This chapter teaches students how to improve their sentences by choosing words more carefully. It discusses replacing nouns with pronouns, using adjectives and adverbs to add detail, and ensuring pronouns agree with their antecedents. The lesson provides examples and exercises for students to practice these skills in their own writing.
An Interactive, hyperlinked slide show that makes the parts of speech more fun to learn. It is complete with internet games and movies. Should use it fully yourself before using it in front of a class
An Interactive, hyperlinked slide show that makes the parts of speech more fun to learn. It is complete with internet games and movies. Should use it fully yourself before using it in front of a class
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
If you are having trouble formulating a concise log-line for your story, chances are your plot is suffering from DGD (Dramatic Grammar Deficiency), or - worse - that you are failing to grasp the emotional logic of what is actually going on as evidenced by the actions and interactions of the characters. If this is not the case, then basically what you have to do is, look at the beginning of the second act of your story. That is the main chunk of it. You imply Act 1 with your protagonist’s adjective of manner that contrasts them against the new world of Act 2 they have dived deep into. You also must imply the consequences of the protagonist failing in your log-line to make things not boring when you tell someone about it so they’ll want to know more.
That’s literally all there is to it.
Ideas & Innovation: Simple Premise - Small StartsAdam Polansky
Ideas & Innovation: Simple Premise - Small Starts Innovation is a word that is commonly used and seldom defined.
Ideas occur all the time but do they all deserve the time and effort necessary to realize them?
There is a startlingly simple definition for innovation because innovation, by itself, is simple. It’s also a form of the creative process and can’t be obtained on demand. But when you do come upon something innovative, the real work begins: You have to examine and justify a new idea. You have to convince others that your idea is worthwhile.
Adam Polansky will give you that simple definition and show you how to gauge the merit of an idea along with a short case study about a grass-roots idea that didn’t turn out as planned – it turned out better! He’ll also show you how to frame the discussions you’ll need to have in order to get your ideas off the ground and suggest some other avenues available to move from concept to concrete.
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
If you are having trouble formulating a concise log-line for your story, chances are your plot is suffering from DGD (Dramatic Grammar Deficiency), or - worse - that you are failing to grasp the emotional logic of what is actually going on as evidenced by the actions and interactions of the characters. If this is not the case, then basically what you have to do is, look at the beginning of the second act of your story. That is the main chunk of it. You imply Act 1 with your protagonist’s adjective of manner that contrasts them against the new world of Act 2 they have dived deep into. You also must imply the consequences of the protagonist failing in your log-line to make things not boring when you tell someone about it so they’ll want to know more.
That’s literally all there is to it.
Ideas & Innovation: Simple Premise - Small StartsAdam Polansky
Ideas & Innovation: Simple Premise - Small Starts Innovation is a word that is commonly used and seldom defined.
Ideas occur all the time but do they all deserve the time and effort necessary to realize them?
There is a startlingly simple definition for innovation because innovation, by itself, is simple. It’s also a form of the creative process and can’t be obtained on demand. But when you do come upon something innovative, the real work begins: You have to examine and justify a new idea. You have to convince others that your idea is worthwhile.
Adam Polansky will give you that simple definition and show you how to gauge the merit of an idea along with a short case study about a grass-roots idea that didn’t turn out as planned – it turned out better! He’ll also show you how to frame the discussions you’ll need to have in order to get your ideas off the ground and suggest some other avenues available to move from concept to concrete.
Quizzer: a tool for academic writing instructionFrank Bennett
Quizzer is a small dedicated webserver that supports academic writing instruction. This presentation provides a very basic introduction to the tool and the style of instruction that it enables.
Improving scientific writing - Inglês para escrita acadêmicaPET. EAA
Aprenda quais são os principais erros cometidos por brasileiros, ao escrever artigos científicos em inglês e evite receber a resposta " needs to be reviewed by a native English paper" ao submeter seus papers.
por Neryamara Martins e Thuane Barbosa
There are many words that when writing we tend to overuse. Sometimes, when we are in the middle of expressing a thought on paper, we just cannot think of a better term other than “very” or “said” to get our thought down, so we simply write the word and move one.
