This document provides an overview of grammar rules and concepts. It discusses subjects, verbs, tenses, parts of speech like nouns, pronouns, adjectives and adverbs. It also covers sentence structure elements such as phrases, clauses, and proper punctuation of different sentence types. The document aims to explain both basic and more advanced grammar guidelines for clear, effective writing.
Possessive nouns are used to show possession or ownership. To form possessive nouns, add 's to singular nouns and plural nouns not ending in s, and add only an apostrophe to plural nouns already ending in s. There are also optional rules for singular nouns ending in s. Examples are provided to demonstrate forming possessive nouns and identifying them in sentences.
This document defines and provides examples of misplaced and dangling modifiers. Misplaced modifiers are words or phrases that are placed far from the word they are intended to modify, making the meaning unclear. Dangling modifiers do not clearly modify any noun or pronoun in the sentence. The document gives examples of sentences with misplaced and dangling modifiers and restructures the sentences to correct the issues.
This document discusses superlative adjectives in English. It explains that superlative adjectives express the highest or extreme degree when comparing people, things, places, or ideas within a group. For one-syllable adjectives, the superlative is formed by adding "-est" to the end. For adjectives of two or more syllables, the superlative uses "the most" or "the least" before the base adjective form. Examples are provided to illustrate forming the superlative of different types of adjectives.
The document discusses modifiers and how they can be misplaced or dangling, leading to unclear or unintended meanings. It provides examples of misplaced and dangling modifiers and explains how to identify and correct them by placing the modifier as close as possible to what it describes. The document also notes that some modifiers like "almost" and "nearly" can change the meaning depending on their placement in the sentence.
This document explains how to form possessive nouns in English. Possessive nouns show possession or ownership and are formed by adding 's to most singular nouns and plural nouns not ending in s. For plural nouns ending in s, only an apostrophe is added. There are some exceptions for singular nouns ending in s. The document provides examples of correctly forming possessive nouns and includes an exercise for the reader to practice identifying and correcting sentences that use possessive nouns incorrectly.
This document explains how to form possessive nouns in English. Possessive nouns show ownership or possession. To form a possessive noun, add an apostrophe (') and sometimes an "s" to the end of a noun. For singular nouns, add 's. For plural nouns ending in s, add just the apostrophe. For other plural nouns, add 's. There are examples given for each case. The document then provides practice sentences where the reader identifies the possessive noun.
This document provides an overview of grammar rules and concepts. It discusses subjects, verbs, tenses, parts of speech like nouns, pronouns, adjectives and adverbs. It also covers sentence structure elements such as phrases, clauses, and proper punctuation of different sentence types. The document aims to explain both basic and more advanced grammar guidelines for clear, effective writing.
Possessive nouns are used to show possession or ownership. To form possessive nouns, add 's to singular nouns and plural nouns not ending in s, and add only an apostrophe to plural nouns already ending in s. There are also optional rules for singular nouns ending in s. Examples are provided to demonstrate forming possessive nouns and identifying them in sentences.
This document defines and provides examples of misplaced and dangling modifiers. Misplaced modifiers are words or phrases that are placed far from the word they are intended to modify, making the meaning unclear. Dangling modifiers do not clearly modify any noun or pronoun in the sentence. The document gives examples of sentences with misplaced and dangling modifiers and restructures the sentences to correct the issues.
This document discusses superlative adjectives in English. It explains that superlative adjectives express the highest or extreme degree when comparing people, things, places, or ideas within a group. For one-syllable adjectives, the superlative is formed by adding "-est" to the end. For adjectives of two or more syllables, the superlative uses "the most" or "the least" before the base adjective form. Examples are provided to illustrate forming the superlative of different types of adjectives.
The document discusses modifiers and how they can be misplaced or dangling, leading to unclear or unintended meanings. It provides examples of misplaced and dangling modifiers and explains how to identify and correct them by placing the modifier as close as possible to what it describes. The document also notes that some modifiers like "almost" and "nearly" can change the meaning depending on their placement in the sentence.
This document explains how to form possessive nouns in English. Possessive nouns show possession or ownership and are formed by adding 's to most singular nouns and plural nouns not ending in s. For plural nouns ending in s, only an apostrophe is added. There are some exceptions for singular nouns ending in s. The document provides examples of correctly forming possessive nouns and includes an exercise for the reader to practice identifying and correcting sentences that use possessive nouns incorrectly.
This document explains how to form possessive nouns in English. Possessive nouns show ownership or possession. To form a possessive noun, add an apostrophe (') and sometimes an "s" to the end of a noun. For singular nouns, add 's. For plural nouns ending in s, add just the apostrophe. For other plural nouns, add 's. There are examples given for each case. The document then provides practice sentences where the reader identifies the possessive noun.
This document provides an overview of misplaced and dangling modifiers, which can change the meaning of sentences if used incorrectly. It defines modifiers and discusses how misplacing them can make sentences ambiguous. Examples are provided to illustrate misplaced modifiers and how rearranging elements can clarify the intended meaning. The document also covers issues with adverbs, prepositional and verbal phrases, clauses, and other grammatical constructs that could result in modifiers being misplaced if not properly situated next to the words they modify. Strategies are suggested for identifying and fixing dangling modifiers, such as adding referents for non-human subjects.
The document discusses forming comparative adjectives in English. It provides two main rules:
1. For single-syllable adjectives, add "-er" to the end of the adjective and use "than" to indicate comparison, such as "colder than".
2. For multi-syllable adjectives, use "more" before the adjective and "than" to indicate comparison, such as "more expensive than".
Examples are given to demonstrate how to make short adjectives like "small", "tall" comparative by adding "-er", and how longer adjectives become comparative by adding "more" rather than changing the adjective form.
The document provides lessons on misplaced and dangling modifiers. It defines misplaced modifiers as words, phrases, or clauses that describe the wrong noun. Dangling modifiers are phrases or clauses that do not have a noun to describe. Examples are given of sentences containing misplaced and dangling modifiers and how to correct them. The document concludes with a quiz for the reader to test their understanding of modifiers.
This document discusses possessive nouns and how to form them. Possessive nouns show possession or ownership. To form a possessive noun, add an apostrophe (') and sometimes an "s" to the end of a noun. For singular nouns, add 's. For plural nouns ending in s, add just the apostrophe. For other plural nouns, add 's. There are examples given for different types of nouns. Readers are then given sentences to identify the possessive nouns in and correct them if needed. The document concludes by encouraging more practice with worksheets and games.
This document discusses misplaced and dangling modifiers and provides examples and exercises to correct them. A misplaced modifier appears to modify the wrong word in a sentence, distorting or obscuring the meaning. To correct it, the modifier should be moved closer to the word it intends to modify. A dangling modifier appears to modify either the wrong or no word because the intended word is missing. To correct it, the missing word should be added and the sentence rewritten as needed. The document provides examples of misplaced and dangling modifiers and exercises for the reader to identify and correct them.
This document discusses possessive nouns and how they are formed. Possessive nouns show possession or ownership. To form a possessive noun, add an apostrophe (') and an s to most singular nouns. For plural nouns already ending in s, just add an apostrophe. There are some exceptions. The document provides examples and an exercise to practice identifying possessive nouns in sentences.
The document contains a series of questions about antonyms. It presents sentences and asks the reader to identify the antonym of an underlined or specified word. The questions cover a variety of common antonym pairs such as visible/hidden, encourage/discourage, and exotic/common.
