiz …………………………………………………………………… pg 42 Section 8: Punctuation …………………………………………………………. pg 4344 Section 8 Quiz …………………………………………………………………… pg 45 Section 9:Commonly Confused Words ………………………………………. pg 4647 Section 9 Quiz ………………………………………………………………….. pg 48 5

Grammar Book Section 1: Parts of Speech IV. Adjectives Adjectives modify, describe, limit, and identify nouns and pronouns. 1. Kinds a) Demonstrative adjective that point out nouns (this, that, these, those) ex: this book, that class, those students b) Common adjective that point out a noun in a general way ex: sharp pencil, hot laptop, nice professors c) Proper proper nouns are capitalized ex: Stanford University, Professor Unonium, Coliseum 2. Endings er: smarter est: hardest ing: boring ed: confused able: capable ible: eligible al: logical ful: stressful ic: academic ive: extensive less: less: restless ous: disastrous 3. Conversions: a) Noun to adjective: Adjectives are used to describe nouns, but in some cases, adjectives can be used as nouns to “shorten” the phrase. ex: from intelligence to intelligent N Adj b) Verb to adjective: Most past participles can be used as adjective. ex: break to broken V Adj c) Adverb to adjective: an adjective is formed by removing ly to an adverb ex: economically to economic Abv Adj 4. Articles: These are adjectives are used in front of most nouns to specify them. The three articles are “a”, “an”, “the”. ex: A psychology book, the professor, an experiment 5. Comparatives/Superlatives

Comparatives and Superlatives are special forms of adjectives. They are used to compare two or more things. Generally, comparatives are formed using er and superlatives are formed using est. a) Comparatives: Comparatives are used to compare two things. ex: The economic class is harder than the philosophy class offered there.Nouns A. Types of Nouns 1. Common Nouns: campus, office, cafeteria, library, stadium, dorms, alumni 2. Proper Nouns: Stanford, John L. Hennessy, Serra Hall 3. Compound Nouns: classroom , roommates, notebook, textbook, laptop, 4. Concrete Nouns: books, desk, computer, glasses, bench 5. Abstract Nouns: focused, determined, ambition, stress, success B. Noun identifiers: 1. Noun Endings deliberativeness ambition plagiarism psychologist architecture attitude improvement acceptance intelligence diversity adjuster dormitory career bachelorhood 2. Following a noun maker (NM): a, all, an, both, each, every, her, his, my, our, several, some, that, their, these, this, those, one, two, three, etc. Emboldened words are pronouns that function as noun markers only when they act as adjectives, i.e., Some boxes are square (“Some” act as an adjective, so its a noun maker). Some are square. (“Some” act as a noun so it’s not a noun maker). NM N NM N The college community is diverse. The distinct college community is united as one. 3. Plural form: “ lectures ” or “ notes ” 4. Possessive Form: for example: “ professor’s lesson” plan or “ professors’ lesson plan” 5. Following a preposition: One application was carefully submitted, according to the private university. These are common prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, 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 (except), by, by means of, concerning, despite, down, down from, except, except for, excluding, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in

front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, forward, under, underneath, until, unto: up, upon, up to, versus, via, with, within, without. Note: Sometimes the words above are used as adverbs. The student abruptly stepped away from the class after realizing it was the wrong subject. It is important that freshmen take the tour around the campus before classes begin in the fall. C. Functions (How nouns are used): 1. Subject (comes before the verb) ex: Admissions officers reviewed the dozens of applications submitted this fall. ADJ N V ADJ N V ADJ ex: College students supplies are limited, yet, expensive the closer it gets to going back to ADJ N N ADJ ADJ V class. N 2. Direct Object (comes after the verb and answer what or whom) ex:The professor gave back the final assignment at the end of class. N V ADJ N ADJ N ex: Professors offer office hours to students that need more clarification about the N V ADJ N N V ADJ N course. N 3. Indirect Object (answers to who or whom) ex: High School students apply in the fall as undergraduates . N N V N N ex: Roommates are required to make a spare key for their parents visit. N V V ADJ N N V 4. Adverbial Object (comes after the verb and answers when) ex: The students meet at noon to get an early start on the research paper. N V N V V N ADJ N ex: Midterms will begin promptly in the morning , soon after everyone has arrived. N ADV V ADV N ADJ N V 5. Object of the Preposition (follows a preposition) ex: Moving away from home is probably the hardest thing to do when it comes to V ADJ N ADV ADJ N N V

choosing a college. ex: Students are required to pick up their ID’s in the library . N V V N N 6.Subject Complement (following a linking verb) ex: Margaret is one of the many students who successfully passed the difficult course. N ADJ ADJ N ADV V ADJ N ex: She is astonished that her score was the highest possible. N V N V V ADJ 7. Object Complement (follows a direct object and renames it) ex: Since the professor retired, Jr. substitutes for the time being. N N V N V N N 8. Appositives (renames nouns, separated by commas) ex: Her roommate, Jessica , was from the beautiful city of New York. N N N ADJ ADJ N N ex: The college mascot, the bear , is present at every rally. ADJ N N N ADJ 9. Adjectival (describes noun following it) ex: The students were to report immediately to the library for orientation. N ADV N ADV N N ex: Administration is not as involved with the whole “ school spirit” pep rally. N ADV V ADJ N N 10. Noun in Direct Address ex: Professor, when is the final report due? N ADJ N ex: Did you research the status quo, Lisa, or did you make it up? N V N N N V N 11. Object of the gerund (noun that follows a gerund) ex: Receiving her bachelor's degree at such a young age made her truly grateful. V ADJ N ADJ N N ADV ADJ ex: Spending vigorous amount of time studying was worth it when she found out she was being published. 12. Object of the participle (noun that follows a participle) ex: After receiving the highest achieving award, she incorporated it in her resume for job ADJ V ADJ V N N V N V N applications. N 13.Object of the infinitive (noun that follows an infinitive)

ex: The students wanted to cry when they realized that the experiments they have been working on for years were destroyed. ex: The sorority sisters became frustrated when they could not find a meeting place. ADJ N V N N ADJ N II. Pronouns 1. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you your/yours 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 ex: She is applying for her undergraduate school of her dreams. N V N ADJ N N N ex: Their applications were turned in last minute due to the lack of time management. N N AV V ADJ N ADJ N N 2. Relative: Nominative Objective Possessive who whom whose that that of that those/this ex: Who knows where the freshman are supposed to meet for check in? N V N N N V ADJ N ex: Is that the new edition psychology book we will need for books? N N ADJ N ADJ N N V N 3. Interrogative: who, which, what, whatever, whoever ex: Which of the following colleges will you be applying to? N V N ADV N V N ex: Whoever sits in the front of the lecture room has a better chance of understanding the N V ADJ ADV ADJ N ADJ N V material. N 4. Reflexive: (personal pronouns plus the suffix self or selves)

Used only: A. when the action verb is directed toward the subject of the construction: ex: The professor makes himself coffee everyday. N V N N N B. to intensify a point ex: Twas the night before midterms, and all students who procrastinated tell themselves, “this is impossible”. 5. Demonstrative: this, these, that, those ex: Around this time, colleges begin to send brochures to highachieving students. ADJ N N V V N ADJ N ex:Those colleges have a 96% graduate rate. N V N ADJ N 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. ex: Several students received their acceptance letters around the same time. ADJ N V N ADJ N ADJ N ex: Everybody wishes to attend the college of their dreams. N V V N N III. Verbs A. How verbs are identified 1. Verb ending: s, es, ed, ing 2. Tense: verbs indicate time via tenses: 1 simple past: applied 8 present progressive: not procrastinating 2past: studied 9 present perfect progressive: have been cramming 3 past perfect: had not researched 10 future: will graduate 4 past progressive: reading 11 future perfect: will have spent 5 simple present: thinks 6 present: sleeps 7 present perfect: will write 3. Forms: A. Forms of “to be”: am, are, is, was, were, be, been, being (These verbs can be used as helping verbs or main verbs. When used as main verbs, they are always linking verbs true linking verbs = all forms of be, become, and seem).

