This document provides a summary of a grammar class, including: 1. A brief review of sentence structures such as simple, compound, and complex sentences. 2. An overview of fragments and the four types: dependent word fragments, "-ing" and "to" fragments, added-detail fragments, and missing-subject fragments. 3. Examples and practice identifying and correcting fragments. 4. Homework assigned of writing sentences using vocabulary words from "The Tell-Tale Heart" story.

1. March 1, 2010

2. HousekeepingHand in questions for “The Possibility of Evil.”Web site – all accounts are now set up. If you have not yet logged in, please try asap so we can make sure it is working.

3. Grammar Assessment FeedbackHandoutsMarked Grammar Assessments List of Class TopicsTopics not on listYou should work independently on any topics not covered in class in which you did not get a perfect score. Newer students you are welcome to complete the grammar assessment outside of class time if you wish to know their strengths and weaknesses.

4. *Brief* Review of Sentence Structure1. Simple Sentence = S + v (plus variations)Independent ClauseEx: The students shouted. The students asked questions. Teachers give homework to their students.

5. *Brief* Review of Sentence Structure2. Compound Sentences = S + v, and s + v.Two or more independent clauses joined together with a coordinate conjunction.Ex: The teacher finished the lesson on Thursday, so she gave a test on Friday. I asked the teacher a question, but she didn’t know the answer.

6. *Brief* Review of Sentence Structure3. Complex Sentences = S + v because s+ v.= Because s + v, s + v.Independent clause plus a dependent clause (any order) Ex: The students stopped talking when the teacher entered the room.When the teacher entered the room, the students stopped talking.

7. FragmentsA fragment is a word group that might look like a sentence, but is not becauseit lacks a subject or a verb, andit does not express a complete thought.Ex: To cash his paycheque. After I stopped drinking coffee.

8. Four Kinds of FragmentsDependent Word Fragments“-ing” and “to” FragmentsAdded-detail FragmentsMissing-subject Fragments

9. Dependent Word FragmentsCertain words can make a group of words dependent:after, although, as, because, if, since, unless, what, when, which, who, etc. (more on p. 19 of handout)

10. Dependent Word FragmentsStarting a sentence with these words can result in a fragment if you do not take care.Ex: After I stopped drinking coffee.When I was young.During the class.If I were rich.These are dependent clauses because they do not make sense all by themselves.

11. Dependent Word FragmentsTo correct this type of fragment, join the dependent clause to an independent clause.Ex: When I was young,I liked to ride my bike.If I were rich, I would buy a house.During the class, we should not talk.

12. Dependent Word FragmentsWhen correcting these types of fragments in your own writing you cantry joining them with the sentence that comes before or after the fragment (p. 20)rewrite the sentence without the dependent word (p. 21)

13. Practice, p. 22After I finished work on Friday, I went to Robson Square to skate.. . . I went to play badminton with my friend.. . . I joined my friends at Harrison Hot Springs.Because the class was cancelled, the students left the building.. . . .I couldn’t give my homework to the teacher.. . . my brother and I drove to Whistler to go skiing.

14. Practice, p. 22When my car stalled on the highway, I called BCAA for assistance.. . . I got so nervous.The supermarket that I went to was not open until 10 a.m.. . . has a very nice bakery department.5. Before I left the house, I finished my work.. . . I locked the door.

15. “-ing” and “to” FragmentsWhen an “-ing” word or “to” phrase appears at the start of a word group, a fragment may result:Ex: I spent all day in the employment office. Trying to find a job that suited me. The prospects were bleak.Ex: To remind people of their selfishness. Otis leaves handwritten notes on cars that take up two parking spaces.

16. “-ing” and “to” FragmentsThe easiest way to correct these types of fragments is to join them to another sentence.“-ing” fragments can usually be joined to the sentence before or after it. Ex: I spent all day in the employment office. Trying to find a job that suited me. The prospects were bleak.Ex: I spent all day in the employment office trying to find a job that suited me. The prospects were bleak.

17. “-ing” and “to” Fragments“To” fragments should be joined to the sentence that comes after it.Ex: To remind people of their selfishness. Otis leaves handwritten notes on cars that take up two parking spaces.Ex: To remind people of their selfishness, Otis leaves handwritten notes on cars that take up two parking spaces.

18. “-ing” and “to” FragmentsAnother way to correct “-ing” fragments is add a subject and change the –ing word to the verb form that agrees with the new subject.Ex: I spent all day in the employment office. Trying to find a job that suited me. The prospects were bleak.Ex: I spent all day in the employment office. I was trying to find a job that suited me. The prospects were bleak.

19. Practice, p. 26Glistening with dew, the gigantic . . . .The gigantic web . . . of the tree. It was glistening with dew. The spider. . .The gigantic web . . . , glistening with dew. Martha is pleased with . . . kitchen, claiming. . . Claiming . . . . , Martha is pleased . . . .Martha is pleased . . . . kitchen. She claims that . . .

20. Practice, p. 263.Removing the kinds he didn’t like, Ron picked through . . . . Ron picked through the box . . . chocolates. He removed. . . Ron picked through the box of chocolates, removing the kinds . . . .The grass I was walking on . . .squishy because I had. . .The grass I was walking on . . . squishy. The reason was that I had. . . . [It was due to the fact that]Because I had hiked into a marsh, the grass I was walking on . . . Steve drove quickly to the bank. He cashed his paycheck.bank to cash his paycheck. [Canadian spelling: paycheque].

21. Break

22. The Tell-Tale HeartWhat does the title suggest to you?What does “Tell-Tale” mean?revealing, giving a signal or clueWe say “there was a tell-tale sign”How might a heart be revealing?

23. The Tell-Tale Heart - Vocabulary*acute (adj.) – sharp, keendeath watches (n.) – small destructive beetles that live in wood and make ticking sounds; they were once believed to be omens of death *derision (n.) – mockery, scorndissemble (v.) – conceal one’s real motives or emotions by pretense; conceal the truth; cover up; deceive

24. The Tell-Tale Heart - Vocabularydissimulation (n.) - the act of dissembling – deceit, pretense*Evil Eye (n.) - an old superstition based on the idea that harm or bad luck might be caused by someone looking at you in an odd way. – a type of cursegesticulations (n. pl.) – body language, gestures*reposed (v. past) – rested, laysagacity (n.) – wisdom, sharpness or keenness of mind,

25. The Tell-Tale Heart - Vocabulary*stealthily (adv.) – secretly, [clandestinely ] quietly, carefullysuavity (n.) – smooth politenesstattoo (n.) – drumming or beating *vehemently (adv.) – showing very strong feelings, especially anger; passionately, excitedly

26. HomeworkWrite sentences for the following vocabulary words from “The Tell-Tale Heart.” acutederisionEvil Eyereposedstealthilyvehemently Make sure your sentencesuse the correct form of the word, andthat they show the meaning of the word (as used in the story.Due Wednesday, March 3rd.Re-read the story on your own. We will discuss it in more detail on Wednesday.