A possessive noun shows ownership or possession of something. It is formed by adding 's to most singular nouns, like "the girl's shirt." For plural nouns ending in s, only an apostrophe is added, such as "the sisters' names." Plural nouns not ending in s take 's, as in "the children's artwork." Possessive nouns identify who or what the modified noun belongs to.
This document provides guidance on common grammar issues, including subject-verb agreement, pronoun-antecedent agreement, passive voice, and the proper uses of "that" vs. "which" and "who" vs. "whom." Specific examples are given to illustrate each concept, with explanations of the correct answers. Key issues covered include collective nouns taking singular or plural verbs depending on whether the group is thought of individually or as a unit, the preference for active over passive voice, and the essential/nonessential distinction for clauses introduced by "that" or "which."
A possessive noun shows ownership or possession. To form a possessive noun, add an apostrophe s ('s) to most singular nouns. For plural nouns ending in s, add only an apostrophe ('), while plural nouns not ending in s add an apostrophe s. There are also special cases like nouns already ending in s, where only an apostrophe is added without an additional s. Possessive nouns indicate who or what the modified noun belongs to.
This document provides guidance on correctly using adjectives and adverbs. It defines adjectives as words that modify nouns and adverbs as words that modify verbs, adjectives, and other adverbs. It discusses recognizing and forming comparatives and superlatives, avoiding double comparatives and misplaced modifiers, and forming compound adjectives. The document aims to help the reader accurately and clearly use adjectives and adverbs in writing.
This document provides 15 rules for subject-verb agreement in English. It explains the basic rule that a singular subject takes a singular verb and a plural subject takes a plural verb. It then discusses exceptions and complex cases, providing examples for each rule. The rules cover subjects connected by words like "or", "and", and "either/or", subjects separated from verbs by prepositional phrases, collective nouns, units like distances and times, and the use of "were" in conditional ("if") sentences. Readers are prompted to apply the rules to practice examples throughout the document.
SSC Exams :- Important rules with examples for nounsakash973
This presentation will help the students in all SSC exams. It carries the important English Grammar rules of noun that will help the SSC students in their exams preparation.
The document provides information about an upcoming lesson on how weather patterns affect lives, including learning objectives such as building concepts, using graphic sources, making predictions, building background knowledge, vocabulary, grammar focusing on verb tenses, spelling practice on compound words, and learning about storms. Key topics that will be covered include hurricanes, tornadoes, thunderstorms, and storm safety. Students will develop their fluency, grammar, and spelling skills while building knowledge about weather phenomena and how they impact people.
This document provides definitions and examples of different parts of speech in English including nouns, verbs, pronouns, adjectives, adverbs, and conjunctions. It explains that nouns are names of people, places, things or qualities. Verbs show actions or states of being and have different tenses and forms. Pronouns replace nouns. Adjectives describe nouns and answer questions like which, how many, and what kind. Adverbs modify verbs, adjectives and other adverbs describing manner, place, time and degree. Conjunctions connect parts of sentences and can be coordinating, subordinating or correlative.
This document provides an overview of clauses and conjunctions in grammar. It defines the different types of clauses, including independent clauses, dependent clauses, and the different types of dependent clauses. It also defines the three main types of conjunctions - coordinating conjunctions, subordinating conjunctions, and correlative conjunctions. Examples are provided to illustrate the different clause and conjunction types. The document concludes by clarifying any questions about clauses and conjunctions.
The document discusses the proper use of adjectives and adverbs. It defines adjectives as words that modify nouns and pronouns, and adverbs as words that modify verbs, adjectives, and other adverbs. Many adverbs end in "ly". The document also covers comparative and superlative forms of adjectives and adverbs, absolute concepts that should not be modified, avoiding adjectives when adverbs are needed, unnecessary adverbs, compound adjectives, and avoiding misplaced modifiers.
El documento habla sobre la necesidad de que los docentes tengan una buena formación en tecnologías de la información y la comunicación (TIC) para estar actualizados y enseñar a los alumnos. Los beneficios de las TIC en la educación incluyen eliminar barreras espacio-temporales, darle un papel más activo al alumno y facilitar el trabajo autónomo y la construcción propia de la información. Las TIC han pasado por etapas escolares, universitarias y de preescolar, y aunque inicialmente fueron vistas como
أولا: مفهوم المستحدث التكنولوجي التربوي:
المستحدثات التكنولوجية هي حلول مبتكرة لمشكلات التعليم لرفع كفاءته وزيادة فعاليته بصورة تتناسب وطبيعة العصر الحالي، قد تكون هذه الحلول مادية أفرزتها ثورة الاتصالات والكمبيوتر مثل الأجهزة والأدوات والمواد التعليمية أو فكرة أفرزتها الثورة المعرفية والتطور في مجال العلوم التربوية والسلوكية وعلوم الاتصالات متمثلة في النظريات والاستراتيجيات المختلفة في مجال التعليم، صممت وطوعت لتناسب العملية التعليمية مما جعلها تتميز بالتفاعلية والفردية والتنوع والكونية والتكامل.
This document is a resume for Lilian Andres, who is seeking a position as an accountant clerk. She has 1 year of experience as a bookkeeper assistant for Casa Del Sol, where she was responsible for recording deposits, withdrawals, and expenses. Her skills include proficiency with Excel, Word, PowerPoint, and operating systems, as well as strong organizational abilities and a dedication to quality work. She is fluent in Spanish and completed certification as a bookkeeper/accounting clerk from Palomar College in 2015.
This document provides an overview of misplaced and dangling modifiers, which can change the meaning of sentences if used incorrectly. It defines modifiers and discusses how misplacing them can make sentences ambiguous. Examples are provided to illustrate misplaced modifiers and how rearranging elements can clarify the intended meaning. The document also covers issues with adverbs, prepositional and verbal phrases, clauses, and other grammatical constructs that could result in modifiers being misplaced if not properly situated next to the words they modify. Strategies are suggested for identifying and fixing dangling modifiers, such as adding referents for non-human subjects.
The document discusses forming comparative adjectives in English. It provides two main rules:
1. For single-syllable adjectives, add "-er" to the end of the adjective and use "than" to indicate comparison, such as "colder than".
2. For multi-syllable adjectives, use "more" before the adjective and "than" to indicate comparison, such as "more expensive than".
Examples are given to demonstrate how to make short adjectives like "small", "tall" comparative by adding "-er", and how longer adjectives become comparative by adding "more" rather than changing the adjective form.
The document provides lessons on misplaced and dangling modifiers. It defines misplaced modifiers as words, phrases, or clauses that describe the wrong noun. Dangling modifiers are phrases or clauses that do not have a noun to describe. Examples are given of sentences containing misplaced and dangling modifiers and how to correct them. The document concludes with a quiz for the reader to test their understanding of modifiers.
This document discusses possessive nouns and how to form them. Possessive nouns show possession or ownership. To form a possessive noun, add an apostrophe (') and sometimes an "s" to the end of a noun. For singular nouns, add 's. For plural nouns ending in s, add just the apostrophe. For other plural nouns, add 's. There are examples given for different types of nouns. Readers are then given sentences to identify the possessive nouns in and correct them if needed. The document concludes by encouraging more practice with worksheets and games.
This document discusses misplaced and dangling modifiers and provides examples and exercises to correct them. A misplaced modifier appears to modify the wrong word in a sentence, distorting or obscuring the meaning. To correct it, the modifier should be moved closer to the word it intends to modify. A dangling modifier appears to modify either the wrong or no word because the intended word is missing. To correct it, the missing word should be added and the sentence rewritten as needed. The document provides examples of misplaced and dangling modifiers and exercises for the reader to identify and correct them.