B. Forms of “to do”: do, does, did, done, doing (These verbs can be used as helping verbs or main verbs). C. Forms of “to have”: have, had, has, having (These verbs can be used as helping verbs or main verbs) 4. Types: There are at least eleven (11) types of verbs: a. auxiliary verbs (helping verbs) b. linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence usually the predicate) c. lexical verbs (main verbs) d. dynamic verbs (indicate action) e. stative verbs (describe a condition) f. finitive verbs (indicate tense) g. nonfinitive verbs (infinitives or participles) h. regular verbs (weak verbs) i. irregular verbs (strong verbs) j. transitive verbs (verbs followed by direct object) k. intransitive verbs (verbs that do not take direct objects) 5. Voice: Voice is the form of the verb that indicates how it relates or interact with the action. There are two types, ACTIVE and PASSIVE. 6. Verbals: (Verb forms not used as verbs) a. Gerund : word ending in “ing” used as a noun ex: College students spend rigorous hours researching for their final. ADJ N V ADJ N V N b. Participle : word ending in “ing” or “ed” used as an adjective. ex: Everyone was running towards the stadium to witness the historical touchdown. N V N N N ADJ N c. Infinitive : verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs ex: Anyone is welcomed to the library as long as they study quietly. N V N ADJ N ADV

ex: Getting accepted to the college of my dream would make me happy but sad since I would be far away from home. b) Superlatives: Superlatives are used to compare more than two things. ex: The view from the dorms is the most beautiful thing I have ever seen. V. Adverbs Adverbs modify verbs, adjectives, and other adverbs A. Endings: ly: regularly wards: awkward wise: taxwise B. Conversions: Words can be converted into adverbs by adding ly to the end of the word ex: from quick to quickly V Adv ex: from happy to happily Adj Adv ex: from easy to easily Adj Adv C. Types: a) An adverb of time tells us when something is done or happens. It is used in the beginning or the end of a sentence. Adverbs of time: afterwards,already, always, immediately, last month, now, soon, then, and yesterday. b) An adverb of place tells us where something is done or happens. It is used after the verb, object or at the end of a sentence. Adverbs of place: above, below, here, outside, over there, there, under,upstairs. c) An adverb of manner tells us how something is done or happens. Most adverbs of manner end in –ly such as badly, happily, sadly, slowly, quickly, and others that include well, hard, fast, etc. d) An adverb of degree tells us the level or extent that something is done or happens. Words of adverb of degree are almost, much, nearly, quite, really,so, too, very, etc. e) An adverb of frequency tells us how often something is done or happens. Words used as adverbs of frequency: again, almost, always, ever,frequently, generally, hardly ever, nearly, nearly always, never,occasionally, often, rarely, seldom, sometimes, twice, usually, and weekly.

D. Intensifiers: Adverbs often have words called intensifiers that denote or describe the quality of the action. Words as certainly, obviously, really, simply, literally, etc. ex: She certainly would fail her midterms. ex: The welcome orientation powerpoint is obviously used every year. ex: Submitting the application on time is really important. ex: Studying is certainly difficult to do when Netflix is on. ex: Meeting new people is literally the best thing about college. E. Comparatives/ Superlatives i. These are usually short adverbs and so they normally have comparative and superlative forms with er and est a) With adverbs ending in ly , you must use more to form the comparative ex: The professor reviewed the chapter more quickly before the test before the test began in 20 minutes. b) With adverbs ending in ly, you must use most to form the superlative . ex: The most quietly we have ever studied was for the final. Example Types: Manner The students read through their book quickly. It is important to get to the orientation promptly so you do not miss out on the safety procedures. Time The orientation starts slowly . The international relations class should be taken seriously due to the choice of topics. Place Class was held outside in the field. The dorm room was above the cafeteria, how great is that? Degree She did exceptionally well in her bar exam. They hardly took the time to study, instead, they went out to the party next door. Frequency The university recruited undergraduates weekly. We always wished to go to Stanford the minute we graduated.

VI. Conjunctions A. Coordinating: a conjunction placed between words, phrases, clauses, or sentences: for, and, nor, but, or, yet, so ex: No one knew about the review group so they decided to start their own. The professor forgot about grading the papers and handing them out so, he postponed the test. B. Correlative: coordinating conjunction that pairs up with other words to connect elements in a sentence: Either/or; neither/nor; not only/but also; both/and; whether/or; as/ also ex: Both, Stanford and Syracuse are my dream universities. Stuck between staying in the west coast to study or leave to the east coast with my sister. C. Subordinate: a conjunction that introduces a subordinate clause: after, though as, as if, as long as, as though, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while. ex: After class, the students decided to go to the library. When the semester ended, majority of the class graduated in 2017. D. Relative pronouns: A relative pronoun is a type of pronoun that often introduces dependent (or relative) clauses in sentences: who (refers to people), which (refers to non living object or animals), that (may refer to animals or non living objects) ex: Which book should I look over for the final? I wonder who will be my roommate for the next 4 years. VII. Prepositions Prepositions link nouns, pronouns, and phrases to the other parts of the sentence. Prepositions are NEVER followed by verbs. Common prepositions are: aboard, about, above, according to, across, across from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, excluding, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in space of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without. ex1: Before you decide what university you want to attend, you must compare them versus one another to minimize your options. ex2: My roommate was confused about the lecture given by the professor because of the lack of sleep she had gotten the night before.

