This presentation covers the differences between coordination and subordination in sentences. Coordination joins two independent clauses with equal importance, using conjunctions like "and" and "but." Subordination makes one clause less important by using conjunctions like "because" and "since." Punctuation is used differently - a comma separates clauses joined by coordination, while no punctuation is used with subordination if the second clause is subordinate. Examples are provided to illustrate proper use of coordination and subordination.
This presentation covers the differences between coordination and subordination in sentences. Coordination joins two independent clauses with equal importance, using conjunctions like "and" and "but." Subordination makes one clause less important by using conjunctions like "because" and "since." Punctuation is used differently - a comma separates clauses joined by coordination, while no punctuation is used with subordination if the second clause is subordinate. Examples are provided to illustrate proper use.
1. The document provides instruction on Spanish grammar concepts including pronoun placement, nationalities, stem-changing verbs, indirect object pronouns, reflexive verbs, affirmative and negative commands, and sequencing events.
2. It explains rules for attaching object pronouns to verbs, conjugations of stem-changing verbs like jugar and contar, forms of the indirect object pronouns, and how to form reflexive verbs.
3. Affirmative and negative commands are discussed, including how to change the verb form and attach object pronouns for both regular and irregular verbs.
This document provides information on grammar topics in Spanish, including nationalities, stem-changing verbs, para, object pronouns, gustar, affirmative and negative words, superlatives, reflexive verbs, commands, and sequencing events. It defines terms, gives examples, and explains how to conjugate and use different parts of speech in Spanish, like verbs, pronouns, and adjectives.
1. The document provides instruction on Spanish grammar concepts including pronoun placement, nationalities, stem-changing verbs, indirect object pronouns, reflexive verbs, affirmative and negative commands, and superlatives.
2. It explains how to form reflexive verbs, affirmative and negative commands, and superlatives. Examples are provided to demonstrate concepts like pronoun placement with commands.
3. Sequencing events in Spanish is discussed, including terms like primero, entonces, luego, después, por fin that indicate the order in which things occurred. Time phrases with por, la mañana, la tarde and la noche are also addressed.
The document provides information about Spanish grammar topics including:
1. Nationalities and stem changing verbs
2. Para and indirect object pronouns
3. Gustar and object pronoun placement
4. Affirmative and negative words, and superlatives
5. Reflexive verbs and affirmative and negative tú commands
The document discusses different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, indefinite pronouns, interrogative pronouns, relative pronouns, reflexive pronouns, and demonstrative pronouns. It provides examples for each type and a practice exercise identifying correct pronoun usage.
This document provides an overview of Spanish grammar topics. It includes sections on nationalities, stem changing verbs, indirect object pronouns, pronoun placement, gustar, superlatives, reflexive verbs, commands, sequencing events, preterit tense, and common trigger words. The document serves as a table of contents and outlines key concepts and examples for each grammar point.
The document discusses different types of adverbs including:
- Adverbs of manner which describe how something is done (e.g. quickly, loudly).
- Adverbs of time which describe when or how often something occurs (e.g. yesterday, sometimes).
- Adverbs of degree which indicate the intensity of an action, adjective, or other adverb (e.g. very, quite).
It provides examples of each type and discusses their typical placement in sentences. The document also covers the formation of adverbs from adjectives and comparative/superlative forms.
This presentation covers the differences between coordination and subordination in sentences. Coordination joins two independent clauses with equal importance, using conjunctions like "and" and "but." Subordination makes one clause less important by using conjunctions like "because" and "since." Punctuation is used differently - a comma separates clauses joined by coordination, while no punctuation is used with subordination if the second clause is subordinate. Examples are provided to illustrate proper use.
1. The document provides instruction on Spanish grammar concepts including pronoun placement, nationalities, stem-changing verbs, indirect object pronouns, reflexive verbs, affirmative and negative commands, and sequencing events.
2. It explains rules for attaching object pronouns to verbs, conjugations of stem-changing verbs like jugar and contar, forms of the indirect object pronouns, and how to form reflexive verbs.
3. Affirmative and negative commands are discussed, including how to change the verb form and attach object pronouns for both regular and irregular verbs.
This document provides information on grammar topics in Spanish, including nationalities, stem-changing verbs, para, object pronouns, gustar, affirmative and negative words, superlatives, reflexive verbs, commands, and sequencing events. It defines terms, gives examples, and explains how to conjugate and use different parts of speech in Spanish, like verbs, pronouns, and adjectives.
1. The document provides instruction on Spanish grammar concepts including pronoun placement, nationalities, stem-changing verbs, indirect object pronouns, reflexive verbs, affirmative and negative commands, and superlatives.
2. It explains how to form reflexive verbs, affirmative and negative commands, and superlatives. Examples are provided to demonstrate concepts like pronoun placement with commands.
3. Sequencing events in Spanish is discussed, including terms like primero, entonces, luego, después, por fin that indicate the order in which things occurred. Time phrases with por, la mañana, la tarde and la noche are also addressed.
The document provides information about Spanish grammar topics including:
1. Nationalities and stem changing verbs
2. Para and indirect object pronouns
3. Gustar and object pronoun placement
4. Affirmative and negative words, and superlatives
5. Reflexive verbs and affirmative and negative tú commands
The document discusses different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, indefinite pronouns, interrogative pronouns, relative pronouns, reflexive pronouns, and demonstrative pronouns. It provides examples for each type and a practice exercise identifying correct pronoun usage.
This document provides an overview of Spanish grammar topics. It includes sections on nationalities, stem changing verbs, indirect object pronouns, pronoun placement, gustar, superlatives, reflexive verbs, commands, sequencing events, preterit tense, and common trigger words. The document serves as a table of contents and outlines key concepts and examples for each grammar point.
The document discusses different types of adverbs including:
- Adverbs of manner which describe how something is done (e.g. quickly, loudly).
- Adverbs of time which describe when or how often something occurs (e.g. yesterday, sometimes).
- Adverbs of degree which indicate the intensity of an action, adjective, or other adverb (e.g. very, quite).
It provides examples of each type and discusses their typical placement in sentences. The document also covers the formation of adverbs from adjectives and comparative/superlative forms.
