The document discusses comma splices, which occur when independent clauses are joined by a comma instead of a period or other punctuation. It provides examples of comma splices and their corrections. The most common way to fix a comma splice is by replacing the comma with a period, turning the independent clauses into separate sentences. However, comma splices can also be corrected by joining the independent clauses with a coordinating conjunction like "and", "but", or "or". Using a coordinating conjunction keeps the ideas together in one sentence rather than separating them.
What does a comma signal?
What do periods signal and semicolons signal?
What is a run-on sentence?
What is a comma splice?
How can I correct comma splices and run-ons?
There are three main ways to correct a run-on sentence: 1) Separate the two ideas into two sentences with periods, 2) Add punctuation such as commas and use FANBOYS conjunctions to connect the two sentences, or 3) Use a semicolon to join two closely related sentences without it being a run-on. The document provides examples and exceptions for properly using semicolons and FANBOYS conjunctions to connect or separate ideas in run-on sentences.
This document discusses the rules for using commas in sentences. It outlines 11 main comma rules, such as using commas to separate elements in a list, set off introductory phrases, and separate two independent clauses joined by a conjunction. The rules also cover using commas around quotations, between a city and state, date and year, and in greetings/closings of letters. The document concludes by listing some incorrect uses of commas, such as separating subject from verb or verbs in a compound predicate.
Phrases - what are phrases and types of phrasesMaria Sofea
This document defines and provides examples of different types of phrases. A phrase is a group of words that does not contain both a subject and predicate. There are seven main types of phrases: verb phrases, prepositional phrases, participial phrases, infinitive phrases, gerund phrases, appositive phrases, and adverbial phrases. Each type is defined and an example is given to illustrate how it functions within a sentence.
The document discusses run-on sentences and provides four ways to correct them: (1) keeping the sentences separate, (2) using a comma and a joining word, (3) using a semicolon without a conjunction, or (4) using a dependent word and a comma. An example is given of a run-on sentence ("Billy was sleepy he went to bed") and how it can be corrected using each of the four methods.
This document provides guidance on avoiding common punctuation errors such as run-on sentences, comma splices, and fragments. It explains what commas, periods, and semicolons signify and how to correct sentence structure issues. Specifically, run-on sentences and comma splices can be fixed by separating sentences with a period or semicolon, joining two independent clauses with a FANBOYS conjunction, or making one clause dependent on the other. Practice examples demonstrate how to identify errors and apply these rules to improve punctuation.
1) Apostrophes have two main uses - to show omission of letters in contractions and to show possession. They are placed after the possessor to indicate something is possessed.
2) Quotation marks are used to set off exact words from a speaker or writer and to set off titles of short works like articles, songs, or poems.
3) Commas are used to separate items in a series, set off introductory phrases, and separate two independent clauses joined by a conjunction. They also set off interrupting words or phrases and quotations.
What does a comma signal?
What do periods signal and semicolons signal?
What is a run-on sentence?
What is a comma splice?
How can I correct comma splices and run-ons?
There are three main ways to correct a run-on sentence: 1) Separate the two ideas into two sentences with periods, 2) Add punctuation such as commas and use FANBOYS conjunctions to connect the two sentences, or 3) Use a semicolon to join two closely related sentences without it being a run-on. The document provides examples and exceptions for properly using semicolons and FANBOYS conjunctions to connect or separate ideas in run-on sentences.
This document discusses the rules for using commas in sentences. It outlines 11 main comma rules, such as using commas to separate elements in a list, set off introductory phrases, and separate two independent clauses joined by a conjunction. The rules also cover using commas around quotations, between a city and state, date and year, and in greetings/closings of letters. The document concludes by listing some incorrect uses of commas, such as separating subject from verb or verbs in a compound predicate.
Phrases - what are phrases and types of phrasesMaria Sofea
This document defines and provides examples of different types of phrases. A phrase is a group of words that does not contain both a subject and predicate. There are seven main types of phrases: verb phrases, prepositional phrases, participial phrases, infinitive phrases, gerund phrases, appositive phrases, and adverbial phrases. Each type is defined and an example is given to illustrate how it functions within a sentence.