ex3: On their way back from class, they stopped by the cafeteria to grab dinner since they had not eaten all morning. VIII. Interjections aah, ack, agreed, ah, aha, ahem, alas, all right, amen, argh, as if, aw, ay, aye, bah, blast, boo hoo, bother, boy, brr, by golly, bye, cheerio, cheers, chin up, come on, crikey, curses, dear me, doggone, drat, duh, easy does it, eek, egads, er, exactly, fair enough, fiddledeedee, fiddlesticks, fie, foo, fooey, gadzooks, gah, gangway, gee, gee whiz, geez, gesundheit, get lost, get outta here, go on, good, good golly, good job, gosh, gracious, great, grr, gulp, ha, haha, hah, hallelujah, harrumph, haw, hee, here, hey, hmm, ho hum, hoo, hooray, how, huh, hum, hurray, I say, ick, jeez, just kidding, just a sec, just wondering, la, ladidah, look, look here, long time, lordy, man, meh, mmm, most certainly, my, my my, my word, nah, naw, never, no, no can do, nooo, not, no thanks, no way, nuts, oh, oho, ohoh, oh no, okay, okeydokey, om, oof, ooh, oopsey, over, oy, peace, pff, pew, phew, pish posh, psst, quite, rah, ready, right, right on, roger that, rumble, say, see ya, shame, shh, shoo, shucks, sigh, snap, sorry, sssh, sup, ta, tada, ta ta, take that, thanks, there, there there, time out, toodles, touche, tsk, tut, ugh, uh, uhoh, um, ur, urgh, very nice, very well, voila, vroom, wah, well, well done, well, well, what, whatever, whee, when, whoa, whoo, whew, why, word, wow, yeah, yikes, yippee, yo, yoohoo, you bet, you don't say, you know, yow, yum, zap, zounds, zowie, zzz ex: The whole class sighed as the professor passed back the new research assignment. ex: We will work on the FAFSA together, you have my word. ex: I am ready to say toodles to everyone before I leave to college, where I will never see them again. Key associated terms to know for Parts of Speech vii. Antecedents a word or phrase that is represented by another word (such as a pronoun) ex: The class was great, I am looking forward to it tomorrow. ix. Complements Complement is the term used for a word (or words) which are needed to complete the meaning of an expression. ex: Her graduation speech was extraordinary, it touched the hearts of the audience. x. Objects 1. Direct A direct object will follow a transitive verb, answering the “who” or the “what” after the transitive verb. ex: The fact that they had studied physiology for their class all night was very disappointing when they did not take the final. 2. Indirect An indirect object is really a prepositional phrase that tells whom or for whom something is done.

ex: Her roommate gave the professor a mean look after he had failed her. xi. Modifiers Modifiers are words or phrases that give additional detail about the subject in a sentence. ex: The unified college chanted in the bleachers, expressing their school spirit. xii. Transitions

Addition Comparison Contrast

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

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

but yet and yet still otherwise or though but another rather

Time

Purpose

then to do this now so that soon afterward later shortly earlier recently first second third next before after today tomorrow

Place there here beyond nearby next to

Stronger

further furtherm ore moreove r in addition addition ally besides again equally importan t first, second finally, last

similarly comparable in the same way likewise

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

meanwhil e at length presently at last finally immediat ely thereafter at that time subseque ntly eventuall y currently in the meantime in the past in the future

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

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

Result

Example

Summary & Emphasis

Moderate

so and so then

that is specifically in particular for one thing

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

Stronger

hence therefore accordingly consequently thus thereupon as a result in consequence

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

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

ex: I think Stanford is the right choice for me because it is not that far from home and clearly, their law school is amazing. xiii. Expletives expletive is a crude or obscene expression, or an unnecessary word or phrase ex: There are three major schools Stanford is known for, School of Law, Business, and Medicine. xiv. Agreements 1. Subject Verb Subject verb agreement simply means the subject and verb must both be either plural or singular. ex: The students did not understand the assignment, therefore they all failed. 2. Noun Pronoun Pronouns must agree with antecedents for person, number, or gender. ex: The architecture professor and his students went on a trip to the Empire State Building.

Section One Quiz: Parts of Speech Instructions: Identify the following proper and common nouns in the following sentences. 1. She has class on Tuesdays in the small building. 2. Michael has trouble finding his way through the campus. Instructions: Determine whether the pronoun is used correctly in the sentence, if it is not properly used, correct them. 3. Her asked the professor if he would host a study group during his office hours. 4. Instructions: Choose the sentence in which the subjects and verbs have been correctly identified and in which the subjects and verbs agree. (The subjects are in bold and the verbs are underlined). A. Unless the college students really do cooperate , they will not meet their goals. B. Unless the college students really do cooperate , they will not meet our goals. C. Unless our college students really do cooperate , we will not meet our goals. 5. Instructions: Choose the sentence that uses the adjective and adverb correctly. a) I have never been more sure of anything in my life. b) I have never been more surer of anything in my life. Instructions: Identify the conjunction(s) in the sentence below.

6. She had a doctor's appointment on the day of her midterms, so obviously she had to come up with a strategy to either take it another time or reschedule her appointment. 7. Which course should I take, Latin and Spanish, or just Spanish on its own? Answer the following questions: 8. what are prepositions used for? 9. what part of speech is never after a preposition in a sentence? 10. What effect does an interjection have in constructing a sentence? 11. List 2 examples of interjections

Grammar Book Section 2: Phrases Phrases A phrase is two or more words that do not contain the subject verb pair necessary to form a clause . a. Prepositional Phrase a prepositional phrase will begin with a preposition and end with a noun , pronoun , gerund , or clause , the "object" of the preposition. ex: The meeting will promptly start at 12 p.m. at the sorority house. N ADV V PREP N ex: During winter break, most college applications open for seniors PREP N V N who are anxiously waiting , like children waiting to open their presents. ADV V N V N b. Appositive Phrase an appositive is a noun or noun phrase that renames another noun right beside it. ex: The studentathlete , Jackie, honorably accepted the offer at George AP N ADV V Washington University. N ex: USC’s mascot , Tommy Trojan, is significantly viewed through the eyes of AP N ADV V the students, therefore, it is important to guard him when their rivals attempt to shame him. N V N V N c. Verbal Phrase A group of words that begin with a verbal and ends with a noun. 1. Gerund: word ending in ing used as a noun ex: Studying for midterms will causally affect your work routine. VP V ADV ADJ N ex: Writing personal statements can be stressful but, if you begin early VP V ADJ V in the year, you can slowly work on it until it reaches perfection. V ADV V N 2. Participle: word ending in ing or ed used as an adjective. ex: The student walking the entire campus searched for her class.

ex: The new architect professor abruptly ended the lecture after realizing ADJ N ADV PARTICIPLE he was in the wrong building. N N 3. Infinitive: verb predicated by the word “to” used as a noun, adjective, adverb ex: Jane hopes to gain the approval of her mother by unexpectedly N V INFINITIVE ADV switching her major. V N ex: The best way t o survive Dr, Lennon's boring lecture is to gently ADJ INFINITIVE ADV spray your face with water to stay awake. V N V

Section 2 Quiz: Phrases Answer the following questions 1. What is a phrase? provide an example. 2. What must a prepositional phrase end with? 3. What is the function of an appositive phrase in a sentence? Determine whether the following statements are true or false 4. Verbal Phrases always end with a noun 5. Gerund phrases use words with ing as adjectives 6. Infinitive phrases uses “to” + verb Identify the prepositional phrase in the following sentence(s) 7. Jessica had to check in with her study mates in 20 minutes at the library. Identify the appositive phrase in the following sentence(s) 8. The new professor, Mr. Mosby, was an aspiring architect. 9. UCLA, the blue research university, offered her a scholarship for their school of medicine. 10. The foreign student, Lisa, is from Indonesia, majoring in international relations and policies.