The document contains a list of Spanish grammar topics and concepts organized under headings. It includes topics such as verb conjugations, irregular verbs, uses of reflexive verbs, saber vs conocer, gustar expressions, preterite vs imperfect, por vs para, commands, present perfect, double object pronouns, adverbs, subjunctive, se impersonal, and progressive tenses. The document serves as a study guide or reference sheet for reviewing key elements of Spanish grammar.
This document provides an outline of grammar topics for Spanish, including: stem-changing verbs, para, indirect object pronouns, object pronoun placement, gustar, affirmatives and negatives, superlatives, reflexives, commands, sequencing events, the preterite tense, -car -gar -zar verbs, deber + infinitive, modal verbs, present progressives, and adverbs. The document includes explanations and examples for each topic.
1) Modal verbs are used to express modality or possibility rather than facts. There are 13 modal verbs in English including present and past forms.
2) Modal verbs have grammatical features different from main verbs such as not showing tense or person. They are always followed by a bare infinitive verb form.
3) Modals like "can" express ability or permission while "may" is more tentative. "Must" expresses logical certainty or obligation depending on context.
The document provides an agenda for a class that will discuss themes in The Hunger Games, frequently misused words, analyzing writing strategies, and forming a thesis statement. Students will do an in-class writing exercise focusing on the climax of an event using different sentence structures and answer reflection questions. The class will also consider themes of friendship, family, survival, freedom and oppression, and materialism and class.
This document is a grammar book that provides an overview of various Spanish grammar topics across 10 chapters. It covers nationalities, stem changing verbs, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, affirmative and negative commands, and sequencing events. Each chapter defines and provides examples for the grammar concept covered.
This document provides an outline for a grammar book covering various Spanish grammar topics across two semesters. The first semester covers topics such as preterite and imperfect tenses, irregular verbs, por/para expressions, the future tense, and ser vs. estar. The second semester continues with additional tenses and topics including the conditional, present perfect, past perfect, subjunctive, commands, and the subjunctive mood. For each topic, there are brief explanations, examples, and lists of irregular verbs.
This document is a table of contents for a grammar book. It outlines 18 different grammar topics covered in the book, including nationalities, stem changers, indirect object pronouns, reflexives, preterite, modal verbs, and adverbs. Each topic is briefly defined or explained in 1-3 bullet points.
S:\Prentice Hall Resouces\Math\Power Point\Math Topics 2\Revised Power Points...enrichri
The document provides lesson content on deductive reasoning, including definitions of key terms like conditional statements, major and minor premises, validity, and critiquing arguments. It gives examples of forming conclusions using syllogisms and conditional statements. It also covers ordering related conditional statements logically and identifying the converse, inverse, and contrapositive of conditional statements. The lesson aims to help students arrive at conclusions, analyze deductive arguments, and understand logical transformations of conditional statements.
The document discusses phrasal verbs, which are verbs combined with particles or prepositions that act as verbs rather than prepositions. It provides examples of literal and idiomatic meanings of phrasal verbs like "put out" and "pick up." Transitive phrasal verbs can have objects that come before or after the particle, while intransitive phrasal verbs do not take objects.
The document provides a summary of key grammatical concepts in Spanish, organized into sections covering topics such as the preterite and imperfect tenses, stem-changing verbs, the future tense, por vs para, demonstrative adjectives and pronouns, and uses of the subjunctive mood. It also includes tables of irregular verb conjugations and lists of vocabulary words and phrases to illustrate grammatical structures.
The second paragraph is more effective because it uses a variety of sentence structures like compound sentences with coordinating conjunctions and complex sentences with subordinating conjunctions. It also uses transitions to link ideas. The first paragraph only uses simple sentences, so the second one engages the reader more through its varied structures.
The document discusses different types of pronouns including personal pronouns, possessive pronouns, indefinite pronouns, reflexive pronouns, intensive pronouns, demonstrative pronouns, reciprocal pronouns, relative pronouns, and interrogative pronouns. It provides examples of each type of pronoun and discusses agreement of pronouns with their antecedents and other grammar rules regarding pronoun usage.
This document contains a grammar book table of contents covering topics such as nationalities, stem changers, para, object pronoun placement, indirect object pronouns, gustar, affirmative and negative words, superlatives, reflexives, commands, sequencing events, preterite (past tense), deber, present progressive, -mente adverbs, adjective endings, and preterite irregular verbs. The table of contents lists 20 sections that provide explanations and examples of Spanish grammar concepts.
This document provides information on Spanish verb conjugation and grammar concepts including:
- Verb endings for regular verbs like -ar, -er, and -ir verbs.
- Uses of para to indicate possession or purpose.
- Placement of indirect object pronouns like me, te, le, nos, os, les.
- How gustar is used and its associated pronouns.
- Affirmative and negative words in Spanish.
- Forming superlative adjectives.
- Uses of reflexive verbs and placement of reflexive pronouns.
- Forms of affirmative and negative tu commands and irregular verbs.
- Sequencing words used to indicate time and
This document provides information on Spanish verb conjugation and grammar concepts including:
- Verb conjugations according to subject (1st, 2nd, 3rd person)
- Stem changing verbs and their patterns
- Uses of para and indirect object pronouns
- Gustar construction and affirmative/negative words
- Forming superlatives
- Reflexive verbs and pronoun placement
- Affirmative and negative tu commands and irregular verbs
- Sequencing words to indicate time and place in sentences.
This document provides information on Spanish verb conjugation and grammar concepts including:
- Verb endings for regular verbs like -ar, -er, and -ir verbs.
- Uses of para to indicate possession or purpose.
- Placement of indirect object pronouns like me, te, le, nos, os, les.
- How gustar is used and its associated pronouns.
- Affirmative and negative words in Spanish.
- Forming superlative adjectives.
- Uses of reflexive verbs and placement of reflexive pronouns.
- Forms of affirmative and negative tu commands and irregular verbs.
- Sequencing words used to indicate time and
The document provides an overview and examples of how to use different verb tenses in English, including past, present, and future tenses. It includes a graphic comparing the simple, progressive, and perfect verb tenses. Examples are provided for regular and irregular verbs in the affirmative and negative form for each tense. The tenses covered include simple past, present, and future, past and present progressive, past perfect, present perfect, and future perfect.
This presentation covers the differences between coordination and subordination and how they are used to connect clauses. Coordination connects two independent clauses with equal emphasis, using conjunctions like "and" and "but". Subordination connects an independent clause with a dependent clause using conjunctions like "because" and "since" to emphasize one idea over the other. The presentation provides examples of coordination and subordination and tests the learner's understanding with multiple choice questions.