The document discusses run-on sentences and provides four ways to correct them: (1) keeping the sentences separate, (2) using a comma and a joining word, (3) using a semicolon without a conjunction, or (4) using a dependent word and a comma. An example is given of a run-on sentence ("Billy was sleepy he went to bed") and how it can be corrected using each of the four methods.
This document provides guidance on avoiding common punctuation errors such as run-on sentences, comma splices, and fragments. It explains what commas, periods, and semicolons signify and how to correct sentence structure issues. Specifically, run-on sentences and comma splices can be fixed by separating sentences with a period or semicolon, joining two independent clauses with a FANBOYS conjunction, or making one clause dependent on the other. Practice examples demonstrate how to identify errors and apply these rules to improve punctuation.
1) Apostrophes have two main uses - to show omission of letters in contractions and to show possession. They are placed after the possessor to indicate something is possessed.
2) Quotation marks are used to set off exact words from a speaker or writer and to set off titles of short works like articles, songs, or poems.
3) Commas are used to separate items in a series, set off introductory phrases, and separate two independent clauses joined by a conjunction. They also set off interrupting words or phrases and quotations.
This document discusses sentence fragments and how to identify and correct them. It defines what constitutes a complete sentence and different types of sentence structures. Fragments are defined as incomplete sentences that are missing a subject, verb, or complete thought. The document provides examples of various fragment types and gives three methods for correcting fragments: attaching them to the previous or following sentence, or adding a subject or verb to make the fragment a complete thought. Readers are asked to identify fragments in sample sentences and rewrite a paragraph written in fragments using complete sentences.
The body paragraphs in an essay should develop the topic, prove points, and have a consistent pattern. A paragraph contains a topic sentence stating the main idea, supporting sentences with details and examples, and optionally a concluding sentence summarizing the key points. Topic sentences should be complete sentences that are neither too broad nor narrow in scope. Supporting sentences explain, prove, or expand on the topic sentence with facts, examples, statistics or quotations. A concluding sentence restates the main idea or summarizes the key points of the paragraph.
The document provides lessons on capitalization rules, including capitalizing proper nouns and adjectives like names and titles; pronouns like I; religions and locations like names of continents, countries, cities, and directions; institutions and events; languages and holidays; object names and abbreviations; greetings and closings; and titles of works. It gives examples of words that should and should not be capitalized according to the specific rules.
Here are the answers with apostrophes added or omitted as necessary:
1. The motorcycle is the students'
2. I saw your cousins at Nick's
3. The three babies' giggled at their mother
4. It's interesting that the cities' buses are painted the color of its logo
5. The man whose dog was lost called us
6. The Clintons made history when Hillary was elected to the Senate during the same year Bill left the White House.
The document instructs the reader to complete activities on using inverted commas in a PowerPoint presentation. It notes that inverted commas will need to be used in writing later this week. The reader is then asked to write their own sentence including speech within inverted commas.
Sentence variety is the use of different sentence structures like simple, compound, complex, and compound-complex sentences to create a clearer, more cohesive writing style. Using a variety of sentence types helps with transitions, readability, and strengthening arguments. The document provides examples and exercises to illustrate the different sentence structures.
This document provides an overview of informative/explanatory writing standards under the Common Core and guidance for teachers on how to implement these standards in their classrooms. It outlines the essential skills for informative writing, including introducing topics, organizing ideas, developing topics with facts and details, using transitions, precise language, and maintaining a formal style. Teachers are given examples of writing prompts and assignments they can use, as well as guidance on structuring lessons, using rubrics and anchor papers to assess student writing, and electronic resources for additional support.
The document explains common rules for using commas in sentences. It discusses using commas to separate items in a list, join independent clauses, join dependent and independent clauses, set off introductory phrases, insert interrupters, use in direct quotations, separate dates, addresses, numbers, titles from names, and coordinate adjectives. The purpose of commas is to ensure clarity by preventing misreading.
This document provides instruction on proper comma usage, including rules for compound sentences, introductory clauses, essential and nonessential phrases and clauses, items in a series, adjectives, and correcting comma splices. Examples are given for each rule with explanations of where commas should or should not be placed according to grammar guidelines.