Grammar Book Section 3: Clauses Clauses A clause is a group of words with a subject and a verb A. Independent Clause: Can stand alone as a complete sentence, known as a simple sentence pattern. ex: The girl was extremely happy ; the college of her dream granted her a INDEPENDENT N V scholarship to their school of law. N N ex: The university is located in the east coast , which means her family would INDEPENDENT N HV miss her dearly. V ADV B. Subordinate (dependent) Clause: Cannot stand alone as a complete sentence and must begin with a subordinate conjunction. 1. Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ex: Where the sorority meets , will be known as our headquarters for NC N daily meetings. ADV N ex: Since last fall , she had been coordinating amount of time she would NC V PN spend on college applications. V N

2. Adjective Clause: Used to modify a noun in an independent clause ex: Whenever she goes back home from college , she kindly greets her ADJC ADV V PN family. N ex: After that incident happened in UCLA , security procedures have ADJC ADJ N V increase. 3. Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. ex: Before his midterm exam , he quickly reviewed his lecture ADVC ADV V PN notes to reassure himself he had studied the right information. ADJ N ex: Until the missing bikes “magically” reappear on campus , ADVC students are walking to their buildings. N V N 4. Relative Clauses: Dependent clause that begins with a relative pronoun. ex: Colleges who demand personal statements are usually very N RC ADV selective. ADJ ex: The students who finish their applications on time know how N RC V to manage their time accordingly. V N ADV 5. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ex: When applying , you must consider the location and the cost of EC V N N the university. N ex: While studying , it is important that you turn off all electronics EC ADJ V N in order to properly focus.

ADV N 6. Essential Clauses: Clauses necessary to the meaning of the sentence. ex: The majors that are difficult to study happen to be the best N EC V ADJ paying jobs. ex: If you do not know what you want to major in, you may want to PN V PN N PN V consider a college where they have a liberal arts degree program . V N EC 7. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence ex: Applications for colleges, which open in December , are supposed to N N NEC ADJ be filled out completely. ADV ex: Hoffman Hall, located in Mount Vernon campus , is a very secluded N NEC ADJ area that you may want to consider. PN HV V N

Section 3 Quiz: Clauses Answer the following questions 1. What is an independent clause? provide an example. 2. What must a subordinate clause begin with in a sentence? 3. What is the function of a noun clause? Determine whether the following statements are true or false 4. Adjective clause modify a verb in an independent clause 5. Adverb clauses indicate time, place, cause, purpose 6. Relative clauses is an independent clause that begins with relative pronoun Identify the elliptical clause in the following sentence(s) 7. When studying, you must manage your time wisely in order to get through all the topics. Identify the independent clause in the following sentence(s) 8. The professor always comes to class fully prepared and eager to introduce a new lesson. 9. Beatrice went to the library; she needed to finish her college applications. 10. They all looked very tired, for they had stayed up all night cramming for the final.

Grammar Book Section 4 Sentences

1. Sentences A. Sentence Parts i. Subject 1. Complete (subject) Sentence The complete subject consists of all the words that tell whom or what a sentence is about. ex: The professor gave them an extra day to complete their lab. CS V ADJ N ADJ ex: Students in the Alpha Chi sorority had successfully raised money for the CS ADV V N domestic violence cause. N 2. Simple (subject) Sentence The simple subject is the main word or word group that tells whom or what the sentence is about. ex: The study of anatomy is common in the medical field. SS ADJ ADJ N ex: The philosophy major is one of the most complicated majors to understand, SS ADJ N V especially as an undergraduate level. ADV ADJ N 3. Compound (subject) Sentence A compound subject consists of more than one noun . ex: In the Ames Building, Professor T. and his students held the club meeting. N CS V ADJ N ex: Students, Professors, and administrators must always promote a safe learning ` CS ADV V ADJ N environment. N ii. Predicate 1. Complete (predicate) Sentence The complete predicate consists of a verb and all the words that modify the verb and complete its meaning. ex:Many college students will attentively listen with interest to pass the class . N ADV CP N V N ex: College professors will become much more selective when it comes to grading

ADJ N V CP ADJ ADV V because of the student quota. CONJ ADJ N 2. Simple (predicate) Sentence The simple predicate, or verb, is the main word or word group that tells something about the subject. ex: College students will comply with the code of conduct to avoid problems. ADJ SUB N SP ADV N V N ex: High School seniors will not consider schools that are not prestigious or common ADJ SUBJ N SP V N ADJ ADJ because they are not up to a new experience. CONJ ADJ N 3. Compound (predicate) Sentence A compound predicate tells us two (or more) things about the same subject (without repeating the subject). ex: UCLA provides a great education and a variety of research opportunities . N SUBJ V ADJ N CP ADJ N ex: Most colleges will offer housing, lunch, and most importantly, an education at N SUBJ N N CP N ADV N an intimidating price. ADJ N B. Sentence Types i. Declarative Sentence A declarative sentence states a fact or an argument and ends with a period. ex: According to last years data, Stanford has a 5.1% acceptance rate. ex: After thoroughly analyzing the acceptance rate between Harvard and Stanford, ADV V ADJ N N N it is a fact that Harvard has a higher acceptance rate of 5.9% V N N ADJ N N ii. Interrogative Sentence An interrogative sentence asks a question; ends with a question mark. ex: Do you know how much financial aid the college will provide? PN V ADJ N N V ex: How is it possible to completely finish the financial aid packet and the college V ADJ ADV V ADJ N N application? iii. Imperative Sentence An imperative sentence is a command or a polite request. ex: Please make sure you submit your college applications promptly. ADV V PN V PN ADJ N ADV ex: Fill in the application completely in order to be considered for the

V N ADV V undergraduate program. ADJ N iv. Exclamatory Sentence An exclamatory sentence expresses excitement or emotion. ex: Hailey got admitted to Harvard University! N HV V N ex: It was a marvelous surprise to her parents that she will be a first generation V ADJ N PN N PN V ADJ N college graduate! ADJ N

Grammar Book Section 5 Paragraphs 5. Paragraphs 1. Introductory Paragraphs the introductory paragraph introduces the main idea of the essay. a. Hook (Lead) i. Anecdotal Brief story to set the mood and introduce the topic ex: Jackie was born in the dangerous neighborhoods of Boyle Heights. When she began school, she came across a teacher who did not believe students in the area would never get an education greater than high school due to the exposure of drugs and violence. From that moment on, she vowed to prove her wrong by going to the best university possible. ii. Query Based question that brings the reader to the topic ex: Should the cost of tuition influence your college decision? V N N N ADJ N b. Thesis Statements the purpose of a piece of writing usually one sentence in length and something that is arguable i. Assertion (claim) ex: Even though going to college is an option, every student should ADV V N N N V consider applying. V V ii. Fact (empirically verifiable) ex: 65.9% of students who graduate from high school apply to ADJ N V N V college. N iii. Opinion (personal position on the topic) ex: Student should not be intimidated to apply to college. N V V V N iv. Belief (social, religious, or political in nature an opinion held by any to be a fact, though it is not necessarily) ex: Bernie Sanders wants to lower the cost of college tuition,