This presentation covers the differences between coordination and subordination. Coordination connects two independent clauses with equal importance, using coordinating conjunctions like "and" and "or". Subordination makes one clause less important by using subordinate conjunctions like "because" and "since". Knowing when to use coordination versus subordination is important for constructing clear, grammatically correct sentences.
This document is a presentation about misplaced modifiers. It provides examples of sentences with misplaced modifiers and explains how to identify the correctly placed modifiers. It discusses placing present participle phrases, past participle phrases, adjective clauses, and avoiding passive voice verbs when using modifiers. Multiple choice questions with sentences containing modifiers are included for a quick test.
This document discusses misplaced modifiers and provides examples of sentences with modifiers that are correctly and incorrectly placed. It explains that modifiers should be placed immediately next to the words they modify. Some key points covered include placing present and past participles, adjective clauses, and avoiding passive voice when placing modifiers. Multiple choice questions with answers identifying correctly placed modifiers are also provided.
This document provides an overview of pronoun agreement. It discusses how pronouns must agree in number (singular or plural) with their antecedents. Some key points covered include: pronouns like "they" are plural while pronouns like "it" are singular; compound subjects joined by "and" are usually plural; indefinite pronouns like "everyone" are always singular; and exceptions involving phrases, conjunctions, and collective nouns. The document concludes with a quick quiz to test the reader's understanding of pronoun agreement rules.
The document contains a list of Spanish grammar topics and concepts organized under headings. It includes topics such as verb conjugations, irregular verbs, uses of reflexive verbs, saber vs conocer, gustar expressions, preterite vs imperfect, por vs para, commands, present perfect, double object pronouns, adverbs, subjunctive, se impersonal, and progressive tenses. The document serves as a study guide or reference sheet for reviewing key elements of Spanish grammar.
This document provides an outline of grammar topics for Spanish, including: stem-changing verbs, para, indirect object pronouns, object pronoun placement, gustar, affirmatives and negatives, superlatives, reflexives, commands, sequencing events, the preterite tense, -car -gar -zar verbs, deber + infinitive, modal verbs, present progressives, and adverbs. The document includes explanations and examples for each topic.
1) Modal verbs are used to express modality or possibility rather than facts. There are 13 modal verbs in English including present and past forms.
2) Modal verbs have grammatical features different from main verbs such as not showing tense or person. They are always followed by a bare infinitive verb form.
3) Modals like "can" express ability or permission while "may" is more tentative. "Must" expresses logical certainty or obligation depending on context.
The document provides an agenda for a class that will discuss themes in The Hunger Games, frequently misused words, analyzing writing strategies, and forming a thesis statement. Students will do an in-class writing exercise focusing on the climax of an event using different sentence structures and answer reflection questions. The class will also consider themes of friendship, family, survival, freedom and oppression, and materialism and class.
This document is a grammar book that provides an overview of various Spanish grammar topics across 10 chapters. It covers nationalities, stem changing verbs, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, affirmative and negative commands, and sequencing events. Each chapter defines and provides examples for the grammar concept covered.
This document provides an outline for a grammar book covering various Spanish grammar topics across two semesters. The first semester covers topics such as preterite and imperfect tenses, irregular verbs, por/para expressions, the future tense, and ser vs. estar. The second semester continues with additional tenses and topics including the conditional, present perfect, past perfect, subjunctive, commands, and the subjunctive mood. For each topic, there are brief explanations, examples, and lists of irregular verbs.
This document is a table of contents for a grammar book. It outlines 18 different grammar topics covered in the book, including nationalities, stem changers, indirect object pronouns, reflexives, preterite, modal verbs, and adverbs. Each topic is briefly defined or explained in 1-3 bullet points.
S:\Prentice Hall Resouces\Math\Power Point\Math Topics 2\Revised Power Points...enrichri
The document provides lesson content on deductive reasoning, including definitions of key terms like conditional statements, major and minor premises, validity, and critiquing arguments. It gives examples of forming conclusions using syllogisms and conditional statements. It also covers ordering related conditional statements logically and identifying the converse, inverse, and contrapositive of conditional statements. The lesson aims to help students arrive at conclusions, analyze deductive arguments, and understand logical transformations of conditional statements.
The document discusses phrasal verbs, which are verbs combined with particles or prepositions that act as verbs rather than prepositions. It provides examples of literal and idiomatic meanings of phrasal verbs like "put out" and "pick up." Transitive phrasal verbs can have objects that come before or after the particle, while intransitive phrasal verbs do not take objects.
The document provides a summary of key grammatical concepts in Spanish, organized into sections covering topics such as the preterite and imperfect tenses, stem-changing verbs, the future tense, por vs para, demonstrative adjectives and pronouns, and uses of the subjunctive mood. It also includes tables of irregular verb conjugations and lists of vocabulary words and phrases to illustrate grammatical structures.
The second paragraph is more effective because it uses a variety of sentence structures like compound sentences with coordinating conjunctions and complex sentences with subordinating conjunctions. It also uses transitions to link ideas. The first paragraph only uses simple sentences, so the second one engages the reader more through its varied structures.
The document discusses different types of pronouns including personal pronouns, possessive pronouns, indefinite pronouns, reflexive pronouns, intensive pronouns, demonstrative pronouns, reciprocal pronouns, relative pronouns, and interrogative pronouns. It provides examples of each type of pronoun and discusses agreement of pronouns with their antecedents and other grammar rules regarding pronoun usage.
This document contains a grammar book table of contents covering topics such as nationalities, stem changers, para, object pronoun placement, indirect object pronouns, gustar, affirmative and negative words, superlatives, reflexives, commands, sequencing events, preterite (past tense), deber, present progressive, -mente adverbs, adjective endings, and preterite irregular verbs. The table of contents lists 20 sections that provide explanations and examples of Spanish grammar concepts.
This document provides information on Spanish verb conjugation and grammar concepts including:
- Verb endings for regular verbs like -ar, -er, and -ir verbs.
- Uses of para to indicate possession or purpose.
- Placement of indirect object pronouns like me, te, le, nos, os, les.
- How gustar is used and its associated pronouns.
- Affirmative and negative words in Spanish.
- Forming superlative adjectives.
