This document provides information on common writing mistakes seen in first-year college writing, including issues with voice, agreement, clauses, and comma usage. It defines active and passive voice, discusses subject-verb agreement and examples, identifies independent and dependent clauses, lists common subordinating conjunctions, and outlines rules for comma use with clauses and between independent clauses. Examples are provided and corrected to illustrate concepts.
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.
This document provides 100 rules for English grammar related to subject-verb agreement, uses of participles and infinitives, verbs, and adjectives. Some key points include:
- Subjects joined by "and" usually take a plural verb, while collective nouns can be singular or plural depending on whether the group or individuals are emphasized.
- Verbs must agree in number with collective subjects.
- Infinitives are used after modal verbs and expressions like "had better", while gerunds follow prepositions.
- Verbs must agree in person and number with all subjects in a sentence.
- Adjectives of quantity like "some" are used only with uncountable nouns.
The document defines and provides examples of simple, compound, and complex sentences. Simple sentences contain a subject and verb and express a complete thought. Compound sentences contain two independent clauses joined by a coordinator such as "and", "or", or "but". Complex sentences contain an independent clause joined by one or more dependent clauses introduced by a subordinating conjunction or relative pronoun. The document aims to help ESL/EFL learners identify different sentence structures and analyze more complex sentences.
These are two different slide shows from the internet put together.
moshej.edublogs.org/files/.../Sentence_Types_60891-17k88av.ppt
www.mrcoley.com/.../Kinds%20of%20Sentences%20Flash%20Cards....
1) The document provides guidelines for the proper use of articles (definite and indefinite) in English grammar.
2) It discusses when to use "the", such as with plural nouns referring to particular things, names of rivers and forests, and expressions of time.
3) It also covers use of "a/an", such as before nouns starting with consonant/vowel sounds, as well as exceptions like words beginning with "y" sound.
The document discusses different types of sentences including simple, compound, complex, and compound-complex sentences. It provides examples of each sentence type and explains the basic elements that make up each type, such as subjects, predicates, and conjunctions. Key characteristics of different sentence structures are outlined.
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.
This document discusses sentence types and their defining elements. There are four main types of sentences: simple, compound, complex, and compound-complex. Each sentence type is defined by its use of independent and dependent clauses, conjunctions, and subordinators. Examples of each sentence type are provided and analyzed.
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.
This document provides 100 rules for English grammar related to subject-verb agreement, uses of participles and infinitives, verbs, and adjectives. Some key points include:
- Subjects joined by "and" usually take a plural verb, while collective nouns can be singular or plural depending on whether the group or individuals are emphasized.
- Verbs must agree in number with collective subjects.
- Infinitives are used after modal verbs and expressions like "had better", while gerunds follow prepositions.
- Verbs must agree in person and number with all subjects in a sentence.
- Adjectives of quantity like "some" are used only with uncountable nouns.
The document defines and provides examples of simple, compound, and complex sentences. Simple sentences contain a subject and verb and express a complete thought. Compound sentences contain two independent clauses joined by a coordinator such as "and", "or", or "but". Complex sentences contain an independent clause joined by one or more dependent clauses introduced by a subordinating conjunction or relative pronoun. The document aims to help ESL/EFL learners identify different sentence structures and analyze more complex sentences.
These are two different slide shows from the internet put together.
moshej.edublogs.org/files/.../Sentence_Types_60891-17k88av.ppt
www.mrcoley.com/.../Kinds%20of%20Sentences%20Flash%20Cards....
1) The document provides guidelines for the proper use of articles (definite and indefinite) in English grammar.
2) It discusses when to use "the", such as with plural nouns referring to particular things, names of rivers and forests, and expressions of time.
3) It also covers use of "a/an", such as before nouns starting with consonant/vowel sounds, as well as exceptions like words beginning with "y" sound.
The document discusses different types of sentences including simple, compound, complex, and compound-complex sentences. It provides examples of each sentence type and explains the basic elements that make up each type, such as subjects, predicates, and conjunctions. Key characteristics of different sentence structures are outlined.
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.
This document discusses sentence types and their defining elements. There are four main types of sentences: simple, compound, complex, and compound-complex. Each sentence type is defined by its use of independent and dependent clauses, conjunctions, and subordinators. Examples of each sentence type are provided and analyzed.
The main rule for the use of commas in English is: Keep your sentences clear. Too many commas might be distracting; too few might make the text difficult to read and understand.