Check out our list of words that we recommend you replace in your writing, and lists of replacement words you can use to make your essay stand out.
Adapted lesson on sentence variety in paragraphs with emphasis on gerunds, infinitives, prepositional phrases, transitions, and complex sentences. A review of vivid verbs and nifty nouns for revision is also included. Adapted from original lesson at: http://www.ofcn.org/cyber.serv/academy/ace/lang/ceclang/ceclang001.html
Pivorak How to write better sentences in EnglishPivorak MeetUp
Iryna Zayats, RoR Dev with freelance experience tells you about perfect mails in English:
- how to start writing it properly;
- how to make mails/memos/instructions really work;
- how not to sound weird :)
Having trouble with pronouns? No worries, this is your ultimate guide to all there is to know about pronouns, their types and appropriate usage in sentences.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Writing Better Sentences In this chapter you will learn to write better sentences by choosing better words. Better sentences will help your readers understand your ideas quickly and easily. Words that are carefully chosen move your writing in the right direction. Specific words add interest to this plain sentence: I rode the bus to school. On Saturday, I rode the early bus to art school. The added words give details. They state the idea more clearly. As you read this chapter, you will learn to use nouns, pronouns, adjectives, adverbs, and prepositional phrases in your sentences
3. Goals for Learning To replace nouns with pronouns To use plural and possessive nouns correctly To improve sentences by adding adjectives and adverbs To use adjectives and adverbs to make comparisons To use prepositional phrases in sentences
4. Key Vocabulary Words Antecedent The noun that a pronoun replaces Masculine Relating to males Feminine Relating to females Gender Masculine or feminine Possessive noun A word that shows ownership or a relationship between two things Personal pronoun A pronoun that refers to a person or a thing
5. Key Vocabulary Words Apostrophe (’) A punctuation mark that you use to show a noun is possessive Adjective A word that describes a noun or pronoun Thesaurus A book that lists words and their synonyms Synonym A word that has the same meaning as another word Adverb A word that answers questions about a verb, an adjective, or another adverb; it tells when, how, how often, where, or to what degree
6. Key Vocabulary Words Positive form The form of an adjective or adverb that you use to describe one person or thing Comparative form The form of an adjective or adverb that you use to compare two people or things; formed by adding –erto the positive form or by adding the word more Superlative form A form of an adjective or adverb that you use to compare three or more people or things; formed by adding –estto the positive form or by adding the word most Prepositional phrase A group of words made up of a preposition and a noun or pronoun; it works like an adjective or an adverb in a sentence Preposition A word that shows a relationship between a noun or pronoun (its object) and other words in a sentence
8. Objectives To use pronouns to replace nouns in sentences To identify the antecedent of a pronoun To recognize the gender of a noun or pronoun To identify singular and plural nouns and pronouns
9. Replacing Nouns with Pronouns When you speak or write, you use nouns to name people, places, things, and ideas. It would be awkward to use the same noun several times in a sentence. Instead, you use a pronoun. A pronoun replaces a noun in a sentence. An antecedent is the noun that the pronoun replaces. EXAMPLE 1 Amber and Amber’s mother go to pottery class. Amber and her mother go to pottery class. The pronoun her replaces Amber’s. The antecedent is Amber’s.
10. Replacing Nouns with Pronouns You cannot use a pronoun until you have identified the noun. If there is no antecedent, the listener or reader will not know who or what you are talking about. EXAMPLE 2 No Antecedent Given Brandon saw it yesterday. (saw what?) Antecedent Given Brandon saw the movie yesterday. He liked it. In the second sentence, you know what Brandon saw. The pronoun it has an antecedent. The antecedent is movie. The pronoun is not always in the same sentence as the antecedent.
11. Replacing Nouns with Pronouns There are two rules to remember: Rule 1 A pronoun must have an antecedent. Rule 2 A pronoun must agree with its antecedent.