- Uses of reflexive verbs and placement of reflexive pronouns.
- Forms of affirmative and negative tu commands and irregular verbs.
- Sequencing words used to indicate time and
This document provides information on Spanish verb conjugation and grammar concepts including:
- Verb conjugations according to subject (1st, 2nd, 3rd person)
- Stem changing verbs and their patterns
- Uses of para and indirect object pronouns
- Gustar construction and affirmative/negative words
- Forming superlatives
- Reflexive verbs and pronoun placement
- Affirmative and negative tu commands and irregular verbs
- Sequencing words to indicate time and place in sentences.
This document provides information on Spanish verb conjugation and grammar concepts including:
- Verb endings for regular verbs like -ar, -er, and -ir verbs.
- Uses of para to indicate possession or purpose.
- Placement of indirect object pronouns like me, te, le, nos, os, les.
- How gustar is used and its associated pronouns.
- Affirmative and negative words in Spanish.
- Forming superlative adjectives.
- Uses of reflexive verbs and placement of reflexive pronouns.
- Forms of affirmative and negative tu commands and irregular verbs.
- Sequencing words used to indicate time and
The document provides an overview and examples of how to use different verb tenses in English, including past, present, and future tenses. It includes a graphic comparing the simple, progressive, and perfect verb tenses. Examples are provided for regular and irregular verbs in the affirmative and negative form for each tense. The tenses covered include simple past, present, and future, past and present progressive, past perfect, present perfect, and future perfect.
This presentation covers the differences between coordination and subordination and how they are used to connect clauses. Coordination connects two independent clauses with equal emphasis, using conjunctions like "and" and "but". Subordination connects an independent clause with a dependent clause using conjunctions like "because" and "since" to emphasize one idea over the other. The presentation provides examples of coordination and subordination and tests the learner's understanding with multiple choice questions.
This presentation covers the differences between coordination and subordination. Coordination connects two independent clauses with equal importance, using coordinating conjunctions like "and" and "or". Subordination makes one clause less important by using subordinate conjunctions like "because" and "since". Knowing when to use coordination versus subordination is important for constructing clear, grammatically correct sentences.
This document is a presentation about misplaced modifiers. It provides examples of sentences with misplaced modifiers and explains how to identify the correctly placed modifiers. It discusses placing present participle phrases, past participle phrases, adjective clauses, and avoiding passive voice verbs when using modifiers. Multiple choice questions with sentences containing modifiers are included for a quick test.
This document discusses misplaced modifiers and provides examples of sentences with modifiers that are correctly and incorrectly placed. It explains that modifiers should be placed immediately next to the words they modify. Some key points covered include placing present and past participles, adjective clauses, and avoiding passive voice when placing modifiers. Multiple choice questions with answers identifying correctly placed modifiers are also provided.
This document provides an overview of pronoun agreement. It discusses how pronouns must agree in number (singular or plural) with their antecedents. Some key points covered include: pronouns like "they" are plural while pronouns like "it" are singular; compound subjects joined by "and" are usually plural; indefinite pronouns like "everyone" are always singular; and exceptions involving phrases, conjunctions, and collective nouns. The document concludes with a quick quiz to test the reader's understanding of pronoun agreement rules.
This document discusses introductory phrases and clauses. It begins by defining a phrase as a group of words without a subject or verb, and a clause as having both a subject and verb. Examples of each are provided. Readers are then asked to identify examples as phrases or clauses. The document continues explaining that introductory phrases and clauses are followed by commas in sentences, and provides rules for punctuation. It concludes by discussing run-on sentences and how to fix them using punctuation like periods, semicolons, or conjunctions.
This document provides a summary of 3 sentences or less:
The presentation covers the proper use of regular and irregular verb forms on standardized tests. It provides examples of correctly and incorrectly used verbs and encourages relying on intuition when unsure of a verb's proper form to choose the answer that "feels right". A short practice test with multiple choice questions on verb forms is also included to allow for application of the concepts.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
This document provides a presentation on verb forms, including regular and irregular verbs. It discusses the importance of knowing standard verb forms for objective tests and provides examples of correctly identifying irregular verb forms in sentences. It also includes a short practice test with multiple choice questions to identify incorrectly used verb forms.
This document provides a summary of verb forms and includes examples of regular and irregular verbs. It discusses the importance of knowing proper verb forms for standardized tests and provides strategies for determining the correct form when unsure. It then gives a quick test with multiple choice questions to assess understanding of regular and irregular verb forms.
This document provides an overview of pronoun agreement rules. It discusses how pronouns must agree in number (singular or plural) with their antecedents. Some key points covered include: pronouns referring to singular antecedents use singular pronouns like "he" while plural antecedents use plural pronouns like "they"; company names and titles are singular; indefinite pronouns like "everyone" are always singular; and conjunctions like "and" can affect whether the antecedent is singular or plural. Examples and practice questions are provided to illustrate these rules.
This presentation discusses choosing the appropriate word or expression given the context. It provides clues like looking for definitions provided in the text, examples, contrasts, or inferring meaning from context. The presentation emphasizes relying on context clues if an unknown word is encountered on a test since no dictionary can be used. It includes a quick test for students to practice applying context clues to choose the best word for different sentences.
The document discusses 5 common errors in writing: 1) misspelling words, 2) beginning sentences without capitalization, 3) using texting abbreviations, 4) writing sentence fragments, and 5) run-on sentences. It provides examples of each error and explains why they should be avoided in academic writing and professional settings. The author emphasizes that developing good writing habits, such as proofreading and properly structuring sentences, is important for success in school and career opportunities.
The document discusses 5 common errors in writing: 1) misspelling words, 2) beginning sentences without capitalization, 3) using texting abbreviations, 4) writing sentence fragments, and 5) run-on sentences. It provides examples of each error and explains why they should be avoided in academic writing and professional settings. The author emphasizes that developing good writing habits, such as proofreading and properly structuring sentences, is important for career and academic success.
This document provides a summary of a presentation on standard punctuation rules, including end marks, commas, semicolons, and apostrophes. It includes examples of how to use each punctuation mark correctly and sample test questions assessing punctuation skills. The presentation emphasizes key points about punctuation through reminders and comments.