This document discusses possessive nouns and how they are formed. Possessive nouns show possession or ownership. To form a possessive noun, add an apostrophe (') and an s to most singular nouns. For plural nouns already ending in s, just add an apostrophe. There are some exceptions. The document provides examples and an exercise to practice identifying possessive nouns in sentences.
The document contains a series of questions about antonyms. It presents sentences and asks the reader to identify the antonym of an underlined or specified word. The questions cover a variety of common antonym pairs such as visible/hidden, encourage/discourage, and exotic/common.
A possessive noun shows ownership or possession of something. It is formed by adding 's to most singular nouns, like "the girl's shirt." For plural nouns ending in s, only an apostrophe is added, such as "the sisters' names." Plural nouns not ending in s take 's, as in "the children's artwork." Possessive nouns identify who or what the modified noun belongs to.
This document provides guidance on common grammar issues, including subject-verb agreement, pronoun-antecedent agreement, passive voice, and the proper uses of "that" vs. "which" and "who" vs. "whom." Specific examples are given to illustrate each concept, with explanations of the correct answers. Key issues covered include collective nouns taking singular or plural verbs depending on whether the group is thought of individually or as a unit, the preference for active over passive voice, and the essential/nonessential distinction for clauses introduced by "that" or "which."
A possessive noun shows ownership or possession. To form a possessive noun, add an apostrophe s ('s) to most singular nouns. For plural nouns ending in s, add only an apostrophe ('), while plural nouns not ending in s add an apostrophe s. There are also special cases like nouns already ending in s, where only an apostrophe is added without an additional s. Possessive nouns indicate who or what the modified noun belongs to.
This document provides guidance on correctly using adjectives and adverbs. It defines adjectives as words that modify nouns and adverbs as words that modify verbs, adjectives, and other adverbs. It discusses recognizing and forming comparatives and superlatives, avoiding double comparatives and misplaced modifiers, and forming compound adjectives. The document aims to help the reader accurately and clearly use adjectives and adverbs in writing.
This document provides 15 rules for subject-verb agreement in English. It explains the basic rule that a singular subject takes a singular verb and a plural subject takes a plural verb. It then discusses exceptions and complex cases, providing examples for each rule. The rules cover subjects connected by words like "or", "and", and "either/or", subjects separated from verbs by prepositional phrases, collective nouns, units like distances and times, and the use of "were" in conditional ("if") sentences. Readers are prompted to apply the rules to practice examples throughout the document.
SSC Exams :- Important rules with examples for nounsakash973
This presentation will help the students in all SSC exams. It carries the important English Grammar rules of noun that will help the SSC students in their exams preparation.
The document provides information about an upcoming lesson on how weather patterns affect lives, including learning objectives such as building concepts, using graphic sources, making predictions, building background knowledge, vocabulary, grammar focusing on verb tenses, spelling practice on compound words, and learning about storms. Key topics that will be covered include hurricanes, tornadoes, thunderstorms, and storm safety. Students will develop their fluency, grammar, and spelling skills while building knowledge about weather phenomena and how they impact people.
This document provides definitions and examples of different parts of speech in English including nouns, verbs, pronouns, adjectives, adverbs, and conjunctions. It explains that nouns are names of people, places, things or qualities. Verbs show actions or states of being and have different tenses and forms. Pronouns replace nouns. Adjectives describe nouns and answer questions like which, how many, and what kind. Adverbs modify verbs, adjectives and other adverbs describing manner, place, time and degree. Conjunctions connect parts of sentences and can be coordinating, subordinating or correlative.
This document provides an overview of clauses and conjunctions in grammar. It defines the different types of clauses, including independent clauses, dependent clauses, and the different types of dependent clauses. It also defines the three main types of conjunctions - coordinating conjunctions, subordinating conjunctions, and correlative conjunctions. Examples are provided to illustrate the different clause and conjunction types. The document concludes by clarifying any questions about clauses and conjunctions.
The document discusses the proper use of adjectives and adverbs. It defines adjectives as words that modify nouns and pronouns, and adverbs as words that modify verbs, adjectives, and other adverbs. Many adverbs end in "ly". The document also covers comparative and superlative forms of adjectives and adverbs, absolute concepts that should not be modified, avoiding adjectives when adverbs are needed, unnecessary adverbs, compound adjectives, and avoiding misplaced modifiers.
El documento habla sobre la necesidad de que los docentes tengan una buena formación en tecnologías de la información y la comunicación (TIC) para estar actualizados y enseñar a los alumnos. Los beneficios de las TIC en la educación incluyen eliminar barreras espacio-temporales, darle un papel más activo al alumno y facilitar el trabajo autónomo y la construcción propia de la información. Las TIC han pasado por etapas escolares, universitarias y de preescolar, y aunque inicialmente fueron vistas como
أولا: مفهوم المستحدث التكنولوجي التربوي:
المستحدثات التكنولوجية هي حلول مبتكرة لمشكلات التعليم لرفع كفاءته وزيادة فعاليته بصورة تتناسب وطبيعة العصر الحالي، قد تكون هذه الحلول مادية أفرزتها ثورة الاتصالات والكمبيوتر مثل الأجهزة والأدوات والمواد التعليمية أو فكرة أفرزتها الثورة المعرفية والتطور في مجال العلوم التربوية والسلوكية وعلوم الاتصالات متمثلة في النظريات والاستراتيجيات المختلفة في مجال التعليم، صممت وطوعت لتناسب العملية التعليمية مما جعلها تتميز بالتفاعلية والفردية والتنوع والكونية والتكامل.
This document is a resume for Lilian Andres, who is seeking a position as an accountant clerk. She has 1 year of experience as a bookkeeper assistant for Casa Del Sol, where she was responsible for recording deposits, withdrawals, and expenses. Her skills include proficiency with Excel, Word, PowerPoint, and operating systems, as well as strong organizational abilities and a dedication to quality work. She is fluent in Spanish and completed certification as a bookkeeper/accounting clerk from Palomar College in 2015.
El documento describe diferentes tipos de memoria ROM como PROM, EPROM, EEPROM y memoria flash. Explica que la memoria ROM almacena datos de forma permanente incluso cuando la computadora está apagada. También describe características clave como que la memoria ROM solo permite la lectura de datos y requiere procesos especiales como borrado con luz ultravioleta para modificarlos. Finalmente, discute las desventajas de las máscaras ROM en términos de costos y flexibilidad para realizar cambios.
Este documento describe un experimento para identificar la presencia de carbohidratos en varios alimentos y bebidas mediante el uso de reactivos. Se explica el objetivo de identificar carbohidratos, la hipótesis de que los alimentos contienen carbohidratos, y los materiales y sustancias utilizados como muestras de almidón, dextrosa, jugo de naranja y leche. El procedimiento incluye triturar las muestras, agregar reactivos y calentar para identificar si se forman precipitados que indican la pre
The Eucharistic Congress 1932 was an international Catholic festival held in Dublin to celebrate the 1,500 year anniversary of St. Patrick's arrival in Ireland. It brought religious people from around the world to attend massive masses, including a live broadcast from the Pope. The Congress demonstrated the dominant role of Catholicism in Irish society and the close relationship between the government and Catholic Church in the early Irish Free State.