12. Practice A Find the antecedent for each pronoun in bold. Write the pronoun and its antecedent on your paper. Derek read about a national park in Kentucky. It is called Mammoth Cave. “I would like to see this cave,” he said. “Tell me about it,” Brandon said. “A river runs through the cave’s lowest level,” Derek told him. “We should plan to visit this cave,” Brandon said.
13. Gender and Number Nouns are words that name people, places, things, or ideas. Some nouns that name people show gender. Gender tells if the noun is masculine or feminine. Masculine nouns refer to males. Feminine nouns refer to females. Some pronouns are also masculine or feminine. EXAMPLE 3 Masculine Brandon, man, boy, uncle, father, he, him, his Feminine Sonia, woman, girl, aunt, mother, she, her, hers No Gender table, mountain, city, pencil, it, they
14. Gender and Number Rule 3 A pronoun must agree with its antecedent in gender. EXAMPLE 4 Derek went to the movies. He saw a comedy. Amber has a dog named Rex. She loves that dog! The bell rang. It signaled that class had begun.
15. Gender and Number Replace plural nouns with they, them, or their. It does not matter whether the noun is a group of men, women, or things. EXAMPLE 5 Ten families came. They brought their own food. The store is open now. It stays open all night.
16. Practice B Change the words in bold to pronouns. Write the new sentence on your paper. Amber and Sonia went to Amber and Sonia’s class. Ms. Ruiz had given Ms. Ruiz’s class an assignment. “Did everyone do the assignment?” asked Ms. Ruiz. “Amber did,” Sonia said. “Derek has Derek’s work, too.” “Aren’t Amber and Derek wonderful,” laughed Luis.
17. Gender and Number Rule 4 A pronoun must agree with its antecedent in number. If the antecedent is singular, the pronoun is singular. If the antecedent is plural, the pronoun is plural. Singular Pronouns: I, you, he, she, it Plural Pronouns: we, you, they
18. Practice C In each sentence, a pronoun does not agree with its antecedent. Write each sentence correctly on your paper. Springfield has a park that their people love. The park is off Main Street. They are behind the pool. Three fields are there. It is for playing soccer. The coaches are nice, and everyone likes it. Each team should bring their own equipment.
19. Subject, Object, or Possessive Noun Nouns have different purposes in sentences. The pronoun that replaces a noun depends on the noun’s purpose. You can use a noun as a subject or an object. You can also use the possessive form of a noun. A possessive noun shows ownership or a relationship between two things. EXAMPLE 6 Subject Sonia enjoys music. She enjoys music. Object Amber e-mailed Sonia. Amber e-mailed her. Possessive The violin is Sonia’s. The violin is hers.
20. Subject, Object, or Possessive Noun The table below lists personal pronouns. A personal pronoun refers to a person or a thing. Use the table to find the correct pronoun to replace a noun. A pronoun that replaces a possessive noun is called a possessive pronoun.
21. Practice D Decide which pronoun completes each sentence. Refer to the table above. Write the new sentence on your paper. Derek and Brandon are friends. ____ enjoy soccer. “What time should ____ leave?” asked Brandon. “What time is good for ____?” Derek replied. “The coach told ____ to be at the field at 6:00.” “____ likes to start practice on time.”
22. Lesson 3-1 Review Replace the noun in bold with the correct pronoun. Write the new sentence on your paper. Until Derek was a junior in high school, Derek did not study enough. Amber told Derek to study harder to get better grades. Amber told him the work was worthwhile. Derek found a quiet place where Derek like to study. With all of these effort, Derek’s grades improved a lot.
23. Lesson 3-1 Review Decide which pronoun completes each sentence. Write the sentence on your paper. Derek and Brandon live in Springfield. ____ like their town. Derek and ____ family have lived there for many years. Sonia Moreno enjoys the violin. She plays ____ in the orchestra. Amber, Derek, and Brandon love soccer. ____ play as much as possible. Sonia’s cousin Luis is fun to be around. ____ is always telling jokes.
25. Objectives To identify possessive nouns and plural nouns To write possessive nouns and pronouns correctly
26. Using Plural and Possessive Nouns People often confuse the possessive and plural forms of a noun because they sound alike. A possessive noun shows ownership or a relationship between two things. Always use an apostrophe (’) when you write a possessive noun. EXAMPLE 1 Plural Noun Possessive Noun The members meet here. A member’s house is nearby. My cousins live in Toronto. My cousin’s house is brick.