The document provides tips for improving formal writing. It distinguishes between topics and thesis statements, advising that a thesis is a specific opinion about a topic. It recommends not summarizing unless instructed, and focusing on an argument to prove to the reader. The document also suggests avoiding self-reference and using titles correctly, with longer works underlined and shorter works in quotation marks. When quoting, the tips say to integrate quotes and use ellipses for omitted text. Verb tenses, capitalization, and avoiding mistakes are also addressed.
The document provides guidelines for proper use of punctuation marks and capitalization in English grammar. It discusses rules for full stops, commas, semicolons, colons, quotation marks, parentheses, brackets, apostrophes, hyphens, ellipses, dashes, exclamation marks, question marks, and slashes. It also covers when to capitalize words, noting that proper nouns, institutions, and special occasions should be capitalized but common nouns should not. The document aims to clearly explain punctuation and capitalization for producing formal written English.
This document discusses different types of sentences and their structures. It defines simple, compound, complex, and compound-complex sentences. For each sentence type, the key elements are identified, such as subjects and predicates. Punctuation rules are provided for different structures using coordinating conjunctions, conjunctive adverbs, and subordinating conjunctions. Commas are used to separate clauses and indicate punctuation placement for conjunctive adverbs. The document also reviews punctuation rules for compound subjects, predicates, and various clause structures.
The document provides guidelines for using punctuation marks including:
- Semicolons can join two independent clauses or items in a list containing commas
- Colons can introduce a list, explanation, quotation, Bible verse, or time
- Dashes are used to emphasize a point or set off appositives already containing commas
- Underlining or italics are used to emphasize words/phrases or set off titles of complete works
The document also lists errors to avoid such as comma splices, run-on sentences, and fragments.
Marjorie is turning fifty this weekend and says she feels like she is twenty-one. Jimmy and Kevin spend most of their time playing hockey and are excellent players. The sentence connectors could be used to combine these ideas, with the correct punctuation. This document provides guidelines for punctuating four types of connecting words - coordinating conjunctions, transitions, subordinators, and prepositional phrases - and includes examples and exercises to practice using these guidelines.
The document defines and provides examples of simple, compound, and complex sentences to help English language learners improve their writing skills. Simple sentences contain a subject and verb, compound sentences join two independent clauses with coordinating conjunctions, and complex sentences contain an independent clause and one or more dependent clauses. The examples illustrate the differences between the sentence types and emphasize using varied sentences to make writing more interesting.
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks of sentences and describes simple ways to identify them. Some key points include:
- Every sentence has both a subject, who or what it is about, and a verb, what it says about the subject.
- Various types of fragments that lack subjects or verbs are discussed, along with ways to identify and correct them, such as dependent word fragments, -ing and to fragments, added-detail fragments, and missing subject fragments.
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks, and provides simple methods to identify them using questions like "who/what is the sentence about?" and "what does the sentence say about the subject?". It also discusses different types of fragments that can occur when subjects or verbs are missing, such as dependent word fragments, -ing and to fragments, added detail fragments, and missing subject fragments. Ways to correct each type of fragment are presented.
This document provides instruction on identifying parts of speech such as nouns, verbs, subjects, and objects in sentences. It begins by defining nouns as people, places or things, and explains that the subject of a sentence is the noun performing the action. Examples are provided to demonstrate identifying subjects and verbs. The document then discusses the differences between independent and dependent clauses. It provides examples and quizzes to help the reader practice identifying subjects, verbs, and clause types. Finally, it covers identifying parts of speech in different sentence patterns such as simple, complex, and compound sentences.
This document provides a detailed lesson plan on teaching active and passive voice to students. The objectives are to differentiate between active and passive voice, identify the voice in sentences, rewrite sentences by changing the voice, and ensure student participation. The lesson plan outlines introductory activities, motivation, presentation of the topic, application through exercises, and evaluation. Key points are distinguishing active voice where the subject performs the action from passive voice where the subject receives the action.
This document provides an overview of 8 comma rules to help control comma usage in writing. The rules cover using commas with coordinating conjunctions, separating dependent and independent clauses, setting off non-essential elements, not separating essential elements, with items in a series, between coordinate adjectives, and separating geographical information, dates, titles, and quotations from signal phrases. Following these rules will help avoid errors and improve grade by demonstrating proper use of punctuation.
This document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples of each type and explains their key characteristics. A simple sentence contains one subject and one predicate. A compound sentence contains two or more independent clauses joined with a coordinating conjunction. A complex sentence contains one independent clause and one or more dependent clauses joined by a subordinating conjunction. A compound-complex sentence is a combination of the previous types, containing both compound and complex elements. Exercises are provided for the reader to identify each sentence type.