This document provides information and inspiration for designing a clock. It discusses various materials that could be used like acrylic, wood, and plastics. It examines existing clock and home decor designs from brands like Alessi and designers like Arad and Rossi for inspiration. The document considers design principles like being quirky, environmentally friendly, and suitable for display in a home or museum. It analyzes different prototypes and aspects of existing clocks that could inform the design such as size, mechanism, and numbering system. The goal is to create a unique clock design that reflects the style of Alessi in an attractive, functional way.
The document outlines an agenda and presentation by Rebecca Adolf on key elements of online marketing. It discusses search engine optimization, responsive websites, latest online marketing tactics like content marketing and retargeted ads. It emphasizes that online marketing is an ongoing process, not a project, and highlights the importance of funneling traffic to a website and tracking results.
A 9ft x 10ft x 9ft mahogany tree house was constructed in an Terminalia tree for an Indian investor over 8 weeks at a cost of $6000. The designer, David Alicha, felt satisfied after completing the ship lap style tree house, and the client's children loved playing in it on the first day, showing tree houses can be a good way to teach children to love trees.
This article discusses events and launchings by Nupoor Jha who works in events and launchings. As an employee in this field, Jha likely helps plan, coordinate, and execute various company events and product launches. The document was likely written to provide information about Jha's role and responsibilities related to organizing events and introductions of new offerings.
This document describes a project to develop a gesture-controlled shadow robot. The robot will use a Kinect sensor to track human gestures and mimic the movements. The goals are to develop code to read sensor data, design a robot frame, implement control actuators and drives, use Kinect data for upper body movement tracking, and create basic forward walking. The system will use the Kinect SDK, calculate joint angles from skeleton data, and generate servo signals with an Arduino. Future work may include dynamic walking, finger tracking, and developing an intelligent humanoid.
This document provides a checklist for revising and editing paragraphs, including ensuring each paragraph has a clear topic sentence, supporting sentences with specific details that are logically organized and connected with transition words, and that sentences are complete without any run-on sentences or fragments. The checklist also notes that each paragraph should have a concluding sentence.
Auger electron spectroscopy is an analytical technique used to study surfaces. It works by bombarding a sample with an electron beam, which causes ionization and the ejection of core electrons from atoms in the sample. As higher-energy electrons drop to fill these vacancies, their energy can be transferred to a secondary electron that is then ejected from the atom. This ejected electron is called an Auger electron. The instrument used in AES consists of an electron gun, sample, electron energy analyzer, electron detector, and output device to analyze and display the spectra of emitted Auger electrons.
El documento discute varios temas relacionados con la sociología. Explica que la sociología surge como disciplina en la era industrial para estudiar científicamente los fenómenos sociales. También analiza las definiciones de sociología propuestas por pensadores como Augusto Comte y los desafíos en comprender y explicar la naturaleza de lo social. Por último, examina cómo la cultura y la personalidad están influenciadas por la sociedad y se desarrollan a través de la socialización.
El documento describe los diferentes sectores económicos, con un enfoque en el sector primario de la agricultura. Explica que la agricultura involucra la modificación del espacio natural para cultivar la tierra y obtener productos, y depende de factores como el clima, el relieve y los tipos de suelo. También depende de factores humanos como la demografía y la tecnología disponible.
The document provides an overview of the traditional parts of speech in grammar: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. It then focuses on nouns, pronouns, verbs, adjectives, adverbs, determiners and their definitions, functions, and examples. The document was prepared by Ms. Arlini Alias for a review lesson on parts of speech.
The document provides instructions for a quiz on identifying different types of figurative language. It lists several figurative language terms and their definitions. It then provides examples of sentences using different figurative language techniques and asks the reader to identify which technique is being used in each example sentence.
The document contains a quiz on grammar and writing concepts such as nouns, pronouns, parts of speech, characterization, and vocabulary. It includes multiple choice questions testing understanding of these concepts through identifying parts of sentences, determining correct grammar usage, and choosing the accurate definitions of literary and linguistic terms. The questions cover a wide range of foundational grammar and writing topics to assess knowledge.
The document provides 5 rules for capitalization, punctuation, articles, text-speak, and commonly confused words when writing. It explains that names, days, months, and the pronoun "I" should be capitalized. Sentences require ending punctuation and contractions use apostrophes. Definite articles like "the" refer to specific things, while indefinite "a" or "an" do not. Text-speak like "k" for "okay" should be avoided, and words like "than" and "then" can be confused if not used properly.
This document contains notes and instructions from an English class. It includes assignments to write a prewriting outline, complete a vocabulary quiz without using a dictionary, and answer comprehension questions from a reading. Students are advised on how to answer literature questions by restating the question, using specific details from the text, and writing in their own words. Unfamiliar words should first be understood from context, and prefixes, suffixes and roots can provide clues to a word's meaning.
The document contains a series of questions about antonyms. It presents sentences and asks the reader to identify the antonym of an underlined or specified word. The questions cover a variety of common antonym pairs such as visible/hidden, encourage/discourage, and exotic/common.
The document provides an overview of key grammar concepts for content writing including parts of speech, active and passive voice, singular and plural forms, verb tenses, and use of adjectives and idiomatic phrases. It defines common nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. It also covers writing in active and passive voice, rules for singular and plural forms, verb tenses including present, past and future, and proper use of adjectives, comparative/superlative forms, and common idiomatic phrases.
We are fitted with language to share ideas. Language has parts of speech that describe words' functions: nouns name things, verbs describe actions, and adjectives modify nouns. Knowing parts of speech helps discuss language and improves writing. The document defines parts of speech like nouns, verbs, adjectives and their functions, and provides examples. It also briefly covers other concepts like tense, clauses and phrases.
Verbs can express physical or mental actions. The verb "to be" links subjects with predicates and expresses states of being. It is important to ensure subject-verb agreement and use active rather than passive voice when possible for clarity and conciseness.
This document defines and provides examples of various rhetorical devices and terms:
1) Procatalepsis is anticipating and answering an objection to allow an argument to progress logically.
2) Metonymy is substituting a closely associated word for another to symbolize a whole thing or concept.
3) Enumeration is listing items or qualities one by one for emphasis or accounting.
The document provides definitions and examples of common English idioms and phrases. It explains the meaning of sayings like "actions speak louder than words", "beggars can't be choosers", and "let bygones be bygones". Examples are given to illustrate how each idiom is used in context. The document also touches briefly on parts of speech, sentence structure, and types of literature.
This document discusses dependent prepositions in English. It explains that prepositions show the relationship between words and phrases in a sentence. Some key points:
- Prepositions provide information about position, time, direction, and location.
- Common English prepositions include before, behind, from, beneath, across, below, down, throughout, with, past, among, near, above, during, under, outside, toward, upon, over, and after.
- Prepositions can be used at the beginning of sentences. They are also used with certain verbs, adjectives, and nouns.
- The meaning of an expression can change depending on the preposition used.
- Examples are given showing the
1. The document provides lessons on various grammar topics for the TOEFL exam, including using the continuous aspect, determiners like "the", adjectives vs adverbs, relative pronouns, tense usage in time/conditional clauses, the present perfect tense, embedded questions, and subject-verb inversion.
2. Each lesson defines the grammar point, provides examples of correct usage, and includes an exercise for practice. The answers to the exercises are also provided.