This document provides a summary of standard punctuation rules, including end marks, commas, semicolons, and apostrophes. It discusses when to use periods, question marks, exclamation points, and commas to connect clauses. It also covers using semicolons to connect two main clauses and apostrophes to show possession and contractions. The document quizzes the reader with examples to choose the correct punctuation.
This presentation covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of these errors and teaches how to identify them. Attendees will learn how to write grammatically correct sentences using appropriate punctuation like periods and conjunctions, as well as subordination with subordinate conjunctions. The goal is to recognize what makes a sentence complete and to employ punctuation and grammar properly to avoid errors in sentences.
This document defines and provides examples of different types of verbs including action verbs, linking verbs, and helping/main verbs. It explains that action verbs show action by the subject, linking verbs connect the subject to the predicate, and helping verbs assist the main verb. Several sentences are then provided and the reader is asked to identify the verb and its type in each sentence.
Hyphens and Commonly Confused Words PPTclairmckinnon
The document discusses proper hyphen usage including avoiding ambiguity, spelling out numbers, linking nouns, and dividing words at line breaks. It also covers commonly confused words like "there/their/they're" and homonyms that sound alike but have different meanings. Examples are provided to illustrate the correct use of hyphens, apostrophes, and homonyms.
The document discusses the proper uses of hyphens in the English language. It provides 9 main uses of hyphens: 1) to avoid ambiguity, 2) spelling out numbers, 3) linking nouns, 4) modifying nouns, 5) with certain prefixes, 6) spelling out words, 7) avoiding "letter collision", 8) dividing words at line breaks, and 9) dividing already hyphenated words at line breaks. The document also notes that words can stop being hyphenated through repeated common use, and provides examples to illustrate the difference a hyphen can make in meaning.
The document outlines 8 basic rules for using commas in sentences:
1. Use a comma before a coordinating conjunction to join two independent clauses.
2. Use a comma after an introductory clause or phrase.
3. Use a comma to separate each item in a series of three or more items.
4. Use commas to enclose nonrestrictive clauses that are not essential to the meaning of the sentence.
5. Use commas to set off appositives that offer nonessential information about a noun.
The document discusses the origins of Native American literature, which predate the arrival of Europeans and are rooted in oral tradition. Early examples include rock carvings and petroglyphs. Oral stories were integral to Native American cultures and helped explain the world through myths involving supernatural beings. The power of words and storytelling is illustrated through summaries of the stories "The Arrowmaker" and "The Kiowa Brothers".
This document discusses myths and archetypes in Native American literature. It provides examples of myths from the Huron and Nez Perce tribes, "The Sky Tree" and "Coyote Finishes His Work", which explain their cultures' beliefs about the origins of the world. Myths are traditional, religious stories that explain natural phenomena and rituals. Archetypes are recurring characters, plots, images or themes across different cultures. Examples of archetypes include the trickster character and the journey plot. Understanding archetypes and reading Native American myths in their original oral tradition form is important for comprehending different literary traditions.
Powerpoint that goes with guided notes 2014clairmckinnon
F. Scott Fitzgerald was an American author born in 1896 who is famous for writing The Great Gatsby. He married Zelda Sayre and died in 1940. The Great Gatsby takes place during the 1920s, also known as the "Jazz Age", and is considered one of the most accurate depictions of that time period. The novel follows Jay Gatsby, a wealthy man who throws lavish parties in an attempt to attract his lost love, Daisy Buchanan. Other main characters include Daisy's husband Tom Buchanan, their neighbor Nick Carraway who narrates the story, and Jordan Baker. The novel examines themes such as social divisions represented by East and West Egg, the decaying
Phillis Wheatley was the first African American and one of the first female poets to be published. She was born in Senegal in 1753 and sold into slavery at age 7 in Boston. The Wheatley family taught her to read and write, and she showed a great talent for poetry. At age 18, she published her first book of poems, becoming famous on both sides of the Atlantic. However, she struggled with poverty and racism after being freed. Her work helped prove that black people were capable of intellectual achievements.
Phyllis Wheatley was the first African-American female slave to publish a book of poetry in 1773 titled Poems on Various Subjects. While many doubted a slave could write, her owner John Wheatley supported her claims of authorship. Her poems focused on religion and how it influenced her life. Although she did not directly address being enslaved in her writing, Wheatley inspired other African-Americans like Olaudah Equiano to tell their stories and contribute to the abolitionist movement.
"Sinners in the Hands of an Angry God" clairmckinnon
This document provides an introduction and context for Jonathan Edwards' famous 1741 sermon "Sinners in the Hands of an Angry God". It explains that Edwards used fear and emotional appeals to persuade his Puritan congregation to repent by vividly depicting humans as hanging over the pit of hell solely by God's mercy. The document also previews activities like analyzing Edwards' use of language and emotional appeals in the sermon.
The Puritans were English Protestants who immigrated to America in the 1600s to escape religious persecution and establish a society based on their religious ideals. They believed that only a select few chosen by God could be saved through divine grace, demonstrated by hard work and virtuous behavior. Their beliefs and values shaped early American culture and society, emphasizing individual responsibility, equality, literacy, and reward for hard work.
This document defines various literary terms used to analyze and describe elements of fiction, poetry, and drama. It includes definitions for alliteration, allusion, antagonist, archetype, assonance, atmosphere, blank verse, climax, contrast, couplets, denouement, end rhyme, figurative language, first person point of view, foreshadowing, free verse, hyperbole, iambic pentameter, imagery, internal rhyme, irony, lyric, metaphor, meter, monologue, mood, motif, myth, onomatopoeia, paradox, parody, personification, plot, prose, protagonist, pun, quatrain, rhetorical question, satire, simile, soliloquy
This document provides an overview of major periods and movements in American literature from Native American oral traditions to the present. It summarizes key characteristics, beliefs, and examples of influential authors for each period, including Puritan literature, the Enlightenment, Romanticism, Transcendentalism, Realism/Naturalism, Modernism, and Postmodernism. Major historical events that shaped each era are also outlined.
This document contains questions and answers about various literary and theatrical terms. It covers definitions of dramatic elements like asides, dialogues, prologues and soliloquies. It also addresses poetic forms such as refrains, assonance, iambic pentameter and epics. Additionally, it defines common book parts like introductions, glossaries, indexes, prefaces and appendices. Finally, it provides explanations of nonfiction genres and types of irony.