This document provides a lesson on adjectives. It begins by stating the main goal is for students to be able to identify and use adjectives in simple sentences. It then defines what an adjective is - a word that describes a noun. Examples of adjectives are given. The next section identifies different types of adjectives. The rest of the document consists of exercises to test the understanding of adjectives, including identifying adjectives in sentences and finding adjectives in a song lyrics. It concludes by thanking students for taking the class.
Some people neglect commas, while others use them after every word. Whatever your tendencies, following these comma rules will help you find a happy medium.
This document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples of each type and explains their key characteristics. A simple sentence contains one subject and one predicate. A compound sentence contains two or more independent clauses joined with coordinating conjunctions or semicolons. A complex sentence contains one independent clause and one or more dependent clauses joined by subordinating conjunctions. A compound-complex sentence is a combination of the previous types.
Then and now past simple - with punctuation rulesBelinda Baardsen
The document provides guidance on capitalization rules in the English language. It outlines 17 specific rules for capitalizing words, including capitalizing the first word of a sentence, proper nouns, titles preceding names, titles following names in addresses, government titles, compass directions referring to regions, publication titles, words derived from proper nouns, course titles, lists following a colon, and sentences following a colon.
The document discusses proper use of commas, including using commas to separate items in a series, to separate independent clauses in compound sentences, to set off nouns of direct address, and to set off nonessential information. It also discusses using semicolons to separate independent clauses not joined by a conjunction or when there are commas within clauses being joined. The document provides examples for proper use of commas and semicolons in sentences.
This document provides rules and guidelines for using apostrophes, colons, commas, and dashes in writing. It discusses 12 rules for using apostrophes, including showing possession and omitting letters in contractions. It outlines 6 rules for using colons, such as introducing a list after a complete sentence. It then details 21 rules for comma usage covering serial lists, adjectives, names, dates, locations, and separating clauses. Finally, it defines en dashes and em dashes and their uses, such as indicating time periods or adding emphasis.
This was a marketing class project. The goal was to present a new product with some sort of Healthcare Management in mind. There is a report that goes with this as well.
The main rule for the use of commas in English is: Keep your sentences clear. Too many commas might be distracting; too few might make the text difficult to read and understand.
The document provides tips for improving formal writing. It distinguishes between topics and thesis statements, advising that a thesis is a specific opinion about a topic. It recommends not summarizing unless instructed, and focusing on an argument to prove to the reader. The document also suggests avoiding self-reference and using titles correctly, with longer works underlined and shorter works in quotation marks. When quoting, the tips say to integrate quotes and use ellipses for omitted text. Verb tenses, capitalization, and avoiding mistakes are also addressed.
The document provides guidelines for proper use of punctuation marks and capitalization in English grammar. It discusses rules for full stops, commas, semicolons, colons, quotation marks, parentheses, brackets, apostrophes, hyphens, ellipses, dashes, exclamation marks, question marks, and slashes. It also covers when to capitalize words, noting that proper nouns, institutions, and special occasions should be capitalized but common nouns should not. The document aims to clearly explain punctuation and capitalization for producing formal written English.
This document discusses different types of sentences and their structures. It defines simple, compound, complex, and compound-complex sentences. For each sentence type, the key elements are identified, such as subjects and predicates. Punctuation rules are provided for different structures using coordinating conjunctions, conjunctive adverbs, and subordinating conjunctions. Commas are used to separate clauses and indicate punctuation placement for conjunctive adverbs. The document also reviews punctuation rules for compound subjects, predicates, and various clause structures.
The document provides guidelines for using punctuation marks including:
- Semicolons can join two independent clauses or items in a list containing commas
- Colons can introduce a list, explanation, quotation, Bible verse, or time
- Dashes are used to emphasize a point or set off appositives already containing commas
- Underlining or italics are used to emphasize words/phrases or set off titles of complete works
The document also lists errors to avoid such as comma splices, run-on sentences, and fragments.
Marjorie is turning fifty this weekend and says she feels like she is twenty-one. Jimmy and Kevin spend most of their time playing hockey and are excellent players. The sentence connectors could be used to combine these ideas, with the correct punctuation. This document provides guidelines for punctuating four types of connecting words - coordinating conjunctions, transitions, subordinators, and prepositional phrases - and includes examples and exercises to practice using these guidelines.