The document discusses different types of figurative language including simile, metaphor, personification, hyperbole, idioms, imagery, alliteration and onomatopoeia. It provides examples for each type and a short description of what each figurative language technique means. It also includes a quiz with sentences to identify the figurative language being used. Finally, it lists some lesson plan and resource links for teaching these different figurative language techniques.
This document provides instructions for writing a limerick poem. It explains that a limerick has five lines with a rhyming scheme of AABBA, where the first, second and fifth lines rhyme, as do the third and fourth. It gives an example of writing the first two lines using a name and rhyming word. It then provides guidance on writing the next two lines to continue the story and ensure the rhyme. The final line returns to the original rhyme.
This document provides learning activities and lessons on hypernyms and hyponyms for a 7th grade class. It begins with an introduction to hypernyms and hyponyms, explaining that hypernyms are more general terms that include the meanings of other words. Examples of hierarchical relationships are shown using diagrams. Students then practice filling in blanks in hierarchies. The document concludes by having students create their own hierarchy of personal favorites and write a short paragraph using the terms.
The document discusses different types of conjunctions including coordinating conjunctions like and, but, or, yet, for, nor, so. It provides examples of how these conjunctions connect words, clauses, and sentences. It also discusses subordinating conjunctions, correlative conjunctions, and conjunctive adverbs and their functions in creating relationships between ideas.
The document discusses different types of pronouns including personal pronouns, reflexive pronouns, and possessive pronouns. Personal pronouns refer to specific persons or things. Reflexive pronouns end in "-self" or "-selves" and refer back to the subject. Possessive pronouns show ownership and do not contain apostrophes, examples include ours, his, their, and her.
Run-on sentences and sentence fragments are common errors that occur when clauses are improperly joined or incomplete. A run-on sentence incorrectly connects two independent clauses without proper punctuation or conjunction. Sentence fragments lack a subject and verb and cannot stand alone. The document provides examples of run-on sentences and fragments, explains how they occur, and offers guidance on how to identify and correct them. Quizzes are included to help the reader practice identifying and fixing run-on sentences.
This document discusses how to write a coherent paragraph. It begins by explaining the key parts of a paragraph: the topic sentence, supporting sentences, and concluding sentence. The topic sentence introduces the main idea, while supporting sentences provide details and examples. The concluding sentence summarizes the paragraph. The document then provides examples of topic sentences, supporting sentences, and discusses how to identify each. It emphasizes the importance of coherence and provides techniques to improve coherence like using transitional expressions, pronouns, repetition, and parallel structure.
The document discusses various techniques for combining sentences, including using key words, phrases, compound subjects/verbs, and longer sentence structures. Some examples provided are combining sentences with adjectives like "Kelly's beaded necklace sparkles", with adverbs as in "Tomorrow I am going to a sleepover", and using phrases such as "Mrs. Brown, our next-door neighbor, makes the best cookies on the block." The techniques of combining sentences can make writing more detailed and cohesive.
This document provides guidelines for using commas in English sentences. It outlines 10 main uses of commas: 1) in a series, 2) between two independent clauses joined by a conjunction, 3) to set off introductory elements, 4) between coordinate adjectives, 5) to indicate a contrast or turn, 6) with dates, places, titles, 7) to set off quotations, 8) to set off parenthetical elements, 9) with interjections, and 10) advises not to overuse commas. The document aims to illustrate the most common rules for using one of the most common punctuation marks.
2. AFFIXES: An affix is a group of letters that are added to the beginning of the end of a root word that can change the word's meaning. Here are some examples of affixes:
incapable
(The affix is the prefix in.)
ex-President
(The affix is the prefix ex-.)
laughing
(The affix is the suffix -ing.)
3. TYPES OF AFFIXES: Suffixes, prefixes.
4. A prefix is added to the beginning of the word and changes the meaning of that word. Common prefixes
Examples:
Re ( again) - un (not)- pre (before)
Restart - unconscious - pre-order
Please restart your computer to complete installation.
I was unconscious during the surgery and didn’t have any idea what had happened until I woke up.
If you're a huge Chesney fan, you can pre-order
the CD on Amazon.com
5. THE FOUR MOST COMMON PREFIXES ARE , IN-, RE-, AND UN-. (THESE ACCOUNT FOR OVER 95% OF PREFIXED WORDS.
He has all of the virtues I dislike and none of the vices I admire.