3. The goal is to help TOEFL exam takers improve their understanding and mastery of English grammar structures that are important for the exam. Lessons cover topics like tense, aspect, determiners, adjectives, relative pron
Libro de gramática para el semestre de primaveracollinhopkins
This document provides an overview of Spanish grammar topics including:
- The future tense is used to express actions that haven't occurred yet and all verbs are conjugated the same way with endings like é, ás, á.
- Examples of irregular future verb stems include cabr-, habr-, podr-, querr-, sabr- among others.
- The conditional tense expresses what would happen and uses endings like ía, ías, ía.
- The present perfect tense expresses recent actions using the present tense of haber and a past participle ending like -ado or -ido.
- Pronouns like que, el cual, quien are discussed as well
Similar to Kirstin Ahearn Grammar review course Tunxis nov 2013 (14)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Kirstin Ahearn Grammar review course Tunxis nov 2013
1. Presented by : Kirstin Ahearn
kahearn@ahearnink.com
www.ahearnink.com
November 2013
(c) Kirstin Ahearn, 2013
2. Amazon has 104,000 books on grammar
Google “grammar” – 85.7 million results
Google “grammar books” – 329 million results
Google “grammar course” – 74.6 million results
(c) Kirstin Ahearn, 2013
3. “Writing
with poor grammar makes you
seem stupid!”
(from www.brainmass.com)
Poor grammar leads people to deduce that
you may be lacking other skills and abilities.
Poor grammar reeks of lack of education, lack of
intelligence, and sloppiness.
(c) Kirstin Ahearn, 2013
7. Subject is a noun (person, place, thing, idea) or
pronoun
Proper nouns are names, always capitalized
Subject performs the verb
Find verb first … then find who/what is performing
the verb
Put “a” or “the” in front of word to see if it‟s a noun
(a) mistake
(the) moment
(the) ideas
Gerunds are nouns that end in –ing (skiing)
(c) Kirstin Ahearn, 2013
8. subject
The dog
The dog
The dogs
From www.towson.edu
(c) Kirstin Ahearn, 2013
Verb (shows action)
howled.
is howling.
were howling.
TIP:
Know subject
and verb for
correct
agreement
9. Main verb
Infinitive (to + verb)
The dog barked to warn of danger.
TIP:
Do not split
verbs (to warn
loudly vs. to
loudly warn)
From www.towson.edu
(c) Kirstin Ahearn, 2013
10. Singular subjects EACH, EVERYONE, EVERY
ONE, EVERYBODY, ANYONE, ANYBODY,
SOMEONE, SOMEBODY require singular verbs
Each of the girls sings well.
EITHER/NEITHER take singular verbs when used
as subjects
(c) Kirstin Ahearn, 2013
TIP:
Know singular
verb vs. plural
by asking: What
would go with
“he” or “they?”
11. Two subjects connected by AND take plural verb
The cat and dog go to the vet every month.
Two singular subjects connected by OR/NOR,
EITHER/OR, NEITHER/NOR take singular verb
Either the boy or the girl takes that bus.
A singular subject PLUS a plural subject
connected by OR/NOR, EITHER/OR,
NEITHER/NOR take singular verb
Neither the doctor nor the nurse knew where the patient
went
(c) Kirstin Ahearn, 2013
12. Verb makes up the “predicate” part of a sentence
Verb in the doing/action of a sentence
Sentence can have more than one verb (and/or
subject)
TIP:
No verb – no
sentence!
(c) Kirstin Ahearn, 2013
13. Verb tense – place the action in time
Present tense – happening now
He is the one eating the piece of pie.
They are the ones eating pie.
Past – already happened
He ate the pie then went jogging.
Future – yet to take place
He will eat pie after he jogs.
He or she will eat pie tomorrow.
(c) Kirstin Ahearn, 2013
14. Present Perfect – started in past, is still happening
The teacher or the students have eaten 10 pies so
far.
Past Perfect – double past tense or that happened
even earlier
I had eaten 10 pies when Mom walked in the door.
Future Perfect – combine past and future
By next week, I will have gotten tired of pies.
(c) Kirstin Ahearn, 2013
15. Continuous (progressive) form the -ing verb
I am eating.
I will be eating pies forever.
(c) Kirstin Ahearn, 2013
17. PRESENT
Get
Grow
Hang
Hang
Lay
Lend
Lie
Ring
Shake
(c) Kirstin Ahearn, 2013
PAST PAST PARTICIPLE
got
grew
hung
hanged
laid
lent
lay
rang
shook
got, gotten
grown
hung
hanged (a person)
laid
lent
lain
rung
shaken
19. In the active voice, the subject is doing the action
The passive voice must have a past participle and
the subject fills a different role than in the active
voice.
“Judy was given gifts by Sam.”
Sam actually did the giving
(c) Kirstin Ahearn, 2013
TIP: Passive
sentences aren‟t
incorrect – just not
preferred.
22. Describe nouns
Clarify nouns
Show which one, how many
Can be comparative
Ugly, uglier, ugliest
Mean, meaner, meanest
More beautiful, most unbelievable
Can be absolute
(c) Kirstin Ahearn, 2013
28. Generally not capable of being intensified or
compared
Absolute
Complete
Devoid
Final
Square
Full
Meaningless
Superior
(c) Kirstin Ahearn, 2013
basic
empty
excellent
dead
essential
harmless
obvious
ultimate
certain
entire
fatal
perfect
unique
immortal
pure
universal
30. “Lolly, Lolly, Lolly, Get Your Adverbs Here!”
Modify verbs, adjectives, or other adverbs
Tell where, when, how
Frequently end in –ly
Don‟t confuse with adjectives
Adverbs modify VERBS - adjectives modify NOUNS
Keep modifiers close to the word they are
modifying!
TIP: Like teenagers,
modifiers want to be
closest to the ones
they love.
(c) Kirstin Ahearn, 2013
31. (c) Kirstin Ahearn, 2013
predicate
dog howled
(adverb)
(adjective)
The
subject
.
32. Express relationships between other words
(nouns)
Never end a sentence with a preposition?
More formal (“from where will you graduate?”)
OK to leave at end!
Idioms require certain prepositions
TIP: Place the word
before “the fence” to
see if it‟s a preposition
.
(c) Kirstin Ahearn, 2013
35. Phrases that don't mean what they literally
say, but have meaning to native speakers
Under the weather is known by most English
speakers to mean “not feeling quite well”
Sort of “holdovers” that had a more literal
meaning in the past
Under the weather originates from when people
traveled by boat; and during storms seasick
passengers would go below deck, where they
were literally under the weather
(c) Kirstin Ahearn, 2013
36. A chip on your shoulder:
Upset for something that happened in the past
Bend over backwards:
Do whatever it takes to help
Have an axe to grind:
To have a dispute with someone
A blessing in disguise:
Something good that isn't recognized at first
Run out of steam:
To be completely out of energy
A piece of cake:
An easy task
(c) Kirstin Ahearn, 2013
37. “Half” a verb
Fallen / had fallen
Screaming / was screaming
Modifies the noun (or pronoun)
Screaming with laughter, she fell off her chair.
(c) Kirstin Ahearn, 2013
38. A. subject predicate (verb) = complete thought
(independent clause)
The candidate addressed the crowd.
B. Fragment = no subject and predicate “unit”
addressing the crowd, ...
