1. Grammar
• Sentences need a subject AND a verb to be considered sentences
1. Incorrect: A mixture of media and world connections.
2. Correct: Reading responses contain a mixture of media and world connec-
tions.
Commas
2. Commas separate items in a series IF there are 3 or more items.
• Incorrect: This morning I ate eggs bacon and toast for breakfast.
• Correct: This morning I ate eggs, bacon, and toast for breakfast.
• Incorrect: I am the best there is the best there was and the best there ever will be.
• Correct: I am the best there is, the best there was, and the best there ever will be.
2. When you’re connecting two independent clauses/sentences with a coordinating con-
junction (Remember FANBOYS: For/And/Nor/But/Or/Yet/So), use a comma to separate
them (a clause has a subject + a verb). Do NOT use a comma if there is no subject in the sec-
ond part.
• Incorrect: I have passion and I have motivation.
• Correct: I have passion, and I have motivation.
• Incorrect: I have a license, but no car.
• Correct: I have a license but no car.
Subordinate Conjunctions (before/after, because, since, until— there are a bunch of them)
DO NOT need a comma unless they are used to start a sentence.
• Incorrect: I need to take my pills, before I eat cheese, because it gives me the
runs.
• Correct: I need to take my pills before I eat cheese because it gives me the runs.
• Incorrect: Because cheese gives me the runs I have to take pills before eating
pizza.
• Correct: Because cheese gives me the runs, I have to take pills before eating piz-
za.
3. When speaking to someone directly, you need to use a comma after their name.
• Incorrect: Michael did you hand in your work on time?
• Correct: Michael, did you hand in your work on time?
4. Use commas to separate nonessential phrases.
• Incorrect: This assignment in my opinion is boring.
• Correct: This assignment, in my opinion, is boring,

2. • Incorrect: An Audi for example is better than a BMW.
• Correct: An Audi, for example, is better than a BMW.
Semicolons
Semicolons (;) are used in between two complete sentences; as long as the sentences are
related, the semicolon can join them together.
• Incorrect: I watched the Canadiens game, I [lipped a table when they lost.
• Correct: I watched the Canadiens game; I [lipped a table when they lost.
• Correct: I watched the Canadiens game. I [lipped a table when they lost.
Colons
A colon (:) is used to prove, clarify, or explain what came before it. It can also be used to in-
troduce a list.
• Incorrect: There is only one option for the NHL MVP, Carey Price.
• Correct: There is only one option for the NHL MVP: Carey Price.
• Incorrect: I have two words for you; suit up!
• Correct: I have two words for you: suit up!
Tricky Words
1. Then vs. Than
• Use then to mean “later” or “next”. Example: I won’t be able to play hockey un-
til then.
• Use than to compare things. Example: The New York Giants are better than
the New England Patriots.
2. Threw vs. Through
• Use threw to mean toss. Example: Eli Manning threw a touchdown in the
fourth quarter.
• Use through to mean “by way of” or “[inished”. Example: P.K. Subban went
through [ive hockey sticks before the power play was through.
3. Lose vs. Loose
• Use lose to mean “misplace” or “to be defeated”. Example: If you lose your
work, you will lose the competition.
• Use loose to mean “not tight”. Example: The shirt was loose.
Plurals Singular Possessives Plural Possessives
The students did not do their
homework.
That student’s homework was
not done.
All the students’ responses were
late.

3. 4. Quite vs. Quiet vs. Quit
• Use quite to mean “rather” or “somewhat”. Example: I will be quite late for
my [irst class.
• Use quiet to mean “not loud”. Example: The students were quiet for the entire
class.
• Use quit to mean “leave”. I quit my job this weekend.
5. To vs. Two vs. Too
• Use to to mean “for” or “toward”. Example: Give this to the teacher when you
go to class.
• Use two to write the number “2”. Example: I am going to give you my two
cents.
• Use too to mean “also” or “overly”. Example: Odell Beckham is too talented,
and he’s athletic, too.
6. Your vs. You’re
• Use your to show belonging to someone. That’s your problem.
• Use you’re to mean “you are”. Example: You’re the best student teacher.
7. Its vs. It’s
• Use its to show belonging to something. Example: The juice lost some of its
[lavour.
• Use it’s to mean “it is”. Example: Do you know if it’s the last day of class?
8. There vs. Their vs. They’re
• Use there as the opposite of “here” or “that place”. Example: There are free
computers over there.
• Use their to show belonging. Example: The teachers were looking for their
students.
• Use they’re to mean “they are”. Example: They’re close to graduating from
high school.
9. Were vs. Where vs. We’re
• Use were for the past tense of “be”. Example: The Canadiens were close to
making a comeback.
• Use where to ask “in what place”. Where are we going this weekend?
• Use we’re to mean “we are”. We’re done with the section on tricky words.
General Writing Tips
• Make sure your sentences are not too long. Instead of saying: “I went to the store, and I
bought groceries, and then I spent the whole day cooking for my family and the food was
delicious…” try saying, “ I went to the store, and I bought groceries. Later, I spent the
whole day cooking for my family; the food was delicious.”
• Do not exercise unnecessarily labyrinthine appellations to divulge something that can be
vocalized unambiguously. Was that hard to understand? What I am trying to say: Don’t
use unnecessarily complicated words to say something that can be said simply.
• Your paper needs an original title. The title should be descriptive and interesting.
• Though there are no “formal rules” against starting a sentence with “But/And/So/Or”,
DON’T DO IT ANYWAY. It looks unprofessional.

4. •
Reading Responses
Paragraph 1/Introduction:
• What is the title of the text? Who is the author?
• What is the theme? What is the author’s message?
• Give two examples of events from the text which support the theme you chose and
explain how they support it.
• What is the author’s purpose? (Persuade, Inform, or Entertain)
Paragraphs 2-4:
• One paragraph needs to discuss the author’s techniques. What techniques (literary
elements) does the author use to support the theme? Name two, give examples, and
explain how/why they are used.
• The other two paragraphs are all about connections (media/world/personal). Relate
the text with another text/movie/song/story that you have read/seen. Make sure to
explain how they are similar.
Paragraph 5/Conclusion:
• There isn’t ONE way to write the conclusion of a reading response. These are the
questions that I generally answer in my conclusion:
• What is the lesson/moral of the text?
• How does it re[lect or impact our society today?
Can’t Cannot Couldn’t Could not
Didn’t Did not Hadn’t Had not
Don’t Do not Hasn’t Has not
Haven’t Have not He’d He would
I’d I would I’m I am
I've I have Isn’t Is not
She’d She would They’d They would
We’d We would Where’s Where is
You’ve You have Wouldn’t Would not
Who’s Who is It’s It is
You're You are Let’s Let us
There’s There is We’re We are

5. Paragraph Structure
In order to make a paragraph more impactful, use the following acronym: PEE in every
paragraph.
P is for Point: What are you trying to say? This is like your topic sentence. It’s almost like
restating your opinion/thesis in different words, but it ties in with the topic of your para-
graph.
E is for Evidence: Provide examples from the text that helps you prove your point. This can
be a quote, paraphrase, author’s technique, or even a statistic.
E is for Explanation: How does this evidence support your point? Explain how the
example(s) prove the point/thesis/opinion/theme/topic sentence.
Note: This product was created by Michael Gagliano and Erik Muoio. *Not-for-pro[it* re-
production of this text is encouraged.