This document contains the questions and answers to a game of Jeopardy. The game is divided into 5 categories: Figurative Language, Literary Terms, Sound Devices, Nonfiction, and Potpourri. Each category contains 5 questions ranging from $100 to $500. The questions test knowledge of literary and language concepts such as imagery, symbolism, personification, metaphor, hyperbole, and others.
This document provides an overview of major periods and movements in American literature from Native American oral traditions to modernism. It summarizes key characteristics, beliefs, and examples of influential authors for each period, including Puritan literature, transcendentalism, realism/naturalism, and modernism. Major historical events that shaped each era are also outlined.
This document provides examples and explanations of subject-verb agreement in English grammar. It discusses how to determine if a subject is singular or plural and how this affects verb conjugation. Key points include plural subjects formed from multiple nouns joined by "and", the singular nature of indefinite pronouns, and avoiding agreement errors with interrupting phrases or inverted word orders. Several practice questions with answers are provided to help readers identify errors in subject-verb agreement.
- The document discusses commonly confused and misused words in English, providing examples of words that sound alike but have different meanings or parts of speech.
- It emphasizes the importance of knowing the distinctions between related words and how a single letter change can alter a word's meaning.
- Homonyms, misspellings, apostrophes, and other tricky English spelling and grammar rules are explained to avoid confusion on tests where dictionaries cannot be used.
This presentation covers the rules for capitalization in English, including capitalizing the first word of a sentence, the pronoun "I", and proper nouns like days, months, names of people, places, organizations, religions, languages, and titles of works. Examples are provided to demonstrate when to capitalize or not capitalize different types of nouns. The presentation emphasizes remembering to follow capitalization rules to avoid errors in formal writing.
William Carlos Williams was a poet and physician born in 1883 in New Jersey. He studied medicine while befriending poets Ezra Pound and Hilda Doolittle. Williams graduated medical school in 1906 and had a busy primary care practice while publishing poetry and editing magazines. As a doctor, Williams saw how medicine allowed him insight into people's lives and influenced his poetry focused on directness and economy of language. He was part of the Imagist movement that rejected Romantic styles but later felt its brevity caused structural issues. Williams believed in creating truly American forms that were new and rejected religion, seeking the individual's contribution to humanity.
Modernism refers to the bold new experimental styles in art during the early 20th century that challenged traditional values like the American Dream. Events like World War I and the Great Depression caused disillusionment with traditions. Modernist writers experimented with new literary forms like stream of consciousness and introduced flawed, disillusioned heroes while questioning social structures, yet they still retained some ideals of self-reliance and envisioned America as Eden-like.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. This presentation
covers the differences
between
coordination and
subordination and
the relationship
between clauses
within a sentence.
This presentation
covers the differences
between
coordination and
subordination and
the relationship
between clauses
within a sentence.
4. A coordination and/orA coordination and/or
subordination item on ansubordination item on an
objective test might lookobjective test might look
like thislike this .. .. ..
5. Sample ItemSample ItemSample ItemSample Item
A.A. Jeremiah forgot to bring a pencil since he hadJeremiah forgot to bring a pencil since he had
to beg Amanda to borrow one of hers.to beg Amanda to borrow one of hers.
B.B. Since Jeremiah forgot to bring a pencil, heSince Jeremiah forgot to bring a pencil, he
had to beg Amanda to borrow one of hers.had to beg Amanda to borrow one of hers.
C.C. Even though Jeremiah forgot to bring aEven though Jeremiah forgot to bring a
pencil, he had to beg Amanda to borrow onepencil, he had to beg Amanda to borrow one
of hers.of hers.
A.A. Jeremiah forgot to bring a pencil since he hadJeremiah forgot to bring a pencil since he had
to beg Amanda to borrow one of hers.to beg Amanda to borrow one of hers.
B.B. Since Jeremiah forgot to bring a pencil, heSince Jeremiah forgot to bring a pencil, he
had to beg Amanda to borrow one of hers.had to beg Amanda to borrow one of hers.
C.C. Even though Jeremiah forgot to bring aEven though Jeremiah forgot to bring a
pencil, he had to beg Amanda to borrow onepencil, he had to beg Amanda to borrow one
of hers.of hers.
Is the
subordination
effective at A,
B, or C?
Is the
subordination
effective at A,
B, or C?
Subordinating
the first clause
with since, as
option B does,
is correct.
Subordinating
the first clause
with since, as
option B does,
is correct.
6. • Coordination givesCoordination gives equal attentionequal attention toto twotwo
items.items.
• Use coordinating conjunctions:Use coordinating conjunctions: andand,, butbut,, forfor,,
oror,, nornor,, yetyet, and, and soso..
CoordinationCoordinationCoordinationCoordination
The dog ate Marvin’s favorite tie. The cat rubbedThe dog ate Marvin’s favorite tie. The cat rubbed
white hair on Marvin’s black suit.white hair on Marvin’s black suit.
The dog ate Marvin’s favorite tieThe dog ate Marvin’s favorite tie, and, and the catthe cat
rubbed white hair on Marvin’s black suit.rubbed white hair on Marvin’s black suit.
Both clauses could
stand alone. When
joined with and, they
get equal attention.
Both clauses could
stand alone. When
joined with and, they
get equal attention.
7. You can also coordinate with aYou can also coordinate with a
semicolonsemicolon..
You can also coordinate with aYou can also coordinate with a
semicolonsemicolon..
++ ;; ++ main clause.main clause.
The interviewer had seven Persian cats. She wouldThe interviewer had seven Persian cats. She would
understand Marvin’s predicament.understand Marvin’s predicament.
The interviewer had seven PersianThe interviewer had seven Persian cats; shecats; she
would understand Marvin’s predicament.would understand Marvin’s predicament.
Main clauseMain clause
Main clauseMain clause ++ ;; ++ main clause.main clause.transitiontransition ++ ,, ++
The interviewer had seven PersianThe interviewer had seven Persian cats; as acats; as a
result, sheresult, she would understand Marvin’s predicament.would understand Marvin’s predicament.
Still
balanced.
Still
balanced.
8. • Subordination givesSubordination gives less attentionless attention toto oneone
idea so that theidea so that the otherother has emphasis.has emphasis.
• Use subordinate conjunctions, such asUse subordinate conjunctions, such as
becausebecause,, even thougheven though, and, and whenwhen..