C. Fragment = -ing verb without a helping verb
the candidate addressing the crowd, …
D. Dependent clause = no complete thought
while the candidate addressed the crowd …
(c) Kirstin Ahearn,
From www.towson.edu
2013
39. Introduced by relative pronoun (that, which, who) or
“linking conjunction” (after, although, as, because,
before, if, since, unless, until, when, while)
Act as adjective, noun or adverb
(c) Kirstin Ahearn, 2013
40. A. Dependent clause, independent clause
Although Tom reads novels, Jack reads comics.
B. Independent clause dependent clause
Jack reads comics although Tom reads novels.
C. Independent
clause,
,
nonessential dependent
clause.
,
,
Jack who reads comics rarely reads novels.
D. Independent
clause
essential dependent
clause.
People who read comics rarely read novels.
(c) Kirstin Ahearn,
From www.towson.edu
2013
41. Two independent clauses may form a compound
sentence.
Separate the two independent clauses in a compound
sentence with a comma and conjunction, or semi-colon
(with or without adverb).
;
Tom read the novel however, his friend saw the
movie.
,
WRONG: Tom read the novel his friend saw the
movie.
(c) Kirstin Ahearn,
From www.towson.edu
2013
42. “Conjunction Junction, What‟s Your Function?”
Coordinating/matchmaking
And, or, but, for, nor, so, yet
Connect words to words, phrases to phrases,
clauses to clauses
Correlative conjunctions
Two conjunctions in one
Either/or, neither/nor
Not only, but also
(c) Kirstin Ahearn, 2013
43. Hartford is the capital of Connecticut. It is the
second largest city in the state.
The capital of Connecticut, Hartford, is the
second largest city in the state.
Hartford, the capital of Connecticut, is the second
largest city in the state.
Hartford, the second largest city in the state, is the
capital of Connecticut.
Independent, non-essential dependent clause, clause
(c) Kirstin Ahearn, 2013
44. Hartford was once known as an industrial center.
It was the home of several manufacturers. They
made firearms, typewriters, bicycles, and even
cars.
Once known as an industrial center, Hartford
was the home of manufacturers of firearms,
typewriters, bicycles, and even cars.
Dependent (adjective) clause, independent clause
(c) Kirstin Ahearn, 2013
45. Today, great wealth abounds in Hartford. The
wealth is centered in the insurance industry.
However, few manufacturing jobs are still
available.
Although there is much wealth centered in
Hartford's insurance industry today, there are
few manufacturing jobs available.
independent clause, independent clause
(c) Kirstin Ahearn, 2013
46. “Clarity, clarity, clarity. When you become
hopelessly mired in a sentence, it is best to start
fresh: do not try to fight your way through against
terrible odds of syntax..”
“The Elements of Style,” E.B. White and William
Strunk, Jr.
(c) Kirstin Ahearn, 2013
47. Writing is really re-writing. Re-write when your
sentence looses clarity (too many dashes,
semicolons, commas, and other fancy marks).
Think about this: Can you “re-speak” what you
speak? Think about what you are going to say
(grammar/verbs and content) before opening your
mouth.
Notice how “professionals” use the pause!
(c) Kirstin Ahearn, 2013
48. A necessary tool to clearly express a thought,
direction, statement
“Incorrect punctuation can change the meaning of
a sentence, the results of which could be farreaching.”
“The Associated Press Stylebook,” Norm Goldstein,
editor
(c) Kirstin Ahearn, 2013
49. No one can write perfect English and
keep it up through a stretch of ten
chapters. It has never been done.
Christian Science Monitor
(c) Kirstin Ahearn, 2013
51. „
Possessive – “belonging to”
Form the possessive singular of nouns with
‟s. Follow this rule whatever the final consonant
(only add „ if plural noun ends in “s”).
The girl‟s food
The girls‟ food
The horses‟ food
The waitress‟s food
Exception: if the word that follows the now begins with an
“s,” only add „
The waitress‟ seat
(c) Kirstin Ahearn, 2013
From The Elements of Style, Strunk & White
52. „
Possessive, continued
None of these pronouns need apostrophe
Mine
Ours
Your/yours
His/hers
Its (note: it‟s = it is)
Theirs
Whose
More than one noun, make last possessive
John Adams Jr.‟s father
Mary and Gary‟s apartment
(c) Kirstin Ahearn, 2013
55. Quiz
1. During the past few (weeks‟, weeks) a
(week‟s, weeks‟) worth of mail has equaled
what is normally eight (weeks‟, weeks) worth.
(c) Kirstin Ahearn, 2013
56. 1. During the past few
weeks a week‟s
worth of mail has equaled what is normally
eight weeks‟ worth.
(c) Kirstin Ahearn, 2013
57. Quiz
2. Though (its, it‟s) now named for the avenue
on which (its, it‟s) located, sometimes (its, it‟s)
referred to by (its, it‟s) old name.
.
(c) Kirstin Ahearn, 2013
58. it‟s now named for the avenue on
which it‟s located, sometimes it‟s referred
to by its old name.
2. Though
(c) Kirstin Ahearn, 2013
59. Quiz
3. The (children‟s, childrens‟) knowledge of
the apostrophe was better than anyone (elses,
else‟s), including the word (columnist‟s,
columnist).
(c) Kirstin Ahearn, 2013
60. children‟s knowledge of the
apostrophe was better than anyone else‟s,
including the word columnist‟s.
3. The
(c) Kirstin Ahearn, 2013
61. Quiz
4. These (kinds, kind‟s) of mistakes involving
(apostrophes, apostrophe‟s) are the bane of
(writers, writers‟) lives.
(c) Kirstin Ahearn, 2013
62. kinds of mistakes involving
apostrophes are the bane of
writers‟ lives.
4. These
(c) Kirstin Ahearn, 2013
63. Quiz
5. After giving her employer four (months,
months‟) notice of her departure, Jill received
a (weeks, week‟s) salary and ten (dollars,
dollars‟) worth of paper clips.
(c) Kirstin Ahearn, 2013
64. 5. After giving her employer four
months‟
notice of her departure, Jill received a
week‟s salary and ten dollars worth of
paper clips.
(c) Kirstin Ahearn, 2013
65. Quiz
6. (Lets, Let‟s) stop at the (Smith‟s, Smiths‟).
house and greet all the (Smith‟s, Smiths).
(c) Kirstin Ahearn, 2013
66. 6. (Lets, Let‟s) stop at the (Smith‟s, Smiths‟).
house and greet all the (Smith‟s, Smiths).
Rob Kyff, "Word Watch," Hartford Courant (16 January 2000).
(c) Kirstin Ahearn, 2013
67. :
Introduce lists
Give emphasis to part of a sentence
Time
Biblical and legal citations
Capitalize first word after colon ONLY if it‟s a
proper noun (or the start of a complete sentence)
Do not combine dash and colon
(c) Kirstin Ahearn, 2013
68. Just because it is “important” doesn‟t mean it should
be capitalized
The new library service was popular with residents.
(NOT: The new Service was popular...)
Capitalize first initial in names of people, departments,
places
Capitalize first initial in titles BEFORE names
According to Commissioner Roderick Bremby, the
Department of Social Services will close six offices …
Roderick Bremby, the agency‟s commissioner, said …
Follow agency style when necessary
The Commissioner said …
(c) Kirstin Ahearn, 2013
69. Make the paragraph the unit of composition: one
paragraph to each topic.
Use short paragraphs
A quote should be its own paragraph
The active voice is usually more direct and
vigorous than the passive (start with I, we, he,
etc.)