27. Practice A Decide if each noun in bold is plural or possessive. Write plural or possessive on your paper. Both teams met at the stadium. Where is the poodle’s leash? Everyone in Eliza’s class liked learning Spanish. These are my running shoes. California’s weather is usually warm.
28. Using Plural and Possessive Nouns Here are the rules for writing possessive nouns: Rule 1 Make a singular noun possessive by adding ‘s. EXAMPLE 2 Brandon’s book is gone. Ms. Ruiz’s class meets in the morning. The principal’s office is a busy place.
29. Using Plural and Possessive Nouns Rule 2 Make a plural noun possessive by adding only an apostrophe. EXAMPLE 3 The students’ papers are not finished. The boys’ locker room needs to be cleaned. Both cities’ problems are the same.
30. Using Plural and Possessive Nouns Rule 3 If a plural noun does not end in –s, add an s after the apostrophe. EXAMPLE 4 People’s opinions about this vary. Our children’s jackets still fit them. The women’s team is practicing.
31. Practice B Decide whether each bold possessive noun is singular or plural. Write singular or plural on your paper. Brandon’s room is painted green. What time is the teachers’ meeting? The students answered the teacher’s questions. Men’s shirts are on sale. The dancers’ feet hurt.
32. Using Plural and Possessive Nouns A possessive pronoun does not have an apostrophe. EXAMPLE 5 The dog’s bone is buried. Its bone is buried. I love Brandon’s house. I love his house. Amber and Sonia’s friend came. Their friend came.
33. Practice C Replace each bold possessive noun with the correct possessive pronoun. Write the new sentence on your paper. Where are Derek’s running shoes? Brandon looked everywhere for Amber’s car keys. The players’ equipment was scattered everywhere. Rex lost Rex’s tennis ball. Luis’s and Sonia’s mothers are sisters.
34. Practice D Write each sentence on your paper. Add the correct possessive pronoun. After school, Derek goes to ____ job at the gas station. It is a good job, and the workers like ____ boss. Ms. Lenz started ____ business five years ago. She has six employees on ____ staff. The station is open late. ____ closing time is 10 PM.
35. Practice E Read each pair of nouns. The first one is singular, and the second one is plural. Write the possessive form of each word on your paper. Example: loaf, loaves Answer: loaf’s, loaves’ child, children man, men family, families shelf, shelves goose, geese
36. Lesson 3-2 Review Each sentence has a mistake in the use of possessive and plural nouns. Write the sentence correctly on your paper. The Tuckers home is on Third Street. Both team’s were ready for the big event. Childrens’ toys were on the floor. My neighbors cat climbed a tree. The fire department brought some ladder’s.
37. Lesson 3-2 Review Replace each possessive noun in bold with the correct possessive pronoun. Write the new sentence. Amber’s dog Rex chased her neighbor’s cat up a tree. The cat’s fur stood on end. Derek heard the cat’s meowing from across the street. Mrs. Chin is Amber and her mother’s neighbor. The fire department will rescue Mrs. Chin’s cat.
39. Objectives To use adjectives and adverbs in sentences To choose specific adjectives and adverbs To know the purpose of a thesaurus
40. Adding Adjectives and Adverbs An adjective describes a noun or pronoun. An adjective tells how many, what kind, or which ones. Look at the adjectives in Example 1. Thing about the question each adjective answers. EXAMPLE 1 How Many? one book, few athletes, three flowers What Kind? heavy book, strong athletes, purple flowers Which Ones? Mia’s book, those athletes, other flowers Mia’s is the possessive form of Mia. A possessive noun act as an adjective.
41. Adding Adjectives and Adverbs Adjectives add details to sentences. Adjectives often appear in front of the words they describe. EXAMPLE 2 The teenager ate a plate of food in gulps. The hungry teenager ate a huge plate of hot food in four gulps.