I inspire myself. (American actor Tommy Wiseau)
May your choices reflect your hopes, not your fears.
What consumes your mind controls your life. (Unknown philosopher)
6. LIST OF COMMON PREFIXES
7. Suffixes
8. THE FOUR MOST COMMON SUFFIXES ARE -ED, -ING, -LY, AND -ES. (THESE ACCOUNT FOR OVER 95% OF SUFFIXED WORDS.)
9. LIST OF COMMON SUFFIXES
A paragraph contains a topic sentence that states the main idea, supporting sentences that provide details and examples, and a concluding sentence that restates or summarizes the main point. The topic sentence introduces the subject and controlling idea. Supporting sentences develop and explain the main idea. The concluding sentence wraps up the key points and ties it back to the topic sentence. Well-written paragraphs ensure all sentences are logically linked to the topic sentence.
This document is an English activity from an Agriculture High School in the Philippines. The activity aims to teach students to identify sentences and fragments. It provides examples of sentences and fragments and has the students practice identifying whether given phrases are sentences or fragments. It also has the students correct sentence fragments by adding missing parts to make complete sentences. The activity contains two tasks - the first has students identify sentences and fragments, and the second has them correct fragments by making fun sentences.
This two-day lesson plan for 7th grade language arts teaches students about phrases and clauses. Students will review prepositional, appositive, and verb phrases, as well as independent and dependent clauses. They will identify phrases and clauses in sentences. The lesson is self-paced, and includes assignments on phrases and clauses, as well as a quiz for additional practice distinguishing clauses. Students must score 70% on the assignments to move to the next lesson on sentence types. Adaptations and supplemental activities are provided for special learners.
This document discusses sentence fragments and how to identify and correct them. It defines what constitutes a complete sentence and different types of sentence structures. Fragments are defined as incomplete sentences that are missing a subject, verb, or complete thought. The document provides examples of various fragment types and gives three methods for correcting fragments: attaching them to the previous or following sentence, or adding a subject or verb to make the fragment a complete thought. Readers are asked to identify fragments in sample sentences and rewrite a paragraph written in fragments using complete sentences.
The body paragraphs in an essay should develop the topic, prove points, and have a consistent pattern. A paragraph contains a topic sentence stating the main idea, supporting sentences with details and examples, and optionally a concluding sentence summarizing the key points. Topic sentences should be complete sentences that are neither too broad nor narrow in scope. Supporting sentences explain, prove, or expand on the topic sentence with facts, examples, statistics or quotations. A concluding sentence restates the main idea or summarizes the key points of the paragraph.
The document provides lessons on capitalization rules, including capitalizing proper nouns and adjectives like names and titles; pronouns like I; religions and locations like names of continents, countries, cities, and directions; institutions and events; languages and holidays; object names and abbreviations; greetings and closings; and titles of works. It gives examples of words that should and should not be capitalized according to the specific rules.
Here are the answers with apostrophes added or omitted as necessary:
1. The motorcycle is the students'
2. I saw your cousins at Nick's
3. The three babies' giggled at their mother
4. It's interesting that the cities' buses are painted the color of its logo
5. The man whose dog was lost called us
6. The Clintons made history when Hillary was elected to the Senate during the same year Bill left the White House.
The document instructs the reader to complete activities on using inverted commas in a PowerPoint presentation. It notes that inverted commas will need to be used in writing later this week. The reader is then asked to write their own sentence including speech within inverted commas.
Sentence variety is the use of different sentence structures like simple, compound, complex, and compound-complex sentences to create a clearer, more cohesive writing style. Using a variety of sentence types helps with transitions, readability, and strengthening arguments. The document provides examples and exercises to illustrate the different sentence structures.
This document provides an overview of informative/explanatory writing standards under the Common Core and guidance for teachers on how to implement these standards in their classrooms. It outlines the essential skills for informative writing, including introducing topics, organizing ideas, developing topics with facts and details, using transitions, precise language, and maintaining a formal style. Teachers are given examples of writing prompts and assignments they can use, as well as guidance on structuring lessons, using rubrics and anchor papers to assess student writing, and electronic resources for additional support.