Use positive words; try to avoid the word “NOT”
(c) Kirstin Ahearn, 2013
70. ,
Helps reader understand rhythm of the sentence
Read your sentence out loud for natural pause
(that‟s where comma goes)
Use sparingly
Use to avoid confusion and add clarification
(c) Kirstin Ahearn, 2013
From The Elements of Style, Strunk & White
73. ,
In a series of three or more terms with a single
conjunction, use a comma after each term except
the last.
If using a conjunction add commas between each
item on the list
The dinner will consist of light appetizers, beef, ham and
cheese omelets, and strawberries and cream.
Series of adjectives
It was a dark, stormy night
(c) Kirstin Ahearn, 2013
74. If two clauses could stand alone, and are linked
by “and, but or for,” use commas
She was glad she attended the show, for she was
able to meet the handsome actor.
Restrictive relative clauses are not set off by
commas; you could NOT make these into two
sentences
My brother that lives in Arizona is named Pat.
(c) Kirstin Ahearn, 2013
75. ,
A comma all by itself can transform the meaning
of a sentence:
He helped the native guides who were sick with
malaria.
No comma appears before “who.” Therefore, what follows is
a restrictive clause. Not all the guides had malaria.
He helped the native guides, who were sick with
malaria.
Putting the comma before “who” makes what follows a non-
restrictive clause. It also changes the sentence to mean
that all the guides had malaria.
(c) Kirstin Ahearn, 2013
76. ,
Use when introducing a quote
President Kennedy said, “Ask not what your country
can do for you…”
Use at end of attributed quote
“Ask not what your country can do for you,”
President Kennedy said.
Note: commas always go inside the quotation
marks
(c) Kirstin Ahearn, 2013
77. ,
Use with hometowns, ages, states/country with cities
John Jones, Minneapolis, Minn., was at the party.
John Jones, 52, was at the party.
John Jones wants to visit Dublin, Ireland, when he
returns from Fargo, N.D.
Use with yes, no, and indirect addresses
Yes, I will be there.
No, sir, I will not be there.
Use with numbers (except street addresses)
The jar contained 1,200 jelly beans.
John Jones moved to 1234 Main Street.
Do
not use periods for commas
(c) Kirstin Ahearn, 2013
78. !
To express surprise, emotion, disbelief
That plane ride was fantastic!
“Fantastic!” he said.
Do not overuse!!
(c) Kirstin Ahearn, 2013
79. “To be avoided whenever possible” – Winston
Churchill
Use to join two words to form single idea
Socio-economic
Use to create modifier before a noun
A little-used car; a little used car
No hyphen with “very” or with adverb (-ly)
With numbers (twenty-one)
Suspension (10- to 20-year prison sentence)
(c) Kirstin Ahearn, 2013
81. - Two hyphens
Use to justify the first part of your sentence
We walked a long time – long enough to get
blisters.
Use as alternative to parentheses
We walked a long time – it was sunset before we
got home – and everyone had blisters.
I love the dash – especially in corporate
documents!
(c) Kirstin Ahearn, 2013
82. ()
Use to clarify or add information (sparingly!)
Do not capitalize first word when used within a
sentence
Place period outside parentheses
Try not to use. Perhaps you should re-write,
use commas or dashes?
(c) Kirstin Ahearn, 2013
83. .
At end of sentence
With initials
T.S. Eliot
Not with acronyms (LBJ)
In listing using numbers (1., 2., 3.) or letters (A.,
B., C.)
Place inside quotation marks
Single space at end of sentence
(c) Kirstin Ahearn, 2013
84. ?
End of question
In list:
Did he practice at all? At night? Before school?
None needed here:
He asked who practiced the piano before the
concert.
Place inside quotes
“Who practiced?” the piano teacher asked.
Place outside quotes of book title.
Who wrote “The Elements of Style”?
(c) Kirstin Ahearn, 2013
85. “”
Direct quotes
“I want to learn to cook,” the young girl said.
Martin Luther King Jr. said, “I have a dream.”
“There is no such thing as Santa Claus,” the boy told his
father. “All the kids on the bus say so.”
When writing dialogue
“Did you get the job?”
“No.”
“Did they say why?”
With titles of books (except the Bible and reference
books), movies, plays, poems, songs, TV shows,
speeches, works of art.
(c) Kirstin Ahearn, 2013
86. “”
Use to express irony
The “teacher” could hardly spell!
Unfamiliar terms
“tweeting”
Partial quotes
She felt it was her “best-kept secret.”
Quote within quote, use „‟
“I felt the mayor‟s statement, „all is well,‟ was a bit
contrived,” the police chief said.
(c) Kirstin Ahearn, 2013
87. ;
Use sparingly, if at all
Used to separate a thought to a greater degree
than a comma, but less than a period.
The senator never showed up to vote on legislation;
therefore, it was a surprise that he won re-election.
Used to clarify when lots of commas are needed
The man left behind three daughters and a son from
Burlington, VT; a brother from Topeka, Kansas; and
his elderly parents, Janet and Greg Jones, also
from Topeka.
(c) Kirstin Ahearn, 2013
88. Spell out
Single digits (numbers less than nine)
I want five copies; I want 10 copies
At start of sentence)
Twenty-nine people won the award.
Simple fractions, using hyphens
One-half of the pieces have been eaten.
A two-thirds majority is required for the bill to pass.
Decades
During the eighties and nineties…
(c) Kirstin Ahearn, 2013
89. If using figures for decades, use these styles:
During the „80s and „90s …
During the 1980s and 1990s …
Use figures for mixed fractions (except at start of
sentence)
We expect a 5½ percent wage increase.
Five and one-half percent was the interest rate.
Spell out time of day, especially with o‟clock
She gets up at four thirty before the baby.
The baby wakes up at five o‟clock.
Use numbers with exact times
The flight leaves at 6:22 a.m.
She had a 7:00 p.m. deadline
(c) Kirstin Ahearn, 2013
91. Anyone who tries to explain “that” and “which” is
less than an hour is asking for trouble.
„That‟ is most often what you would say, so is
what you should write.
Mostly use „which‟ to describe, identify, locate, or
explain that which precedes a comma
The house, which has a red roof, was on fire.
- “On Writing Well,” William Zinsser, 2001
(c) Kirstin Ahearn, 2013
92. As the first word in a question:
Which movie was playing last week?
Which team won last year‟s World Series?
As a pronoun to refer back to one
single noun or to a whole idea:
Referring to (or re-naming) one single word:
A week ago I bought a cashmere sweater which cost $150.
(The word which is “re-naming” the sweater.)
Referring to a whole idea or phrase:
In 2005, we took a vacation to Walt Disney World, which
helped to bond our family members together.
(The word which is referring to the taking of the family
vacation.)
(c) Kirstin Ahearn, 2013
www.jalc.edu
93. Used after the word in.
Note: The use of in with which is correct only if there
is a sense of something being contained inside or
within something else.
Illinois is the state in which I live. (I live inside or within
Illinois.)
The room in which we are sitting is hundreds of years
old.
Important: Do not repeat the word in after using it with
in which.
Wrong: Illinois is the state in which I was born in.
Correct: Illinois is the state in which I was born.
(c) Kirstin Ahearn, 2013
94. Use other prepositions like these in front of the word
which:
to which
from which
at which
by which
under which, etc.
The preposition you use will be determined by the
verb in the sentence
Apply to a school (the school to which I applied…)
Park under a lamppost (the lamp under which I
parked…)
(c) Kirstin Ahearn, 2013
95. Use that before a restrictive clause and which
before everything else.
Gems that sparkle often elicit forgiveness.