42. Practice A The nouns in each sentence are in bold. Write the sentence again. Add an adjective for each noun. The family planted a tree in the yard. In class, the girl did a somersault. Sonia likes apples with peanut butter on them. The man ate the sandwich. The dog ate a bowl of food.
43. Adding Adjectives and Adverbs Help your readers form sharp pictures by using specific adjectives. Specific means exact or detailed. Avoid vague adjectives such as good, nice, bad, and pretty. Vague means general. EXAMPLE 3 Vague Specific It was a nice day. It was a sunny, breezy day. The fruit tasted good. The fruit tasted juicy and fresh.
44. Adding Adjectives and Adverbs A thesaurus is a book that lists words and their synonyms. A synonym is a word with the same meaning as another word. A thesaurus can help you find more specific words to replace a vague word. Choose the synonym that has the meaning you want. EXAMPLE 4 Vague More Specific Synonyms for Bad a bad storm dangerous, threatening, severe a bad dog mischievous, stubborn, vicious a bad taste sickening, bitter, sour
45. Practice B Replace each adjective in bold with a more specific one. Use a thesaurus if possible. Write the new sentence on your paper. Use your imagination! My best friend is nice. The sky looks nice. Write a good sentence. The team had a bad game. Those flowers are pretty.
46. Adding Adjectives and Adverbs An adverb tells more about a verb, an adjective, or another adverb. Adverbs often give details about actions. An adverb can tell when, how, how often, or where. Look at the adverbs in Example 5. Thing about the questions each adverb answers. EXAMPLE 5 When? Today we will shop early and eat later. How? Read slowly and carefully. Write clearly. How Often? Fees are paid weekly. Check in daily. Where? Put your umbrella there. We will go outside.
47. Adding Adjectives and Adverbs Each adverb in Example 5 tells more about a verb. Adverbs also answer questions about an adjective or another adverb. Such adverbs tell about degree. EXAMPLE 6 To What Degree? Amber was extremely worried. Rex ran too quickly. He was almost lost.
48. Practice C Each adverb is in bold. Decide what question each adverb answers. Write one of these choices on your paper: when, how, how often, where, or to what degree. Immediately, the door slammed shit. The bell rings hourly. That group is especially busy. The baby smiled happily. We looked everywhere for the keys.
49. Adding Adjectives and Adverbs You can add variety to sentences by moving adverbs around. Notice the adverb in the sentences in Example 7. EXAMPLE 7 Turtles oftenmove slowly. Often, turtles move slowly. Turtles move slowly, often.
50. Practice D Find the adverb in each sentence. Move the adverb to a different place in the sentence. Write the new sentence on your paper. The Tennis Tournament by Brandon Tucker I entered the tennis tournament and actually thought I might win. My serve has been strong lately. “I will certainly win at least a few games,” I told myself. The match was over quickly. I lost, but my friends immediately congratulated me for trying.
51. Lesson 3-3 Review Complete the sentences by adding specific adjectives. Write the new sentences on your paper. The ____ artist created a ____ sculpture. I am looking for ____ shoes. The morning air feels ____ and ____. Would you like some ____ bread? Some dancers can do ____ jumps.
52. Lesson 3-3 Review Find the adverb in each sentence. Move the adverb to a different place in the sentence. Write the new sentence. Amber gracefully danced across the stage. Brandon sometimes does his homework in his room. Rex, the beagle, bravely guarded the house. The book disappeared mysteriously. Sonia has not been to the movies lately.