The document defines and provides examples of simple, compound, and complex sentences to help English language learners improve their writing skills. Simple sentences contain a subject and verb, compound sentences join two independent clauses with coordinating conjunctions, and complex sentences contain an independent clause and one or more dependent clauses. The examples illustrate the differences between the sentence types and emphasize using varied sentences to make writing more interesting.
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks of sentences and describes simple ways to identify them. Some key points include:
- Every sentence has both a subject, who or what it is about, and a verb, what it says about the subject.
- Various types of fragments that lack subjects or verbs are discussed, along with ways to identify and correct them, such as dependent word fragments, -ing and to fragments, added-detail fragments, and missing subject fragments.
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks, and provides simple methods to identify them using questions like "who/what is the sentence about?" and "what does the sentence say about the subject?". It also discusses different types of fragments that can occur when subjects or verbs are missing, such as dependent word fragments, -ing and to fragments, added detail fragments, and missing subject fragments. Ways to correct each type of fragment are presented.
This document provides instruction on identifying parts of speech such as nouns, verbs, subjects, and objects in sentences. It begins by defining nouns as people, places or things, and explains that the subject of a sentence is the noun performing the action. Examples are provided to demonstrate identifying subjects and verbs. The document then discusses the differences between independent and dependent clauses. It provides examples and quizzes to help the reader practice identifying subjects, verbs, and clause types. Finally, it covers identifying parts of speech in different sentence patterns such as simple, complex, and compound sentences.
This document provides a detailed lesson plan on teaching active and passive voice to students. The objectives are to differentiate between active and passive voice, identify the voice in sentences, rewrite sentences by changing the voice, and ensure student participation. The lesson plan outlines introductory activities, motivation, presentation of the topic, application through exercises, and evaluation. Key points are distinguishing active voice where the subject performs the action from passive voice where the subject receives the action.
This document provides an overview of 8 comma rules to help control comma usage in writing. The rules cover using commas with coordinating conjunctions, separating dependent and independent clauses, setting off non-essential elements, not separating essential elements, with items in a series, between coordinate adjectives, and separating geographical information, dates, titles, and quotations from signal phrases. Following these rules will help avoid errors and improve grade by demonstrating proper use of punctuation.
This document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples of each type and explains their key characteristics. A simple sentence contains one subject and one predicate. A compound sentence contains two or more independent clauses joined with a coordinating conjunction. A complex sentence contains one independent clause and one or more dependent clauses joined by a subordinating conjunction. A compound-complex sentence is a combination of the previous types, containing both compound and complex elements. Exercises are provided for the reader to identify each sentence type.
This document provides a lesson on adjectives. It begins by stating the main goal is for students to be able to identify and use adjectives in simple sentences. It then defines what an adjective is - a word that describes a noun. Examples of adjectives are given. The next section identifies different types of adjectives. The rest of the document consists of exercises to test the understanding of adjectives, including identifying adjectives in sentences and finding adjectives in a song lyrics. It concludes by thanking students for taking the class.
Some people neglect commas, while others use them after every word. Whatever your tendencies, following these comma rules will help you find a happy medium.
This document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples of each type and explains their key characteristics. A simple sentence contains one subject and one predicate. A compound sentence contains two or more independent clauses joined with coordinating conjunctions or semicolons. A complex sentence contains one independent clause and one or more dependent clauses joined by subordinating conjunctions. A compound-complex sentence is a combination of the previous types.
Then and now past simple - with punctuation rulesBelinda Baardsen
The document provides guidance on capitalization rules in the English language. It outlines 17 specific rules for capitalizing words, including capitalizing the first word of a sentence, proper nouns, titles preceding names, titles following names in addresses, government titles, compass directions referring to regions, publication titles, words derived from proper nouns, course titles, lists following a colon, and sentences following a colon.
The document discusses proper use of commas, including using commas to separate items in a series, to separate independent clauses in compound sentences, to set off nouns of direct address, and to set off nonessential information. It also discusses using semicolons to separate independent clauses not joined by a conjunction or when there are commas within clauses being joined. The document provides examples for proper use of commas and semicolons in sentences.
This document provides rules and guidelines for using apostrophes, colons, commas, and dashes in writing. It discusses 12 rules for using apostrophes, including showing possession and omitting letters in contractions. It outlines 6 rules for using colons, such as introducing a list after a complete sentence. It then details 21 rules for comma usage covering serial lists, adjectives, names, dates, locations, and separating clauses. Finally, it defines en dashes and em dashes and their uses, such as indicating time periods or adding emphasis.