N V V N ADJ N that might encourage students to apply. V N V v. Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half) ex: More than half of the students who graduate high school will ADJ N V ADJ N consider applying to college. V V N vi. Document Based (cites a specific source and its position on a topic) ex: In the NY Times, the Bureau of Labor Statistics stated that N ADJ N N V only 65.9% of people who had graduated from high school the previous spring had enrolled in ADJ N V ADJ N ADJ N V college. N vii. Theory (a statement that can be tested and potentially proven) ex: Getting a college degree can be the first step in getting the job V ADJ N V ADJ N V N of your dreams. N 2. Body Paragraphs must have echoes of the thesis in each and present evidence to support or expand the thesis. a. Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and area of evidence or support) ex: You go three years of high school preparing for college and at the same time having fun. Until you are in your senior year of high school that’s when you realize and start asking yourself what college do I want to go to. b. Evidence from Quotations Original: “The percentage of students enrolling in college in the fall immediately following high school completion was 65.9 percent.” (nces.edu.gov) i. According to the National Center of Education Statistics “The percentage of students enrolling in college in the fall immediately following high school completion was 65.9 percent.” (nces.edu.gov) ii. According to the National Center of Education Statistics “The percentage of students enrolling in college in the fall immediately following high school completion was 65.9 percent.”, according to the NCES. (nces.edu.gov)

iii. It seems like students are being discouraged from applying to college because according to the National Center of Education Statistics “The percentage of students enrolling in college in the fall immediately following high school completion was 65.9 percent.” (nces.edu.gov) iv. According to the National Center of Education Statistics “The percentage of students enrolling in college in the fall immediately following high school completion was [unfortunately] 65.9 percent [in 2013].”(nces.edu.gov) v. According to the National Center of Education Statistics “The percentage of students enrolling in college…[after]... complet[ing]... high school was 65.9 percent.”(nces.edu.gov) vi. Paraphrase (rewording of a quote into other words of the same length without quotation marks, but still citing the source. ex: After completing high school, only 65.9 percent of students enroll into college. (nces.edu.gov) vii. Summary (condensing larger quotes or sections) ex: Students usually do not consider applying to college. N ADV V V V N viii. Abstract Examples (hypothetical, “what if” examples) ex: Students might consider applying to college if the tuition wasn’t so expensive. ix. Concrete Examples (actual, referenceable examples) ex: In fall 2015, some 20.2 million students are expected to attend American colleges and universities. Those 20.2 million students make up the approximate 66 percent of the students who apply to get a better education. c. Closing Sentences (must end the discussion of the topic within the paragraph with a transitional or culminating word and echo the thesis of the essay) ex: It is clearly proven that students are not so motivated to apply ADV V N V V to college. N 3. Closing Paragraphs (Conclusions should not be mere summaries of the previous paragraphs of your essay) a. Statement(s) of Extension (extending the thesis statement using the consequences of disregarding the implications of the thesis) ex: If students were introduced to the thought of college at an early N V N N age, per se, freshmen year, the percent of students who apply to college can increase. N ADJ N N N V N ADJ b. Final Sentence (connects to hook)

ex: Given the fact that many students do not apply to college, some students should turn things around the way Jackie did. They should not lose focus of their dream, they should commit to it until they have made it come true.

Grammar Book Section 5 Paragraphs Determine whether the following statements are true or false 1. You can start an introductory paragraph with a query based introduction. (true/ false) 2. You can start an introduction paragraph with an anecdote. (true/ false) 3. Body paragraph should present evidence that supports your thesis. (true/ false) 4. Paraphrasing is not a form of presenting evidence. (true/ false) 5. Thesis statements cannot begin with an opinion. (true/ false) 6. Thesis statements should begin with an assertion (true/ false) 7. Providing evidence from quotations can be presented as a thesis. (true/ false) 8. The closing paragraph should be a summary of your previous paragraph. (true/ false) 9. You should extend your thesis in the closing paragraph. (true/ false) 10. The final sentence should not connect to the hook. (true/ false)

Grammar Book Section 6 Essays 1. Essays Scholarly pieces of writing giving the author's own argument, or position. a. Types i. Persuasive (Argumentative) When writing a persuasive essay, your purpose is to convince your audience to embrace your idea or point of view. Persuasive essays should present the points in support of your main idea with body paragraphs that focus on one point, providing evidence or examples for each point. After presenting your supporting points, it is important to construct one paragraph to accurately explain and then address the most significant opposing view. When concluding a persuasive essay, restate your main idea and supporting points and try to leave your audience even more connected to your topic and persuaded by your main idea or perspective. ii. Expository (informative) An expository essay does exactly what the name implies: it exposes. The main objective of an expository essay is to inform your reader and backup all your facts with things like examples, graphs, charts, and statistics. It is structured exactly like any other essay with an introductory paragraph, which will contain a sound thesis statement, as well as main body paragraphs that help to prove your thesis statement, and a conclusion paragraph that summarizes all your points and wraps up your essay. The most important feature to remember when writing an expository essay is that you shouldn't write about your own personal opinions. 1. Definition/ Description A descriptive essay will be loaded with details. This type of expository essay describes something. The objective of this essay is to paint a picture of whatever you're writing about in your reader's mind. It's important to remember that this type of expository essay allows for a lot of artistic freedom. 2. Process/ Howto The howto or process essay provides readers with a stepbystep 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/ Contrast These essays explain how two or more things are alike and/or how they are different. A comparison essay usually discusses the similarities between two things, while the contrast essay discusses the differences.

4. Cause and Effect This type of essay focuses on the relationship between two or more events or experiences. The essay could discuss both causes and effects , or it could simply address one or the other. A cause essay usually discusses the reasons why something happened. An effect essay discusses what happens after a specific event or circumstance. iii. Analytical/ Critical To write critically and/or analytically you are expected to do more that just describe something. You are required to analyse a text and examine the various parts, interpret a text with a view to understanding what it means, compare ideas and/or evidence, and evaluate the worth of a text. You shouldn't automatically accept that information about something/somebody is valid, true, applicable or correct. Instead, you should gather the evidence, analyse all aspects of the topic, and with an open mind, reach your own conclusion(s). 1. Evaluative Evaluation essays judge or evaluate the subject based on a certain criteria. Writing an evaluation essay requires the writer to fully analyze both sides and determine an arguable judgment. Writers focus n a specific subject and provide views and evidence to support that judgment. 2. Interpretive An interpretive essay asks you to closely read and write about your understanding of a text. iv. Narrative (Tells a story) When you write a narrative essay, you are telling a story. Narrative essays are told from a defined point of view, often the author's, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story.The purpose of a narrative report is to describe an experience. 1. Personal Anecdote A personal narrative essay is about a personal experience, so it is usually written in the first person. It should be written to have an emotional impact on the reader, include a lot of references to sensory perceptions and emotions, and use vivid details/ imagery. v. Research A research paper is an expanded essay that presents your own interpretation or evaluation or argument. When you write an essay, you use everything that you personally know and have thought about a subject. When you write a research paper you incorporate what you know about the subject and make a deliberate attempt to find out what experts know. A research paper involves surveying a field of knowledge in order to find the best possible information in that field. 1. MLA Format Writers who properly use MLA also build their credibility by demonstrating accountability to their source material. Formatting an essay MLA style requires a heading, title, titles of other works, page numbers, and works cited. 2. APA Format Your APA Format essay should include four major sections: the Title Page, Abstract, Main Body, and References. This type of format establishes standards of communication; preferred style guide in the social