54. Objectives To use adjectives and adverbs to make comparisons To use the comparative and superlative forms of adjectives and adverbs To recognize irregular adjectives and adverbs To avoid double comparisons
55. Comparing with Adjectives and Adverbs You can use adjectives and adverbs in your sentences to make comparisons. Each adjective and adverb has three forms: positive, comparative, and superlative. Rule 1 Use the positive form to describe one person or thing. Use the comparative form when you compare two people or things. Use the superlative form to compare more than two people or things. Positive Brandon is tall. Comparative Brandon is taller than Derek. Superlative Brandon is the tallest one in his family
56. Comparing with Adjectives and Adverbs Rule 2 For most one-syllable and two-syllable words, add –eror –estto the positive form. Positive Comparative Superlative young younger youngest wise wiser wisest fast faster fastest happy happier happiest
57. Comparing with Adjectives and Adverbs Rule 3 For words of more than one syllable, use more and most or less and least. Positive Comparative Superlative beautiful more beautiful most beautiful expensive less expensive least expensive
58. Comparing with Adjectives and Adverbs Rule 4 When an adjective ends in –y, change the y to I and add –eror –est. Positive Comparative Superlative easy easier easiest silly sillier silliest pretty prettier prettiest early earlier earliest
59. Practice A Choose the correct form of the adjective in parentheses. Write the sentences on your paper. That dress is the ____ one I have ever seen. (beautiful) That dress is ____ that the on the one. (expensive) “Soccer is ____ than tennis,” said Brandon. (easy) Derek is the ____ runner on his team. (fast) Fruit is ____ than cookies. (healthy)
60. Irregular Adjectives and Adverbs A few adjectives and adverbs have irregular comparative and superlative forms. Positive Comparative Superlative good, well better best bad, badly worse worst many, much more most little less least EXAMPLE 1 Incorrect Today I feel even badder than yesterday. Correct Today I feel even worse than yesterday.
61. Irregular Adjectives and Adverbs The words good and well have different meanings as adjectives. You use good when you mean something is desirable or likeable. You use well when you mean the opposite of sick. Well is also an adverb. However, do not use good as an adverb. It is only used as an adjective. EXAMPLE 2 The Adjective WellI feel well today. The Adjective Good I thought the poem was good. The Adverb Well I played well in today’s game. Incorrect Use of Good I played good in today’s game.
62. Practice B Choose the correct form of the word in parentheses. Write the sentence on your paper. Of these three books by Agatha Christie, I liked this one ____. (good/well) That was the ____ movie ever made! (bad) Luis played very ____ in the chess tournament. (good/well) ____ rain fell this month that last month. (little) ____ rain falls in July than in December. (many/much)
63. Avoiding Double Comparisons Avoid double comparisons. Add either the ending –eror the word more, but not both. Add either the ending –estor the word most, but not both. Do not add an ending if you are using less or least to make a comparison. EXAMPLE 3 Incorrect This car is the most cleanest it’s ever been! Correct This car is the cleanest it’s ever been! Incorrect Which instrument is less noisier? Correct Which instrument is less noisy?
64. Practice C Find the mistake in each sentence. Write the sentence correctly on your paper. Today’s lunch was more gooder than yesterday’s. Summer is the most laziest time of the year. Which of these two brands is more cheaper? The worsest storm of the year hit the coast. Stores hire more people for their most busiest season.
65. Lesson 3-4 Review Find the mistake in each sentence. Write the sentence correctly on your paper. Brandon’s tennis serve is more better than Derek’s. Does Computer Village have the most lowest prices? Which of these two computers is least expensive? Amber is older than Sonia, but Sonia is the tallest. “I just had the horriblest day of my life,” announced Sonia.
66. Lesson 3-4 Review Find the mistake in each sentence. Write the sentence correctly on your paper. Celery tastes deliciouser than broccoli. My puppy is young, but Amber’s puppy is youngest. Who is the wiser of them all? These decorations are the fancier ones we’ve ever had! Amber writes more good than most people do.
68. Objectives To identify prepositional phrases in sentences To recognize the parts of a prepositional phrase To use prepositional phrases in sentences
69. Adding Prepositional Phrases A prepositional phrase is a group of words made up of a preposition and a noun or pronoun. A prepositional phrase works like an adjective or adverb in a sentence. A prepositional phrase begins with a preposition. A preposition is a word that shows a relationship between a noun or a pronoun and other words in a sentence.