SubordinationSubordinationSubordinationSubordination
Marvin tried to clean his suit. He was late to theMarvin tried to clean his suit. He was late to the
interview.interview.
SinceSince Marvin tried to clean his suitMarvin tried to clean his suit,, he was late tohe was late to
the interview.the interview.
I’m sorry.I’m sorry.
9. Here are the subordinateHere are the subordinate
conjunctions.conjunctions.
Here are the subordinateHere are the subordinate
conjunctions.conjunctions.
afterafter
althoughalthough
asas
becausebecause
beforebefore
even thougheven though
if, even ifif, even if
in order thatin order that
onceonce
provided thatprovided that
sincesince
so [so [thatthat implied], so thatimplied], so that
thanthan
thatthat
thoughthough
unlessunless
when, wheneverwhen, whenever
where, wherever, whereaswhere, wherever, whereas
whetherwhether
whilewhile
10. Use aUse a commacomma if you subordinate theif you subordinate the
firstfirst of the two clauses.of the two clauses.
Use aUse a commacomma if you subordinate theif you subordinate the
firstfirst of the two clauses.of the two clauses.
Subordinate clauseSubordinate clause ++ ,, ++ main clause.main clause.
Cat hair clung to Marvin’s pant legs. He still got theCat hair clung to Marvin’s pant legs. He still got the
job.job.
Even thoughEven though cat hair clung to Marvin’s pantcat hair clung to Marvin’s pant
legs, helegs, he still got the job.still got the job.
The first
clause is
less
important.
The first
clause is
less
important.
The second
clause has more
emphasis
because its
thought is
complete.
The second
clause has more
emphasis
because its
thought is
complete.
11. UseUse no punctuationno punctuation if you subordinateif you subordinate
thethe secondsecond of the two clauses.of the two clauses.
UseUse no punctuationno punctuation if you subordinateif you subordinate
thethe secondsecond of the two clauses.of the two clauses.
Marvin smiled at his success. Cat hair wafted in hisMarvin smiled at his success. Cat hair wafted in his
wake.wake.
Marvin smiled at hisMarvin smiled at his success assuccess as cat hair waftedcat hair wafted
in his wake.in his wake.
Main clauseMain clause + Ø ++ Ø + subordinate clause.subordinate clause.
Now the first
clause is the
most
important.
Now the first
clause is the
most
important.
The second
clause has less
emphasis
because its thought
is incomplete.
The second
clause has less
emphasis
because its thought
is incomplete.
12. Quick Test, Part 1Quick Test, Part 1Quick Test, Part 1Quick Test, Part 1
Directions:Directions: In the items that follow, chooseIn the items that follow, choose
the most effective word or phrase within thethe most effective word or phrase within the
context suggested by the sentence(s).context suggested by the sentence(s).
Show me
what you
know!
Show me
what you
know!
13. Item 1Item 1Item 1Item 1
To impress Deepa, his date, Ryan labored overTo impress Deepa, his date, Ryan labored over
the chicken stir fry; __________, she took offensethe chicken stir fry; __________, she took offense
that he was serving meat after she had explainedthat he was serving meat after she had explained
her vegetarianism.her vegetarianism.
A.A.furthermorefurthermore
B.B.moreovermoreover
C.C.howeverhowever
D.D.additionallyadditionally
To impress Deepa, his date, Ryan labored overTo impress Deepa, his date, Ryan labored over
the chicken stir fry; __________, she took offensethe chicken stir fry; __________, she took offense
that he was serving meat after she had explainedthat he was serving meat after she had explained
her vegetarianism.her vegetarianism.
A.A.furthermorefurthermore
B.B.moreovermoreover
C.C.howeverhowever
D.D.additionallyadditionally
14. Item 2Item 2Item 2Item 2
__________ Thomas scores a 100 on the final__________ Thomas scores a 100 on the final
exam, he cannot pass College Algebra, a class heexam, he cannot pass College Algebra, a class he
is taking for the third time.is taking for the third time.
A.A.BecauseBecause
B.B.SinceSince
C.C.As a result,As a result,
D.D.UnlessUnless
__________ Thomas scores a 100 on the final__________ Thomas scores a 100 on the final
exam, he cannot pass College Algebra, a class heexam, he cannot pass College Algebra, a class he
is taking for the third time.is taking for the third time.
A.A.BecauseBecause
B.B.SinceSince
C.C.As a result,As a result,
D.D.UnlessUnless
15. Item 3Item 3Item 3Item 3
The Rodriguez family breathed a sigh of reliefThe Rodriguez family breathed a sigh of relief
when the giant oak withstood the hurricane winds;when the giant oak withstood the hurricane winds;
__________, they gave thanks that crews restored__________, they gave thanks that crews restored
electricity in twelve short hours.electricity in twelve short hours.
A.A.as a resultas a result
B.B.moreovermoreover
C.C.howeverhowever
D.D.on the other handon the other hand
The Rodriguez family breathed a sigh of reliefThe Rodriguez family breathed a sigh of relief
when the giant oak withstood the hurricane winds;when the giant oak withstood the hurricane winds;
__________, they gave thanks that crews restored__________, they gave thanks that crews restored
electricity in twelve short hours.electricity in twelve short hours.
A.A.as a resultas a result
B.B.moreovermoreover
C.C.howeverhowever
D.D.on the other handon the other hand
16. Item 4Item 4Item 4Item 4
Mackenzie’s clarinet squealed like a startledMackenzie’s clarinet squealed like a startled
puppy, __________ she hadn’t practiced in weeks.puppy, __________ she hadn’t practiced in weeks.
A.A.becausebecause
B.B.forfor
C.C.sincesince
D.D.unlessunless
Mackenzie’s clarinet squealed like a startledMackenzie’s clarinet squealed like a startled
puppy, __________ she hadn’t practiced in weeks.puppy, __________ she hadn’t practiced in weeks.
A.A.becausebecause
B.B.forfor
C.C.sincesince
D.D.unlessunless
17. Item 5Item 5Item 5Item 5
__________ Grandma tasted the spaghetti sauce,__________ Grandma tasted the spaghetti sauce,
she declared that it needed more basil and salt.she declared that it needed more basil and salt.
A.A.UnlessUnless
B.B.AlthoughAlthough
C.C.WhereasWhereas
D.D.AfterAfter
__________ Grandma tasted the spaghetti sauce,__________ Grandma tasted the spaghetti sauce,
she declared that it needed more basil and salt.she declared that it needed more basil and salt.