sciences, such as psychology and sociology, in the health professions, and in education. vi. Timed Essay When it comes to writing a timed essay it is important to understand the prompt and stay on topic, keep track of time, organize your ideas, and use specific details to support your thesis. 1. Document Based Questions The DBQ includes a detailed question, some historical background, and several primary source documents. On the DBQ, your thesis must reflect your ability to interpret the evidence, analyze its point of view, deal with conflicting information, organize it into meaningful groups, place it into the appropriate context based on your own historical knowledge, and draw a logical conclusion from it. 2. Prompt Based Essay prompts are 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 analysis skills. b. Strategies/ Planning Tips/ Steps i. Prewriting/ Prompt Analysis/ Outlining Prewriting exercises provide key words, meaning, and structure to your research before you write your first draft, and may help you overcome "writer's block”. Before you start your essay you must, narrow and define topics for your paper, develop logical structure to topics you have identified, and provide a context for your stance. ii. Research/ Evaluation of Sources Evaluating sources of information is an important step in any research assignment. You don't want to rely on the news in the headlines of sensational tabloids, and it's just as hard to know how much to accept of what's in all the books, magazines, pamphlets, newspapers, journals, brochures, Websites, and various media reports that are available. You will need to make decisions about what to search for, where to look, and once you've found material on your topic, if it is a valid or useful source for your writing. c. Work Cited Page A works cited page is a list of works that you referenced in the body of your paper. i. MLA Format According to MLA style guidelines, the works cited page should appear after the body of your paper and any accompanying endnotes. It should begin on a new page. ex: Newport, Cal. How to Become a StraightA Student: The Unconventional Strategies Real College Students Use to Score High While Studying Less . New York: Broadway, 2007. Print. Newport, Cal. How to Win at College: Surprising Secrets for Success from the Country's Top Students . New York: Broadway, 2005. Print.

ii. APA Format APA (American Psychological Association) style is most frequently used within the social sciences, in order to cite various sources; provides the general format for intext citations and the reference page. Structure: Book: Author, A.A.. (Year of Publication). T itle of work . Publisher City , State: Publisher. Lecture: Author, A.A.. (Publication Year). Name or title of lecture [file format]. Retrieved from URL

Grammar Book Section 6 Quiz Essays Determine whether the following statements are true or false 1. Persuasive essays are written in a way to convince the audience to embrace your idea or point of view. 2. Expository essays inform the reader about your personal opinion . 3. Evaluation essays require the writer to fully analyze both sides and determine an arguable judgment. 4. When you write a narrative essay , you are telling a story. 5. A research paper is an expanded essay that presents someone else’s interpretation/ evaluation/ argument. 6. Formatting an essay APA style requires a heading, title, titles of other works, page numbers, and works cited. 7. An APA Format essay should include four major sections: the Title Page, Abstract, Main Body, and References. 8. The works cited page should appear after the body of your paper and any accompanying endnotes. 9. MLA citation format is used within the social sciences, in order to cite various sources. 10. APA format citations should appear in the reference page.

Grammar Book Section 7 Capitalization Most people know the basics of capitalization such as capitalizing the first letter of the first word at the beginning of a new sentence, but when is capitalization appropriate in other situations? Outlined below is a comprehensive guide providing rules and examples to proper capitalization. 1. Capitalize the names of · buildings · towers · churches · schools · thoroughfares · squares · parks · statues · monuments ex: George Washington University Hoffman Hall 2. Capitalize the names of: · continents · countries · counties · districts · towns · villages · hamlets · communities· political divisions ex: United Kingdom, French Republic 3. Capitalize the names of Courts Federal and State and Provincial Courts Capitalize when used with a definite name. ex:· the Supreme Court of Canada · the State Court of Appeals Do not capitalize district or city courts. ex: the magistrate’s court 4. Capitalize the names of Compass Points Capitalize points of the compass when they designate geographical parts of a country, region or city. ex:· the Inland Northwest · Southeast states · out West · Eastern sources Capitalize northern, southern, western, eastern, east, west, north, south when used as part of proper names to designate a world division. ex: · Eastern Hemisphere · Southwestern Europe · Southeast Asia DO NOT capitalize when used to indicate parts of states or provinces. 5. Capitalize academic degrees and professional designations . ex: · (name), PhD ·(name), M.D. ·(name), M.D., BChir

6. Capitalize scientific names of the world’s eras and common names for historical epochs, periods and events. ex : · the Ice Age · Colonial days · the Great Depression 7. Capitalize the names and synonyms for flags of nations. ex : · the Union Jack · the StarSpangled Banner · Old Glory · the Maple Leaf 8. Capitalize Geographical Terms ex: The following geographical terms are usually capitalized immediately following the names: Basin Bend Branch Butte Canal Canyon Canyon Channel Cove Crater Creek Current Current Divide Flat(s) Gap Glacier Glades Gulch Harbor Hill Hollow Inlet Island Lake Mesa Mountain Narrows Ocean Park Passage Peninsula Plateau Point Pond Range (mountain) Reef Ridge River Run Shoal Sound 9. Capitalization of Geographical Words ex: The following words are usually capitalized when they stand before or after a name or when used as part of a name: Bay Bayou Camp (military) Cape Desert Falls Fort Head Isle Lake Mount Oasis Pass Port River Sea Strait Valley 10. Capitalization of Government Capitalize the word “Government” when referring to the country’s Government or that of any foreign nation. ex: · Government responsibility · Imperial Government · on official Government business 11. Capitalization of Government Departments Capitalize when referring to departments, boards, bureaus, offices, agencies, commissions, committees and services of the government when the name is given. ex:· the Federal Reserve Board

Do not capitalize when used without a name or if used as an adjective. 12. Capitalization of Government Terms Administration Capitalize the word “administration” when referring to the political party in power or when used with a name to designate a Government board. ex:· the Reagan Administration Cabinet Capitalize the word “Cabinet” when referring to the Cabinet of the President or Prime Minister of a country. ex:· officer of the Cabinet · the President’s Cabinet Federal Capitalize the word “Federal” when referring to the country’s Government. ex:· She works for the Federal Government. 13. Capitalization in regards to the Holy Bible Names for the Bible – Capitalize all names for the Bible, for parts and versions of the Bible and all names of other sacred books. ex: · Bible · Scriptures · Word of God Creeds and Confessions – Capitalize all names of creeds and confessions of faith and general Biblical terms. ex: · Lord’s Supper · the Apostles’ Creed Deity Capitalize all names for Deity ex: · Father · Almighty · God · Lord Devil Capitalize all names for the Devil ex: · Devil · Satan · Adversary Do not capitalize when used in a general sense or as an expletive. 14. Capitalization in regards to the Army Army, Navy and Air Force – Capitalize when referring to these organizations by name or with other widely accepted references to them. ex:· the Army · U.S. Army · French Army · Organized Reserves · 1st Regiment 15. Capitalization of Names/ Pronouns Proper Nouns – Capitalize all proper nouns that are names of individuals. ex: · John. A. Smith Personal Pronoun “ I ” – Capitalize the word " I " when referring to oneself in the first person. This word is always capitalized, even when used in mid sentence. ex:· This year, I will try to make the time for a vacation. Epithets Capitalize epithets added to proper names or applied to people or places.