The document explains common rules for using commas in sentences. It discusses using commas to separate items in a list, join independent clauses, join dependent and independent clauses, set off introductory phrases, insert interrupters, use in direct quotations, separate dates, addresses, numbers, titles from names, and coordinate adjectives. The purpose of commas is to ensure clarity by preventing misreading.
This document provides instruction on proper comma usage, including rules for compound sentences, introductory clauses, essential and nonessential phrases and clauses, items in a series, adjectives, and correcting comma splices. Examples are given for each rule with explanations of where commas should or should not be placed according to grammar guidelines.
The document discusses different types of figurative language including simile, metaphor, personification, hyperbole, idioms, imagery, alliteration and onomatopoeia. It provides examples for each type and a short description of what each figurative language technique means. It also includes a quiz with sentences to identify the figurative language being used. Finally, it lists some lesson plan and resource links for teaching these different figurative language techniques.
This document provides instructions for writing a limerick poem. It explains that a limerick has five lines with a rhyming scheme of AABBA, where the first, second and fifth lines rhyme, as do the third and fourth. It gives an example of writing the first two lines using a name and rhyming word. It then provides guidance on writing the next two lines to continue the story and ensure the rhyme. The final line returns to the original rhyme.
This document provides learning activities and lessons on hypernyms and hyponyms for a 7th grade class. It begins with an introduction to hypernyms and hyponyms, explaining that hypernyms are more general terms that include the meanings of other words. Examples of hierarchical relationships are shown using diagrams. Students then practice filling in blanks in hierarchies. The document concludes by having students create their own hierarchy of personal favorites and write a short paragraph using the terms.
The document discusses different types of conjunctions including coordinating conjunctions like and, but, or, yet, for, nor, so. It provides examples of how these conjunctions connect words, clauses, and sentences. It also discusses subordinating conjunctions, correlative conjunctions, and conjunctive adverbs and their functions in creating relationships between ideas.
The document discusses different types of pronouns including personal pronouns, reflexive pronouns, and possessive pronouns. Personal pronouns refer to specific persons or things. Reflexive pronouns end in "-self" or "-selves" and refer back to the subject. Possessive pronouns show ownership and do not contain apostrophes, examples include ours, his, their, and her.
Run-on sentences and sentence fragments are common errors that occur when clauses are improperly joined or incomplete. A run-on sentence incorrectly connects two independent clauses without proper punctuation or conjunction. Sentence fragments lack a subject and verb and cannot stand alone. The document provides examples of run-on sentences and fragments, explains how they occur, and offers guidance on how to identify and correct them. Quizzes are included to help the reader practice identifying and fixing run-on sentences.
This document discusses how to write a coherent paragraph. It begins by explaining the key parts of a paragraph: the topic sentence, supporting sentences, and concluding sentence. The topic sentence introduces the main idea, while supporting sentences provide details and examples. The concluding sentence summarizes the paragraph. The document then provides examples of topic sentences, supporting sentences, and discusses how to identify each. It emphasizes the importance of coherence and provides techniques to improve coherence like using transitional expressions, pronouns, repetition, and parallel structure.
The document discusses various techniques for combining sentences, including using key words, phrases, compound subjects/verbs, and longer sentence structures. Some examples provided are combining sentences with adjectives like "Kelly's beaded necklace sparkles", with adverbs as in "Tomorrow I am going to a sleepover", and using phrases such as "Mrs. Brown, our next-door neighbor, makes the best cookies on the block." The techniques of combining sentences can make writing more detailed and cohesive.
This document provides guidelines for using commas in English sentences. It outlines 10 main uses of commas: 1) in a series, 2) between two independent clauses joined by a conjunction, 3) to set off introductory elements, 4) between coordinate adjectives, 5) to indicate a contrast or turn, 6) with dates, places, titles, 7) to set off quotations, 8) to set off parenthetical elements, 9) with interjections, and 10) advises not to overuse commas. The document aims to illustrate the most common rules for using one of the most common punctuation marks.
2. AFFIXES: An affix is a group of letters that are added to the beginning of the end of a root word that can change the word's meaning. Here are some examples of affixes:
incapable
(The affix is the prefix in.)
ex-President
(The affix is the prefix ex-.)
laughing
(The affix is the suffix -ing.)