71. Adding Prepositional Phrases A prepositional phrase begins with a preposition. It ends with a noun or a pronoun. EXAMPLE 1 over the river from a friend in the middle When you use a preposition with a pronoun, the pronoun must be the object form. EXAMPLE 2 to him from them with her
72. Adding Prepositional Phrases Other words may come between the preposition and the noun or pronoun. EXAMPLE 3 He woke up during the cold, dark, and rainy night. A sentence may include more than one prepositional phrase. EXAMPLE 4 A letter from my cousin in Montreal appeared in my mailbox.
73. Practice A Write each prepositional phrase on your paper. Some sentences have more than one. The girl in the middle of that photo is my sister. Look for prepositional phrases in this sentence. Derek put his tools under the car in the garage. He works at the gas station two days a week. Sonia left a message for him on his answering machine.
74. Adjective Phrases Prepositional phrases are also called adjective phrases and adverb phrases. An adjective phrase describes a noun or pronoun in a sentence. EXAMPLE 5 Adjective The middle boy is my cousin. Adjective Phrase The boy in the middle is my cousin. The phrase in the middle describes the noun boy.
75. Practice B Each sentence contains an adjective phrase in bold. Find the noun that the adjective phrase describes. Write the noun on your paper. We read a poem by Edgar Allan Poe. The letter from Karen was short. How often is the rodeo in Centerville held? A house near a highway can be noisy. Would you like fruit salad with peaches?
76. Practice C Think of a prepositional phrase to add after each noun in bold. The phrase must describe that noun. Write the new sentence on your paper. Example: That man is my uncle. Answer: The man in the blue suit is my uncle. George Washington was the first president. The capital is Quebec City. The man won the race. The building is 10 stories high. Amber received a birthday card.
77. Adverb Phrases An adverb phrase answers a question about a verb, an adjective, or another adverb. EXAMPLE 6 Adverb He arrived later. (arrived when?) Adverb Phrase He arrived at night. (arrived when?)
78. Practice D The verb of each sentence is in bold. Find the adverb phrase that answers a question about the verb. Write the adverb phrase on your paper. Example: Amber met Rene at the mall. Answer: at the mall We read the poem by ourselves. Columbus reached the island in 1492. The girls drove to Centerville. The dog walked with a limp. He arrived by plane.
79. Adverb Phrases An adverb phrase can also be an adverb of degree. EXAMPLE 7 Adverb We are verysorry. (sorry to what degree?) Adverb Phrase We are sorry beyond measure. (sorry to what degree?)
80. Practice E Think of a prepositional phrase to add after each verb or adjective in bold. The phrase must tell where, how, how often, when, or to what degree. Write the new sentence on your paper. Amber walked. Her dog Rex barked. She arrived late for dinner. Amber called Sonia. Their homework was difficul!
81. Adverb Phrases Think about where you place prepositional phrases in your sentences. In general, place an adjective phrase close to the word it describes. Vary your sentences by putting adverb phrases in different positions. EXAMPLE 8 Amber Choy went to her locker between classes. Between classes, Amber Choy went to her locker.
82. Adverb Phrases Place a prepositional phrase where it will not confuse the reader. EXAMPLE 9 Confusing We learned how to use a mirror to reflect light in our science class. Clear In our science class, we learned how to use a mirror to reflect light.
83. Practice F Find the prepositional phrase in each sentence. If the sentence is clear, write clear on your paper. If the sentence could be confusing, move the prepositional phrase and rewrite the sentence. The smells are wonderful in Grandmother’s kitchen. The friends talked about the party in the hallway. The audience left the theater after the first act. The apartment has a big hall closet with two bedrooms. A woman spoke to our class from Sweden.
84. Lesson 3-5 Review Find the prepositional phrases in the sentences. Some sentences have more than one. Write each phrase. Amber bought a thesaurus at a store in Springfield. A thesaurus has lists of words in alphabetical order. Words with similar meanings are synonyms. A thesaurus gives synonyms for each word. It may list words with opposite meanings, too.
85. Lesson 3-5 Review Each prepositional phrase is in bold. Decide whether it is an adjective phrase or adverb phrase. Write adjective phrase or adverb phrase on your paper. Amber scored a goal during the soccer game. The other players on the team cheered. The team was happy about winning. The coach took them to a pizza place. They celebrated their victory with joy.