ex:·UCLA Bruins · the Golden Gate Prefixes – Capitalize prefixes in the names of foreign people unless preceded by a given name or title. ex:· Van Leeuwen · Thomas van Leeuwen 16. Capitalization of a Nation or a Republic Capitalize when used as a synonym for a country. ex : The Nation stands by its men and women in combat. 17. Capitalization of Organized Bodies Capitalize when referring to these organized groups as a whole. ex: · Democrats 18. Capitalization of Organizations Capitalize names of clubs, societies, associations, companies, foundations, institutes, etc. ex : · Microsoft Corporation 19. Capitalization of Poetry Traditionally, the first word of every line of poetry is capitalized. In some modern English poetry formats, only the first word of the first line is capitalized, and sometimes even this word is all lowercase. 20. Capitalization of Quotations Capitalize the first word of every complete quotation within quotation marks. ex:· The intern asked, “Do you want your coffee with cream and sugar?” DO NOT capitalize that part of a quotation resumed within the same sentence. 21. Capitalization of Sentences Capitalize the first word of every sentence, whether it is a complete sentence or not. 22. Capitalization of a State or Province Capitalize when used with a name or when used in place of the name. Lowercase applies when used as a general term. ex : · New York State · State’s legislation· provincial park · state prison 23. Capitalization of Titles Academic and Religious titles – Capitalize when preceding a name or when used as a means of personally addressing the individual.

ex:· Professor David Schwartz Dr. Paul McNeil Rank, Respect, and Honor titles – Capitalize all titles of rank, respect and honor when preceding a name. ex:· President Theodore Roosevelt Titles instead of Names – Capitalize titles when used as a means of personally addressing the individual. ex: · I came across the crime scene, Officer, and immediately called the police. Book titles – Capitalize all principal words (nouns, pronouns, adjectives, verbs, adverbs) and first word in book titles. ex:· Gone With the Wind by Margaret Mitchell. Document and Report titles – Capitalize all principal words (nouns, pronouns, adjectives, verbs, adverbs) and first word in these titles. ex:· U.S. Constitution · Captions/Pictures – Capitalize all principal words (nouns, pronouns, adjectives, verbs, adverbs) and first word in the captions under pictures. ex: Da Vinci’s “Last Supper” Musical Composition titles – Capitalize all principal words (nouns, pronouns, adjectives, verbs, adverbs) when referring to musical compositions. ex: Beethoven’s Moonlight Sonata, Opus 28, No.15 Radio Program titles – Capitalize all principal words (nouns, pronouns, adjectives, verbs, adverbs) and first word in radio program titles. ex: All Things Considered with hosts Robert Siegel, Michele Norris and Melissa Block Television Show/Movie titles – Capitalize all principal words (nouns, pronouns, adjectives, verbs, adverbs) and first word in these titles. ex: The Wizard of Oz, with Judy Garland

Grammar Book Section 7 Quiz Capitalization Determine whether the following statements are true or false. 1. You must capitalize names of buildings. 2. Capitalization of courts and government should not be considered. 3. You must capitalize geographical terms. 4. Consider capitalizing titles. 5. Titles of books and academic positions should not be capitalized. 6. You must capitalize state provinces. 7. Do not capitalize in regards to the bible. 8. Capitalize a personal pronoun or a pronoun in general. 9. Capitalizing the first word in every sentence is optional. 10. You must capitalize the first word of a quotation.

Grammar Book Section 8 Punctuation

8. Punctuation a. Brackets [] Enclose words and phrases independent of the sentence; as in, explanatory notes, and comments that are not written by the author. ex: They arrived to the campus and in the following year [2015] and made friends N V N ADJ N N V N that will experience the toughest 4 years with them. N V ADJ N N ex: Through all the obstacles, he [Henry] remained optimistic about the future demand for the university of his choice. b. Parentheses () Enclose words not directly relevant to the main topic of the sentence but too important to omit, enclose figures or letters marking the division of a subject, or add an example. ex: Optimistic thinking people (and I count myself among them) always seem to ADJ V N N V N ADV N ADV V produce positive results in any situation. V ADJ N ADJ N ex: The new photo copier has many features (including scanning options and faxing capabilities) that will be most beneficial to us in the dorm. c. Period . Used at the end of a sentence, when the sentence is a statement or instruction, after an abbreviation or after initials. ex: Please have those reports completed and on my desk by Friday. ex: She is in college to receive her Ph.D. N ADV N V N N d. Comma , Commas are used to separate thoughts within a sentence allowing the reader to mentally pause and assimilate the full meaning of the sentence. ex: John Smith, Ph.D. is the professor taking over that area. N ADJ N V N ex: We want it to be a clear, simplified, informative presentation. e. Hyphen To compound words which will form a compound adjective that precedes a noun, or to compound numerals/ names. ex: uptodate reports, twelveo’clock lunch break ADJ N N ADJ N f. Dash — Used To denote a sudden change of thought, to indicate a sudden break in a sentence, or in the place of parentheses.

ex: They were all in agreement with the restructuring—even agreeing to the shortened lunch breaks—but if anyone tried to revamp their vacation time they claimed they would sue the college. ex: What he said about financial aid was true—or so I thought. N V ADJ N ADV N N N g. Colon : Used to introduce a list, between figures denoting hours and minutes, with exception to the 24hour clock system, to precede an extended explanation, or restatement of an idea. ex: You will have to order several accessory components: backpack, cases, cables, and speakers. h. Semicolon ; Used to separate two independent thoughts in a sentence that otherwise would have been separated by using a conjunction such as and or but, or to separate items in a long list, especially when commas have already been used. ex: It was the first of April; all the students wanted at that time was to be home. N ADJ N ADJ N V N V N ex: Please place the following orders with the college cafeteria: two boiled eggs, sausages, toast and coffee; eggs benedict with a side order of hash browns, tea and orange juice; and two pancakes with one egg cooked over easy and coffee i. Question mark ? The question mark is primarily used to indicate a question is being asked. ex: When will you begin to apply to college? N N V ADV N Do you know which one you are going to attend? j. Exclamation ! An exclamation point indicates a strong emotional response. ex: She got accepted to Stanford! N ADV V N ex: Hooray! No class on Wednesday! k. Apostrophe ‘ Used to indicate contractions or show possessions, ex: She’s devastated since Yale rejected her application. ex: The acceptance letters are Mimi’s. N N ADV N l. Quotation “” Used to direct speech, cite a quote, etc. ex: My mother always told me, “ Strive for the best”, as an inspiration to never give up on my dreams. m. Ellipsis Dots … Used to indicate an unfinished thought or pause. ex: She will never know if she got accepted … or not. N ADJ V N V N There will always be those who don’t get what they want …

Grammar Book Section 8 Quiz Punctuation 1. Periods should be used at the ends of all statements except commands. 2. In English we use a period to separate dollars from cents, as in $3.99. 3. Because a polite request sounds like a question, it should be punctuated as a question. 4. Dashes emphasize sentence elements; parentheses deemphasize sentence elements. 5. Titles of magazine articles, newspaper articles, book chapters, episodes of television shows, poems, lectures, and songs should be enclosed within quotation marks. 6. When periods or commas come at the same point as quotation marks, the periods and commas are always placed inside the quotation marks. 7. Question marks and exclamation points go inside closing quotation marks only when the quotation asks a question or makes an exclamation. 8. Semicolons and colons are always placed outside quotation marks. 9. Because they indicate the expression of strong emotion, exclamation marks are used frequently in business writing. 10. The exact words of a speaker should be enclosed within single quotation marks.