3. TYPES OF AFFIXES: Suffixes, prefixes.
4. A prefix is added to the beginning of the word and changes the meaning of that word. Common prefixes
Examples:
Re ( again) - un (not)- pre (before)
Restart - unconscious - pre-order
Please restart your computer to complete installation.
I was unconscious during the surgery and didn’t have any idea what had happened until I woke up.
If you're a huge Chesney fan, you can pre-order
the CD on Amazon.com
5. THE FOUR MOST COMMON PREFIXES ARE , IN-, RE-, AND UN-. (THESE ACCOUNT FOR OVER 95% OF PREFIXED WORDS.
He has all of the virtues I dislike and none of the vices I admire.
I inspire myself. (American actor Tommy Wiseau)
May your choices reflect your hopes, not your fears.
What consumes your mind controls your life. (Unknown philosopher)
6. LIST OF COMMON PREFIXES
7. Suffixes
8. THE FOUR MOST COMMON SUFFIXES ARE -ED, -ING, -LY, AND -ES. (THESE ACCOUNT FOR OVER 95% OF SUFFIXED WORDS.)
9. LIST OF COMMON SUFFIXES
A paragraph contains a topic sentence that states the main idea, supporting sentences that provide details and examples, and a concluding sentence that restates or summarizes the main point. The topic sentence introduces the subject and controlling idea. Supporting sentences develop and explain the main idea. The concluding sentence wraps up the key points and ties it back to the topic sentence. Well-written paragraphs ensure all sentences are logically linked to the topic sentence.
This document is an English activity from an Agriculture High School in the Philippines. The activity aims to teach students to identify sentences and fragments. It provides examples of sentences and fragments and has the students practice identifying whether given phrases are sentences or fragments. It also has the students correct sentence fragments by adding missing parts to make complete sentences. The activity contains two tasks - the first has students identify sentences and fragments, and the second has them correct fragments by making fun sentences.
This two-day lesson plan for 7th grade language arts teaches students about phrases and clauses. Students will review prepositional, appositive, and verb phrases, as well as independent and dependent clauses. They will identify phrases and clauses in sentences. The lesson is self-paced, and includes assignments on phrases and clauses, as well as a quiz for additional practice distinguishing clauses. Students must score 70% on the assignments to move to the next lesson on sentence types. Adaptations and supplemental activities are provided for special learners.
As a beneficiary of COMENIUS GRANT "METHODOLOGY AND LANGUAGE TEACHING" OXFORD, U.K.
7th grade, Highflyer Intermediate, Adventure Story - Relative Clauses
Demonstrative Lesson in front of the teachers of English Sector 5, Bucharest
This document provides a lesson plan for a class on adjectives and the use of commas. The lesson plan includes a warm up activity, teaching about adjectives through examples and activities, teaching about using commas to separate items in a list, and assigning worksheets for assessment. The class is for 5th-6th grade students and focuses on identifying adjectives, common grammar errors, and proper use of commas.
The lesson plan aims to teach pupils about interrogative pronouns. It includes objectives, subject matter, procedures and evaluation sections. The procedures involve a dialogue reading activity where pupils take turns reading parts of a conversation between a mother and son. This is followed by a presentation and examples of the seven interrogative pronouns - what, why, where, who, when, which and how. Pupils then practice forming questions using the interrogative pronouns and identifying them in sentences. The lesson concludes with an exercise evaluating the pupils' understanding of interrogative pronouns.
- The document outlines the objectives, subject matter, procedure, and activities for a 45-minute lesson plan on nouns and their kinds
- The lesson plan includes motivating activities to introduce nouns, presenting examples of different types of nouns, analyzing noun usage in sentences, and practicing changing sentences from singular to plural
- Students are asked to categorize example words as people, places, animals, things or ideas. They also practice identifying singular and plural verbs used with nouns.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
This document provides guidance on developing effective lesson plans. It discusses key components to consider, including knowing your students, the content, and available materials and equipment. Lesson plans should have clear objectives, outline the procedure and activities, and include assessments tied to the objectives. The document also presents several common lesson plan models, such as Gagne's nine events of instruction and the 5E model. Readers are encouraged to design lesson plans that incorporate useful instructional strategies and techniques.