This was a marketing class project. The goal was to present a new product with some sort of Healthcare Management in mind. There is a report that goes with this as well.
The document provides guidance on synthesizing sources, integrating sources into academic writing, and properly using direct quotations, paraphrases, and summaries. It emphasizes gathering and analyzing sources, developing new ideas by synthesizing multiple sources, and using sources to support your own conclusions. Rules are outlined for summarizing, paraphrasing, and directly quoting sources, including using signal phrases, avoiding stand-alone quotes, and following punctuation guidelines.
SlideShare is a website that allows users to upload PowerPoint presentations to be viewed and shared online. Users can register with a valid email, upload their presentations, and then view and navigate through their PowerPoints on SlideShare. Others can also view uploaded presentations and download them.
The document discusses the four types of sentence structures: simple, compound, complex, and compound-complex. It provides examples and definitions of each type. A simple sentence contains one independent clause. A compound sentence contains two independent clauses joined with a conjunction. A complex sentence contains one independent clause and one or more dependent clauses. A compound-complex sentence contains two or more independent clauses and one or more dependent clauses. The document concludes with a practice quiz to test identification of these sentence structures.
This document discusses different types of sentences including complete sentences, fragments, run-on sentences, and compound sentences. It defines independent and dependent clauses and provides examples. It also discusses ways to identify and fix fragments and run-on sentences such as attaching fragments to complete sentences, adding missing elements, or rewriting. The document emphasizes the importance of sentence structure and variety.
This document provides information about using semicolons. It discusses how semicolons are used to connect two independent clauses that are closely related, to separate items in a list that contains commas, and before conjunctive adverbs when separating two independent clauses. Examples are given for each proper use of semicolons, including run-on sentences corrected with semicolons and lists separated with semicolons. Common conjunctive adverbs that require semicolons are also listed.
This document summarizes the contents of an academic writing workshop that covers various grammar topics including verb tenses, sentence fragments, run-on sentences, subject-verb agreement, and common homophone mistakes. The workshop discusses identifying and correcting issues with each topic, provides examples, and allows time for practice. Attendees are encouraged to seek tutoring assistance for any writing needs.
The document discusses several internal punctuation marks including the comma, semicolon, colon, apostrophe, parentheses, and hyphen. It provides rules and examples for using each punctuation mark correctly, such as using commas to separate items in a list or elements in a compound sentence. Proper punctuation is important for clarity and avoiding misunderstandings in written communication.
The document discusses the proper use of semicolons, including connecting two complete sentences and using them with conjunctive adverbs. It notes that semicolons should connect two independent clauses but not two incomplete sentences. It also explains that conjunctive adverbs like "therefore" go with the second sentence, not the first, so the semicolon should come before the transition word. Common conjunctive adverbs like "however" and "moreover" are provided as examples.
The document discusses the proper use of semicolons, including connecting two complete sentences and using them with conjunctive adverbs. It notes that semicolons should connect two independent clauses but not two incomplete sentences. It also explains that conjunctive adverbs like "therefore" go with the second sentence, not the first, so the semicolon should come before the transition word. Common conjunctive adverbs like "however" and "moreover" are provided as examples.
The document discusses the proper use of semicolons, including connecting two complete sentences and using them with conjunctive adverbs. It notes that semicolons should connect two independent clauses but not two incomplete sentences. Common conjunctive adverbs that can follow a semicolon are also listed.
The document discusses the proper use of semicolons, including connecting two complete sentences and using them with conjunctive adverbs. It notes that semicolons should connect two independent clauses but not if one clause is incomplete. Common conjunctive adverbs that can follow a semicolon are also listed. The document cautions against using semicolons before FANBOYS conjunctions like "or", which require a comma instead of a semicolon.
This document provides an introduction to different types of sentences: simple sentences containing one independent clause, compound sentences containing two independent clauses joined by a coordinator, and complex sentences containing one independent clause and one or more dependent clauses. It defines each sentence type and provides examples to illustrate them. It also discusses the use of coordinators and subordinators to join clauses in compound and complex sentences.
Conjunctions Notes and Exercise By KelvinKelvinSmart2
1. Conjunctions are words that link words, phrases, and clauses together. They allow for more complex sentences to be formed rather than a series of short, choppy sentences.
2. There are three main types of conjunctions: coordinating conjunctions join elements of equal grammatical rank, correlative conjunctions work in pairs, and subordinating conjunctions join independent and dependent clauses.