Grammar Book Section 9 Commonly Confused Words 9. Commonly Confused/ Misused Word Choices a. Who/Whom Who is used when it is the subject of a verb, Whom is used after prepositions. ex: Who is applying to UCs? ex: Whom did you study with? b. Their/ There/ They’re Their is used to show possession of something, there indicates location, they’re is a contraction for ‘they are’. ex: That book is theirs. ex: they’re going to meet in the quad. ex: The dean’s office is over there. c. ie/Lay Lay describes something placed in a horizontal position, lie can be the present tense of being placed in a horizontal position or to be untruthful. ex: She layed by the grass to study. ex: The students lied about being in class. d. Laid/ Lain Laid is the past and the past participle form of lay, lain is the past participle form of lie. ex: She laid her new decor out so she could admire it. He had lain all night finishing the reports. e. Affect/ Effect Effect is a noun meaning outcome, consequence, or appearance. To affect is a verb meaning to transform or to change. ex: The effect of studying all night is the lack of focus during a midterm. His grade was dramatically affected after missing class for a week. f. Accept/ Except To accept most commonly means to receive willingly. Except usually means apart from or excluding. ex: She accepted the scholarship willingly. Everyone got accepted to UC Merced except her. g. C/W/S have vs. C/W/S of Should is normally used in the sense of ‘have to’. could is used in sentences that make a request or a suggestion, would is used to describe something unlikely. ex: She could have studied a long time ago. Could of ran before heading to class. h. Loath/ Loathe Loathe means to hate, loath means unwilling. ex: I loathe the thought of my sister not going to college. Some She is loath to apply to college, it frustrates me. i. Infer/ Imply To imply means to state directly, infer means to deduce.

ex: The instructions imply that students must have a 3.0 or higher to apply to a UC. ex: She inferred that because she did not meet the requirements, she would discontinue her studies. j. Weary/ Wary Weary means to be tired, Wary means to be watchful or cautious. ex: After all that cramming, they laid through the class weary as can be. k. Proceed. Precede Precede means to come before, Proceed means to continue. ex: The professor will precede the first lecture with his opening remarks. l. Discrete/ Discreet Discrete means individually distinct, discreet means inconspicuous. ex: There is a rack on the bench that contains all the discrete electronic components by the library. m. Conscience/ Conscious Conscious is being lucid, or awake. Conscience is having the inner sense of what is right or wrong. ex: They had a difficult time remaining conscious after the big frat party they threw the night before. n. Can/May May is used for permission, Can is used for ability. ex: She asked the professor if she may be excused from class, she was feeling rather ill after eating in the cafeteria.

Grammar Book Section 9 Quiz Commonly Confused Words Chose the correct word for each sentence. 1. I invited everyone (except, accept) Tom to the frat party. 2. The presence of a crowd never (effected, affected) the confident public speaker. 3. After seeing his sister apply for college, Brandon was (loath, loathe) to start the process himself. 4. In the cafeteria, accepting a bribe is often shown by the (discrete, discreet) passing of lunch money. 5. Without saying a word, he nonetheless (implied, inferred) by his body language that his partner had cheated. 6. Yesterday, my roommate (lay, laid) on the couch all day, sick from the huge winter blizzard. 7. Her book has (laid, lain) there every day for the past week. 8. The books are over (they’re, their, there). 9. My parents are pleased with receiving my bachelor's, (their, they’re, there) throwing a party. 10. (Whose, Who's, Whom) ate our food?

Glossary Acceptance: The decision by an admissions officer or committee to offer the opportunity for enrollment as a student at a particular institution. Applicant: Any student who has completed the college application process at a particular institution. Application: A college application is part of the competitive college admissions system. Admissions departments usually require students to complete an application for admission that generally consists of academic records, personal essays, letters of recommendation, and a list of extracurricular activities. Most schools require the SAT or ACT. Deadlines for admission applications are established and published by each college or university. Application Deadline: The date, set by college admissions offices, after which applications for admission will not be accepted. “Best Fit”: The college search is not about getting into the best college. There is no school that is best for all students. Some students do best at large public universities; others excel in small liberal arts colleges; still others want to study far from home. If you want to make the most of college, don't just apply to the big–name schools or the ones your friends are excited about. Do your own research to find schools that are the best fit for you. Campus Interview: This is a personal, facetoface interaction between an admissions applicant and an institutional representative (admissions officer, alumnus, faculty, etc.). Interviews are rarely required.

Campus Visit/Tour: A service by the college admissions office for prospective students, allowing them to visit various campus buildings, meet key institutional personnel, and get a firsthand look at campus life. College Essay: A brief composition on a single subject, required by many colleges as part of the application process for admission. Early Admission: Through this program, qualifying high school juniors with outstanding academic records may forego their senior year in high school and enroll in a college or university. Early decision: Through this program offered by many postsecondary schools, students willing to commit to a school if accepted submit their application by a date well before the general admission deadline. If accepted, the student must enroll in that school, so students should only apply early decision to their first choice school. Instate (Resident) Student: A student whose permanent residence is in the same state as the college or university he or she attends or hopes to attend. Instate students pay lower tuition than do outofstate students. Major: A student's concentrated field of study. Minor: A student's secondary field of study. Private Institution: This is a college or university funded by private sources without any control by a government agency. The cost of attending a private institution is generally higher than the cost at a public institution. OutofState (NonResident) Student: Student whose permanent residence is in a different state than that of the college or university which he or she attends or hopes to

attend. Outofstate students generally pay higher tuition than do instate students. Prospective Student: Any student who is a potential applicant for admission, particularly those who have shown interest in attending the institution or in which the institution has shown interest. Public Institution: A college or university that receives public funding, primarily from a local, state, or national government that oversees and regulates the school’s operations is considered a public institution. Registration: Enrollment in classes. Residence Halls: Dormitories, apartments, houses, and other living quarters provided for students by the college or university in which they are enrolled. Rolling Admissions: This is a practice used by some institutions to review and complete applications as they arrive, rather than according to a set deadline. Scholarship: A scholarship is a sum of money given to a student for the purposes of paying at least part of the cost of college. Scholarships can be awarded to students based on students' academic achievements or on many other factors. Scholarships do not need to be repaid. Tuition: This is the amount of money that colleges charge for classroom and other instruction and use of some facilities such as libraries. Undergraduate Student: A student enrolled in a 4 or 5year bachelor's degree program, an associate's degree program, or a vocational or technical program below the baccalaureate.

University: A "postsecondary institution” that consists of a liberal arts college, a diverse graduate program, and usually two or more professional schools or faculties, and that is empowered to confer degrees in various fields of study.

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