A.A.UnlessUnless
B.B.AlthoughAlthough
C.C.WhereasWhereas
D.D.AfterAfter
18. Quick Test, Part 2Quick Test, Part 2Quick Test, Part 2Quick Test, Part 2
Directions:Directions: In the items that follow, chooseIn the items that follow, choose
the sentence that expresses the thought mostthe sentence that expresses the thought most
clearly and effectively and that has no errors inclearly and effectively and that has no errors in
structure.structure.
Now try
this
type!
Now try
this
type!
19. Item 6Item 6Item 6Item 6
A.A. We decided to skip breakfast, for a spiderWe decided to skip breakfast, for a spider
crawled out of the cereal box.crawled out of the cereal box.
B.B. We decided to skip breakfast, and a spiderWe decided to skip breakfast, and a spider
crawled out of the cereal box.crawled out of the cereal box.
C.C. We decided to skip breakfast, so a spiderWe decided to skip breakfast, so a spider
crawled out of the cereal box.crawled out of the cereal box.
A.A. We decided to skip breakfast, for a spiderWe decided to skip breakfast, for a spider
crawled out of the cereal box.crawled out of the cereal box.
B.B. We decided to skip breakfast, and a spiderWe decided to skip breakfast, and a spider
crawled out of the cereal box.crawled out of the cereal box.
C.C. We decided to skip breakfast, so a spiderWe decided to skip breakfast, so a spider
crawled out of the cereal box.crawled out of the cereal box.
20. Item 7Item 7Item 7Item 7
A.A. Madison and I decided to eat ice cream forMadison and I decided to eat ice cream for
dinner so that we had burned enough caloriesdinner so that we had burned enough calories
earlier at the gym.earlier at the gym.
B.B. Madison and I decided to eat ice cream forMadison and I decided to eat ice cream for
dinner because we had burned enough caloriesdinner because we had burned enough calories
earlier at the gym.earlier at the gym.
C.C. Although Madison and I decided to eat iceAlthough Madison and I decided to eat ice
cream for dinner, we had burned enoughcream for dinner, we had burned enough
calories earlier at the gym.calories earlier at the gym.
A.A. Madison and I decided to eat ice cream forMadison and I decided to eat ice cream for
dinner so that we had burned enough caloriesdinner so that we had burned enough calories
earlier at the gym.earlier at the gym.
B.B. Madison and I decided to eat ice cream forMadison and I decided to eat ice cream for
dinner because we had burned enoughdinner because we had burned enough
calories earlier at the gym.calories earlier at the gym.
C.C. Although Madison and I decided to eat iceAlthough Madison and I decided to eat ice
cream for dinner, we had burned enoughcream for dinner, we had burned enough
calories earlier at the gym.calories earlier at the gym.
21. Item 8Item 8Item 8Item 8
A.A. Even though Hank vacuumed the rental car, heEven though Hank vacuumed the rental car, he
failed to remove all the hair of Bonkers, hisfailed to remove all the hair of Bonkers, his
golden retriever.golden retriever.
B.B. Unless Hank vacuumed the rental car, he failedUnless Hank vacuumed the rental car, he failed
to remove all the hair of Bonkers, his goldento remove all the hair of Bonkers, his golden
retriever.retriever.
C.C. Since Hank vacuumed the rental car, he failedSince Hank vacuumed the rental car, he failed
to remove all the hair of Bonkers, his goldento remove all the hair of Bonkers, his golden
retriever.retriever.
A.A. Even though Hank vacuumed the rental car,Even though Hank vacuumed the rental car,
he failed to remove all the hair of Bonkers,he failed to remove all the hair of Bonkers,
his golden retriever.his golden retriever.
B.B. Unless Hank vacuumed the rental car, he failedUnless Hank vacuumed the rental car, he failed
to remove all the hair of Bonkers, his goldento remove all the hair of Bonkers, his golden
retriever.retriever.
C.C. Since Hank vacuumed the rental car, he failedSince Hank vacuumed the rental car, he failed
to remove all the hair of Bonkers, his goldento remove all the hair of Bonkers, his golden
retriever.retriever.
22. Item 9Item 9Item 9Item 9
A.A. Bonkers retrieves anything round, but put awayBonkers retrieves anything round, but put away
those CDs if you don’t want teeth marks inthose CDs if you don’t want teeth marks in
them.them.
B.B. Bonkers retrieves anything round, and put awayBonkers retrieves anything round, and put away
those CDs if you don’t want teeth marks inthose CDs if you don’t want teeth marks in
them.them.
C.C. Bonkers retrieves anything round, so put awayBonkers retrieves anything round, so put away
those CDs if you don’t want teeth marks inthose CDs if you don’t want teeth marks in
them.them.
A.A. Bonkers retrieves anything round, but put awayBonkers retrieves anything round, but put away
those CDs if you don’t want teeth marks inthose CDs if you don’t want teeth marks in
them.them.
B.B. Bonkers retrieves anything round, and put awayBonkers retrieves anything round, and put away
those CDs if you don’t want teeth marks inthose CDs if you don’t want teeth marks in
them.them.
C.C. Bonkers retrieves anything round, so putBonkers retrieves anything round, so put
away those CDs if you don’t want teethaway those CDs if you don’t want teeth
marks in them.marks in them.
23. Item 10Item 10Item 10Item 10
A.A. Andre mowed the lawn while Celia watchedAndre mowed the lawn while Celia watched
soap operas on television.soap operas on television.
B.B. While Andre mowed the lawn Celia watchedWhile Andre mowed the lawn Celia watched
soap operas on television.soap operas on television.
C.C. While Andre mowed the lawn Celia, on theWhile Andre mowed the lawn Celia, on the
other hand, watched soap operas on television.other hand, watched soap operas on television.
A.A. Andre mowed the lawn while Celia watchedAndre mowed the lawn while Celia watched
soap operas on television.soap operas on television.
B.B. While Andre mowed the lawn Celia watchedWhile Andre mowed the lawn Celia watched
soap operas on television.soap operas on television.
C.C. While Andre mowed the lawn Celia, on theWhile Andre mowed the lawn Celia, on the
other hand, watched soap operas on television.other hand, watched soap operas on television.