This document provides guidance on writing a cover letter for an academic essay. It explains that the cover letter should introduce the essay to the reader and provide context about the writing process that the reader would not otherwise know. It recommends discussing strengths and weaknesses of the essay, revisions made, lessons learned, and influences from others. The letter should be about half a page and reflect both the pleasures and struggles of writing. Common writing errors like comma splices, fused sentences, and fragments are also defined and examples are provided for correcting these issues.
The document provides tips for effective writing based on Ernest Hemingway's style, including using short sentences and paragraphs, vigorous yet positive language, and extensive editing. It also discusses various grammar concepts like run-on sentences, punctuation marks, verb tense and agreement, and outlining. The overall message is that writing is a process that requires practice, editing, and attention to grammatical conventions.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
The document discusses the differences between colons and semicolons. It explains that colons introduce information or lists that are related to the preceding clause, while semicolons join two independent clauses that are closely related. It provides examples of proper usage of each punctuation mark. Specifically, colons can introduce lists or qualify sentences, while semicolons combine two complete sentences that are closely linked in meaning. The document also notes some minor differences in usage of these punctuation marks between American and British English.
The document discusses parallel structure and how to properly structure sentences using parallelism. It defines parallelism as using the same pattern of words to show that two or more ideas have the same level of importance. This can be done at the word, phrase, or clause level. The document provides examples of parallel structure using words, phrases and clauses. It also discusses how to correct sentences that lack parallel structure.
The document discusses parallel structure and how to properly structure sentences using parallelism. It defines parallelism as using the same pattern of words or grammatical structure to show that two or more ideas have equal importance. Parallel structures can occur at the word, phrase, or clause level and are usually joined with coordinating conjunctions like "and" or "or." The document provides examples of parallel and non-parallel structures and gives guidance on maintaining parallelism when using words, phrases, clauses, and other grammar. It also includes a short quiz to practice identifying and correcting non-parallel structures.
The document discusses rambling sentences and how to identify and correct them. It defines a rambling sentence as one that is excessively long and contains too many independent clauses joined by coordinating conjunctions. Rambling sentences confuse readers and imply many unrelated ideas. To fix rambling sentences, writers should replace coordinating conjunctions that join complete thoughts with periods to break the sentence into shorter, more focused sentences. Exercises are provided for students to practice identifying and correcting rambling sentences in passages.
How to Use Colons Semicolons and Dashes.pdfChloe Cheney
Are you struggling with the use of colons, semicolons, and dashes? Don't fret. This guide is your ultimate source on everything you need to know about these punctuations.
This document provides a course on punctuation aimed at making the reader an expert punctuation detective. It covers various punctuation marks such as commas, colons, semicolons, dashes, brackets, exclamation points, question marks, apostrophes, quotation marks, and periods. The course contains tasks to test the reader's knowledge of matching punctuation marks to their names and functions, as well as exercises identifying missing punctuation in sentences. It also involves creating a casebook explaining the use and providing examples of a selected punctuation mark. Completing the course prepares the reader to properly use punctuation and identify errors involving punctuation.
This document provides a course on punctuation aimed at making the reader an expert punctuation detective. It covers various punctuation marks such as commas, colons, semicolons, dashes, brackets, exclamation points, question marks, apostrophes, quotation marks, and periods. The course contains tasks to test the reader's knowledge of matching punctuation marks to their names and functions, as well as exercises identifying missing punctuation in sentences. It encourages the reader to create a casebook exploring the use and examples of a selected punctuation mark in more detail. Finally, it discusses the effects that punctuation can have on the tone and meaning of text.
The document provides tips and guidelines for copy editing content for the web. It discusses the importance of copy editing to eliminate errors and ensure consistency. It offers best practices for developing style guides, checking links and sources, allowing time for thorough proofreading, and handling errors after publication. Common grammar issues like subject-verb agreement and dangling modifiers are explained.
The document discusses different types of sentences, clauses, and common grammatical errors. It defines simple, compound, complex, and compound-complex sentences. It also defines independent and dependent clauses. Common errors discussed include subject-verb agreement, fragments, run-ons, misplaced/dangling modifiers, and split infinitives. Exercises are provided to identify sentences, clauses, and correct errors.