3. Exercises are provided to help understand the different conjunctions, including filling in sentences with the correct conjunction based on meaning and structure.
This document discusses the different uses of commas, including separating items in a list, adding extra information in a sentence through embedded phrases or clauses, preceding coordinating conjunctions that join independent clauses, following introductory words, separating two adjectives that modify the same noun, separating spoken and unspoken words, and separating spoken words from the person addressed. It provides examples for each use case.
The document discusses varying sentence structure by using simple, compound, and complex sentences and provides examples of each. It explains that simple sentences contain one independent clause, compound sentences contain two independent clauses joined by a semicolon, coordinating conjunction, or transition, and complex sentences contain one independent clause and one dependent clause joined by a subordinating conjunction. The document aims to teach readers how to effectively vary their sentence structure for more interesting writing.
The document discusses different ways to join clauses in sentences, including:
1) Using coordinate connectors (FANBOYS conjunctions) like "and" or "but" between two independent clauses.
2) Using subordinating conjunctions like "because" or "after" to introduce an adverb clause that modifies an independent clause.
3) Joining clauses with conjunctive adverbs like "however" or "therefore."
This document discusses subordination and subordinate clauses. It defines subordination as a grammatical strategy to show that one idea is more important than another in a sentence. Subordinate clauses are dependent clauses that cannot stand alone, while independent clauses can. The document provides examples of subordinate clauses using conjunctions like "although" and "before." It also discusses the different types of subordinate clauses, such as adjective and adverb clauses, and lists common subordinating conjunctions used to connect dependent and independent clauses.
This document provides guidance on identifying and correcting run-on sentences and sentence fragments. It defines complete sentences, run-on sentences, and sentence fragments. Strategies are presented for correcting run-on sentences, such as using periods, coordinating conjunctions, semicolons, or subordinating clauses. Sample sentences are given with explanations of the errors and corrections. Practice activities with answer keys allow the reader to apply the concepts and improve sentence structure skills.
This document provides 14 rules for using commas in sentences. It explains that commas are used to signify pauses, separate items in a list or series, offset appositives, join independent clauses, set off introductory phrases, and separate cities from states. Commas are also used between coordinate adjectives, with dates and numbers over 999, and in letter greetings and closings. Examples are given for each rule to illustrate proper comma usage.
This document provides an overview of modernity and modernism between 1900-1945. It discusses major events like World War I, the Russian Revolution, the Treaty of Versailles, the rise of the Nazis and the Holocaust. It also examines the scientific advances and literary/artistic developments during this period, including modernist movements in poetry, novels, theater, and the Harlem Renaissance. Key influences on modernism included Darwin, Marx, Nietzsche and Freud. The document concludes with multiple choice questions testing knowledge of the events and developments discussed.
This document provides guidance on using sources to support ideas in academic writing. It discusses synthesizing information from multiple sources to develop new knowledge. Writers should gather information by taking notes, annotating sources, and organizing information. Sources can then be integrated into writing through summarization, paraphrasing, and direct quotation while avoiding plagiarism. Direct quotations should be properly introduced with signal phrases and integrated into the writer's own sentences. Long quotations require a block format. Punctuation rules apply when using quotations.
This document discusses sentence boundary errors and how to correct them. There are two types of boundary errors: fused sentences, which combine two independent clauses without punctuation, and comma splices, which incorrectly use only a comma between two independent clauses. These errors can be fixed by separating the clauses with a period or semicolon, connecting them with a comma and a FANBOYS conjunction, or making one clause dependent using a subordinating conjunction.
This document discusses common writing errors and provides examples and explanations. It covers commonly confused words like your/you're and affect/effect. It also discusses avoiding sentence fragments by ensuring sentences have subjects and verbs. Additionally, it notes that only FANBOYS words can connect two independent clauses with a comma and explains other words like however are weakly connective and cannot be used in that way to avoid comma splices. Finally, it provides a review of the common errors to proofread for, including confused words, fragments, and weakly connective words, and recommends additional resources on common errors.
1. The document discusses clauses, which are groups of words containing a subject and a verb.
2. There are two primary types of clauses: independent clauses, which can stand alone as complete sentences, and dependent clauses, which cannot stand alone and require an independent clause.
3. Dependent clauses are identified by the presence of subordinating conjunctions like "because", "when", and "while", and must be attached to an independent clause to form a complete sentence.