Specific types of gems (ones that sparkle)
Diamonds, which are expensive, often elicit
forgiveness.
There was an earthquake in China, which is bad
news.
(c) Kirstin Ahearn, 2013
96. The lawnmower that is in the garage needs
sharpening.
We have more than one lawnmower. Only the one
in the garage needs sharpening.
The lawnmower, which is in the garage,
needs sharpening.
We have only one lawnmower. It's in the garage
and needs sharpening.
(c) Kirstin Ahearn, 2013
97. Using “that” is never really wrong, though it may
be unnecessary
Omitting “that” in some cases indeed may be
wrong.
(c) Kirstin Ahearn, 2013
98. “That” introduces ESSENTIAL clauses (no
commas)
I don‟t trust products that claim to be all natural.
“Which” introduces NON-ESSENTIAL CLAUSES
(surrounded by commas)
The product, which is on sale this week, claims to
be all natural.
“Who” refers to people.
She is the one who saved
the girl from drowning.
(c) Kirstin Ahearn, 2013
TIP: You can take out
the parts with “which”
and not change the
meaning.
99. The statue that stands in the hall is on loan from
the museum.
A number of statues are in the building. Only the one in
the hall is on loan from the museum.
The statue, which stands in the hall, is on loan
from the museum.
Only one statue is under discussion. It is on loan from
the museum and happens to be in the hall.
(c) Kirstin Ahearn, 2013
100. Less formally, use “where,” BUT be sure you
are talking about place, not time.
Incorrect: “He was born somewhere around
1970.”
Correct: “He was born sometime around 1970.”
The year 1970 is a time, not a place
(c) Kirstin Ahearn, 2013
101. Use “he” or “him” to decide if it should be “who” or
“whom”
WHO/WHOM wrote the letter? “He” wrote the letter
so WHO is the correct choice.
For WHO/WHOM should I vote? Should I vote for
“him?” so WHOM is the correct choice.
(c) Kirstin Ahearn, 2013
102. To lie is to tell an untruth
Lie and Lay are present-tense verbs
“Lie” means: to rest or recline.
“Lay” means: to put or place something or
someone down .
Verb followed by an object
(c) Kirstin Ahearn, 2013
103. VERB
SIMPLE
PRESENT
SIMPLE
PAST
PAST
PARTICIPLE
Lay
Lay(s)
Laid
Has laid
Lie
Lie(s)
Lay
Has lain
Use the simple present forms with action which happens consistently
or action which is happening presently.
Jack always lays the cordless telephone where no one can find
it.
I lie down for a nap at 2 p.m. every day.
(c) Kirstin Ahearn, 2013
TIP: you lay
something down,
and people lie
down by
themselves.
106. Because indicates cause and effect
Since used for relationship or time
“Due to” is a adjective; follows “to be”
I will go to the game because my daughter is on the
team.
Since I have some extra money, I will buy the shoes.
The cancellation was due to rain.
TIP: DO NOT start a
sentence with “due to”
(OK to start with
“because” …)
(c) Kirstin Ahearn, 2013
107. Should have = should‟ve
Could have = could‟ve
Would have = would‟ve
NEVER “should of” “could of” “would of”
(c) Kirstin Ahearn, 2013
109. Use different from NOT different than
The weather was different from what we expected.
Use differently than when a clause precedes and
follows the expression
He works differently than she does.
(c) Kirstin Ahearn, 2013
112. “Good” is an adjective
You did a good job. (Describes the job.)
You did good – incorrect because there is no noun.
“Well” is an adverb
You did well on the test. (Answers “how you did”)
Use when referring to health
I do not feel well.
(c) Kirstin Ahearn, 2013
114. Affect with an „a’ means "to influence”
Will the budget cuts affect your staff?
We can affect change by eliminating restrictions.
TIP: Most of the
time affect with an a
is a verb and effect
with an e is a noun.
(c) Kirstin Ahearn, 2013
115. Effect essentially means "a result“
The effect of the law was harmful to the elderly
The ruling had an adverse effect on how fast
people drove on the highway.
That book had a long-lasting effect on my
thinking.
(c) Kirstin Ahearn, 2013
120. Advice = recommendation
Advise = the act of giving a
recommendation
All ready = all are
ready
Already = refers to
(c)time Ahearn, 2013
Kirstin
Adverse = unfortunate;
opposed (things)
She had an adverse
reaction.
Averse = having
repugnance (people)
He is averse to a
military draft.
121. Among = 3 or more
Between = Just 2
(c) Kirstin Ahearn, 2013
122. Assure = to promise or say with confidence
Ensure = to make sure something will or
won‟t happen
Insure = to issue an insurance policy
Connote = to suggest or
imply
Denote = to be a sign of
e.g. = for example
i.g. = that is, in other words
(c) Kirstin Ahearn, 2013
123. Every day = each day
Everyday = ordinary
(c) Kirstin Ahearn, 2013
Empathy = to understand
another‟s feelings
Sympathy = to feel
compassion for
124. Fewer = number that can be
counted
Less = uncountable amount
Under = direction
Irregardless = NO SUCH
WORD EXISTS
Regardless = in spite of;
without regard
(c) Kirstin Ahearn, 2013
TIP: Less than $100
… NOT under $100
130. See how the pros do it – again:
Newspapers/magazines (articles, ads)
E-mails, blogs, social networks (personal/work)
Mail (letters, direct mail, newsletters)
Catalogs
Novels, non-fiction books
Cereal boxes
Fun to find the mistakes (menus)
Read, read, read to write (and speak)!!
(c) Kirstin Ahearn, 2013
131. Keep a word journal
Write down words in a column; add definition (when you can);
include brief sentence using the word
Read more often; read challenging material; look closely and pay
attention word structure
Magazines
Newspapers (Wall Street Journal)
Business books
Essays!! E.B. White, Anne Fadiman
Fiction?? Grammar sometimes used poetically
Underline new words (then look them up)
Practice using new words to make them second nature
(don‟t sound forced)
Use a thesaurus
(c) Kirstin Ahearn, 2013
132. At least half of the words in the English language
are derived from Greek and Latin roots.
Knowing these roots helps us to grasp the
meaning of words before we look them up in the
dictionary.
It also helps us to see how words are often
arranged in families with similar characteristics.
(c) Kirstin Ahearn, 2013
133. Learn meaning of root words
Root (source)
Meaning
English words
aster, astr (G)
star
astronomy, astrology
audi (L)
to hear
audible, auditorium
bene (L)
good, well
benefit, benevolent
bio (G)
life
biology, autobiography
dic, dict (L)
to speak
dictionary, dictator
fer (L)
to carry
transfer, referral
geo (G)
earth
geography, geology
graph (G)
to write
graphic, photography
manu (L)
hand
manual, manuscript
phys (G) body, nature
physical, physics
(c) Kirstin Ahearn, 2013
137. Consider the specific situation/reader
Text messaging abbreviations place the needs of the writer before the
needs of the reader, unlike many other language developments, such as
punctuation, which are meant to assist the reader. (Grammar Snobs Are Great
Big Meanies, June Casagrande)
It's rude to use text messaging abbreviations when the person on the
receiving end won't understand them.
It may be rude NOT to use them when sending a message to someone
who you know will understand the abbreviations and who is reading (and
scrolling through) your message on a tiny cell phone screen. (Modern Manners
Guide, http://manners.quickanddirtytips.com)
(c) Kirstin Ahearn, 2013