The document provides the agenda and notes for an EWRT 1A class. It includes discussions on revision strategies, MLA formatting, editing for wordiness and compound sentences, and in-class writing. It reviews strategies for revising essays, setting up papers in MLA format, identifying and correcting wordy and redundant writing, fixing run-on sentences, and submitting essays electronically for feedback. Students are assigned to revise Essay #2 based on peer comments and submit it before the next class.
How do I practise sentence classification with my SP HL class?
Our Sentence Structure Activity — SP HL resource is a great tool to help your Senior Phase English HL learners practise sentence classification.
The resource comprises two short exercises that can be printed for the learners to paste in their workbooks and completed as classwork or a homework activity.
This Sentence Structure Activity — SP HL resource pairs well with our Sentence Classification: Clausal Structure — SP English resource.
Both the Sentence Classification: Clausal Structure — SP English and the Sentence Structure Activity — SP HL resources can also be used to teach your Senior Phase First Additional Language (FAL) English classes about sentence structure.
Class 7 1 a add mla formatting videos and integrating videojordanlachance
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an editing workshop on wordiness, compound sentences, and dangling modifiers. The notes provide guidance on these topics, including how to identify and correct common writing issues. For homework, students are assigned to read chapters of assigned texts, write a revised draft of Essay #2 based on peer feedback, and post excerpt comparisons to the online discussion board.
This document outlines the requisites of a good sentence: clarity, consistency, and economy. It discusses how to achieve clarity through proper punctuation, clear pronoun reference, and correct word order. Consistency requires choosing an appropriate sentence pattern and sticking to it. Economy means communicating precisely without redundancy or long-windedness. The document provides examples of good and poor sentence structures and gives tips for writing clear, consistent, and economical sentences.
This document provides the agenda and notes for an EWRT 1A class. It includes presentations and workshops on revision strategies, MLA formatting, editing for wordiness, compound sentences, and dangling modifiers. It also provides guidance on developing revision strategies like reading aloud, isolating specific problems, and using surface level techniques. Students are assigned homework to revise their draft essay using feedback, and submit it in MLA format along with posting drafts and revisions of descriptive passages.
This document discusses run-on sentences and comma splices, defines what they are, provides examples, and explains four ways to correct them: adding a period, semicolon, comma and conjunction, or dependent word. It defines a run-on sentence as two complete sentences joined without punctuation and a comma splice as two complete sentences joined only by a comma. It then gives tips on identifying them and describes each correction method with examples.
1. Comma Splices
A Skill Sheet
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The comma splice is one of the most common errors in student writing. Specifically, a
comma splice occurs when a writer uses a comma to “splice” together two independent
thoughts that 1) should be joined together with a word or some other punctuation
mark, or 2) should be separated by some other form of punctuation. Some examples
follow.
Example One
Comma Splice: I went to the store, I saw a man standing on the corner.
Correct Sentences: I went to the store. I saw a man standing on the corner.
Correct Sentence: I went to the store, and I saw a man standing on the corner.
Example Two
Comma Splice: Dogs have large canine teeth, mice have large molars.
Correct Sentences: Dogs have large canine teeth. Mice have large molars.
Correct Sentence: Dogs have large canine teeth, but mice have large molars.
Example Three
Comma Splice: My grandmother lives in the country, her house is very big.
Corrected Sentences: My grandmother lives in the country. Her house is very big.
Corrected Sentence: My grandmother lives in the country, and her house is very big.
Example Four
Comma Splice: It takes five apples to make an apple pie, it takes ten to make applesauce.
Corrected Sentences: It takes five apples to make an apple pie. It takes ten to make applesauce.
Corrected Sentence: It takes five apples to make an apple pie, and it takes ten to make applesauce.
Corrected Sentence: It takes five apples to make an apple pie, but it takes ten to make applesauce.
As you can see, fixing a comma splice can be as simple as replacing the comma with a
period (and then capitalizing the first letter of the second sentence, of course!). Comma
splices can sometimes be eliminated by adding various punctuation marks, and certain
specific types of words. Before discussing the solutions, however, we must first examine
the problem itself.