This document provides guidance on developing an effective thesis statement for an academic paper. It explains that an assertion is an opinion on the topic, which can then be expanded into a clear and specific thesis. An effective thesis should directly answer the assigned question, make a claim others could dispute, and pass tests of significance, explanation and specificity. Body paragraphs should then support the thesis through topic sentences addressing individual points. Outlining involves breaking the thesis into points to address in paragraphs and taking notes on evidence to support each point. Developing a strong thesis and outline provides the framework to write a well-organized paper.
The document outlines the writing process, which includes analyzing the writing situation, inventing ideas through brainstorming, organizing ideas into an outline with a thesis statement, drafting the paper, and revising through feedback and self-editing. It provides examples of how to develop a thesis and outline, emphasizes that writing is a process of multiple drafts, and notes that revision is key to strengthening writing.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. * While there is a lot to learn when it comes to
grammar and mechanics, this presentation
focuses on the most common mistakes and
issues seen in first-year college writing.
* Here you’ll find information covering voice and
agreement, types of clauses, and correct
comma usage.
* Along with this presentation, you’ll also find
helpful handouts on Bb that cover much of this
material.
* Let’s get started with voice and agreement.
3. * When it comes to writing, “voice” describes
the subject’s relationship to the verb in a
sentence:
* Passive: The verb form when the subject names
the receiver of the verb’s action.
Ex: The ball was kicked by John.
* Active: The verb form when the subject names
the performer of the verb’s action.
Ex: John kicked the ball.
Although passive voice is technically
grammatically correct, it is unnecessarily wordy
and unclear. Use ACTIVE voice when writing.
*
4. * It is important to ensure subjects and pronouns or
subjects and antecedents agree in your sentences.
Let’s look at a few examples:
* A police officer deals with a lot of challenging
situations, and they have to put up with many
difficult people.
* In this example, “a police officer” is singular, but the
writer uses the pronoun “they,” which is plural.
* To revise, we must make them match, changing
either the subject or the pronoun like this:
Police officers deal with a lot of challenging
situations, and they have to put up with many
difficult people.
* Let’s practice
*
5. * Correct the following
error in agreement:
A. People need to
understand the
consequences of their
decisions, and you
must think critically to
do this.
* WARNING: Along with not agreeing, this sentence uses
the second person POV. Remember, we want to write
our papers in THIRD PERSON POV (he, she, they, one,
etc)
6. * A clause is any group of words that contains both a
subject and a predicate. There are two kinds of
clauses, and the distinction between them is very
important:
* Independent (Main) Clause: Very simply, this type of
clause is a sentence, a complete thought that can stand
on its own.
EX: John bought a dog.
* Dependent (Subordinate) Clause: This is not a complete
sentence. It requires additional information to be clear,
making it “dependent” or “subordinate” to another part
of the sentence.
EX: Because he was lonely
Learn to recognize independent and dependent clauses.
They play a large role in correct comma usage.
*
7. After Once
* Although Provided
As Rather
Most dependent/subordinate clauses
As if Than
begin with something called a As long as Than
subordinating conjunction. These
words indicate that the clause requires As though That
additional information to be complete.
Here you’ll find a list of the most
Because Though
common subordinating conjunctions. Before Since
Even if Unless
Even When
Now: Let’s practice! though Whenever
If Where
If only Whereas
In order Whether
That While
8. * A. I’m taking several
classes this
semester, but
bowling is my
favorite course.
Sentence “B” is the correct
answer. “Although” is a
subordinating conjunction, and the
clause “Although I like history B. Although I like
when I watch it on TV” cannot history when I
stand on its own. It must be watch it on T.V, my
combined with the independent
clause that follows. history class is not
much fun at all.
C. I like ice cream.
9. * Commas are probably the most-hated punctuation mark, but
with a few rules you’ll be able to use them easily and correctly.
We’re going to focus on identifying common errors and
correcting those errors with proper comma usage. Let’s look at
two common mistakes with clauses:
* Comma Splices: Comma splices combine two independent
clauses with a comma, and incorrect way to coordinate
ideas.
EX: I had pizza for dinner yesterday, it made me sick
* In this example both clauses are independent; they can
stand on their own. In this case we CANNOT use only a
comma to separate them.
* Fused Sentences: Fused sentences combine two independent
clauses without any punctuation at all.
EX: I had pizza for dinner yesterday it made me sick.
Recognizing comma splices and fused sentences is the first
step in correct comma usage. There are three ways we can
correct such errors.
*
10. * A. I had pizza for
dinner yesterday. It
made me sick.
1. Separate the clauses with
B. I had pizza for
a period. dinner yesterday; it
made me sick.
2. Separate the clauses with
a semicolon: ; C. I had pizza for
dinner yesterday,
3. Separate the clauses with and it made me
a comma + a coordinating
conjunction. sick.
11. *
Semicolons function just like periods. They
indicate a separation between two
For
INDEPENDENT CLAUSES. However, semicolons
are most often used to separate two related
ideas or a specific contrast.
And
Fanboys are COORDINATING CONJUNCTIONS.
Nor
When combined with a comma, they serve to
connect to INDEPENDENT CLAUSES. Know your But
Fanboys!
Or
WARNING: Be careful. These words don’t
always function as coordinating conjunctions.
Be sure to check for two independent clauses.
Yet
WARNING: Beware of weakly connective words
that appear to be CCs: however, because,
although, etc. The se are NOT Fanboys.
So
Now: Let’s practice!
12. * A. I bought a laptop
recently but not a
bag for it.
B. My dog likes ice
cream yet not her
dog food.
C. I went for a walk in
the woods, and I
*
got bit by
mosquitoes.
13. * The last comma rule we’ll cover now is the use of
commas with dependent/subordinate clauses (remember
those?). There are two rules for this:
* When the dependent/subordinate clause PRECEEDS
the independent clause, use a comma to separate
them.
EX: Because he was feeling lonely, Bob adopted a dog.
* In this example, “because he was feeling lonely” is
a dependent clause. It starts with a subordinating
conjunction and requires the second half of the
sentence to be complete. Because it comes before
the IC, we use a comma.
* When the dependent/subordinate clause FOLLOWS the
independent clause, no comma is needed.
EX: Bob adopted a dog because he was feeling lonely.
*
14. * Let’s practice:
Identify
whether the following A. Although I’m not very
examples require a good I like to play the
comma: guitar.
B. I didn’t go to class
today since I wasn’t
feeling very well.
C. While I didn’t have too
much sleep last night I
was too busy to take a
nap
15. *While spelling issues have been reduced
thanks to SpellCheck, there are still many
errors one can make that won’t be caught
by the software including commonly
confused words and homonyms.
* Homonyms are words that sound alike but are
spelled differently and have different meanings.
* The next slide contains several examples of the
most common commonly confused words and
homonyms.
*
16. It’s/Its
Your/You’re
Their/there/they’re
To/Too/Two
Than/Then
Accept/Except
Affect/Effect
Led/Lead
Breath/Breathe
Lose/Loose
Past/Passed
* Since spellcheckers often miss such confused words,
it’s important to proofread carefully for the easy-to-
make mistakes.
Let’s practice
17. * Let’s practice:Correct
the following passage: A. People who drive to
slow on the highway
are annoying because
they’re inability to use
the gas pedal gets on
We have several misused words my nerves. Let’s be
here. “To” should be “too”; honest: its not that
“they’re” should be “their”; hard.
and “its” should be “it’s.”
18. *
The following five examples have several of the common
errors we have discussed. Identify the error and correct
the sentence. Sentences may have more than one error.
19. Its not to late * This example has several
errors
to get your * “Its” should be “it’s”
tickets for the * “to” should be “too”
* “there” should be “they’re”
festival but * Finally, this is compound
there selling sentence; notice the
FANBOY (but). What comes
out quickly. before and after the
FANBOY are independent
clauses, meaning we must
add a comma to connect
them.
20. I left the party * This is an example of
incorrect comma
early, because usage. “Because I was
feeling tired” is a
I was feeling dependent/subordinat
tired. e clause. Since it
FOLLOWS the
independent clause, “I
left the party early,”
no comma is needed.
21. There is no way * There are two errors
here.
that the Cubs * First, this is a FUSED
sentence, meaning the
will win the writer has combined
two independent
World Series clauses without proper
this year their punctuation.
* “Their” should be
just too bad. “they’re.”
22. * There are three errors
While its nice to here.
* First, this sentence
talk to a friend includes a
dependent/subordinate
on the phone clause: “While it’s nice to
talk to a friend on the
it’s annoying if phone.” Since this clause
PRECEEDS the
independent clause, a
they call too comma is needed.
* The first “its” should be
much. “it’s”.
* Finally, we have an error
here in agreement. “A
friend” is singular, but the
writer uses the plural
pronoun “they.”
23. I went * While “and” is a
FANBOY, in this
shopping sentence it is NOT
being used as such.
yesterday, and What comes before
bought lots of and after the “and”
are NOT both
new clothes. independent clauses.