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Grammar: Fast and Furious Amy Benjamin www.amybenjamin.com Now Entering the Complete Sentence Zone: The “Guess What!” test How it works: Say “Guess What!” in front of a group of words. If the group of words tells you “guess what!” then you have a complete sentence! Phrase, Clause, Sentence A phrase is two or more words that go together (without being a sentence). There are noun phrases and verb phrases. Once we have both a noun and a verb, then we have a clause. A clause is a group of words that may or may not be a complete sentence. If a clause can stand alone as a sentence, then we call it an independent clause. (If a clause cannot stand alone as a sentence, then we call it a subordinate clause. I went to bed early because <GUESS WHAT> I don’t have my homework because <GUESS WHAT’> Now, reverse: Because <GUESS WHAT>, I went to bed early Because <GUESS WHAT, >I don’t have my homework Informal Formal Informal and Formal English Set your dial to the level of formality that is appropriate for your audience and purpose. Handout: Page 11 Informal and Formal backpack briefcase flip-flops dress shoes McDonald’s sit-down restaurant frisbee on the lawn football on the team snack zapping/nuking lunch cooking, baking, roasting Informal and Formal English Set your dial to the level of formality that is appropriate for your audience and purpose. Parts of Speech: Fast and Furious Part of Sp.: Examples: Quick Definition: Noun monkey, river, America. prize Person, place, thing Verb eat, wish, is, find, cry Adjective dangerous, big, green, curly Describes a noun usually, slowly, clearly, eventually sometimes, now. Describes a verb in, on, at, for, with Shows position Adverb Preposition Action or state Hint: The______ He______ or He is______ing. The _______truck He joined the team______. Somewhere _____ the rainbow The Language Tree Adjective Branches: very___________ Noun Branches: Verb Branches: very___________ very___________ the______________ can___________ can___________ very___________ the______________ the______________ the______________ the______________ the______________ very___________ can___________ can___________ can___________ can___________ Prepositional Phrase Branches: in________________ on________________ at_______________ for________________ with________________ Topic: ______________________________ Common Hitching Devices Coordinating Conjunctiions Subordinating Conjunctions And But So Or/nor As, although, after While, when Until Because, before If Conjunctive Adverbs However Moreover Therefore Furthermore AAAWWUBBI Can join two independent clauses to make a compound sentence. Warning: You must use a comma with these when they join independent clauses. Can hitch up to an independent clause, creating a subordinate (dependent) clause, forming complex sentence. Can appear after main clause (no comma) or before main clause (needs a comma) Relative Pronouns That Which Who, whom What Where Why How Whichever Whatever, etc. Can move within own clause; Requires commas on both sides Warning: If you wish to use these to join clauses, you must use a semicolon. Can join clauses Warning: Many sentence fragments begin with these words. Usually, you must hitch these words and the clauses that they introduce to your previous sentence. Six Reasons for Teaching Prepositions: 1. Prepositions add time and place detail to sentences 2. Students can vary their sentence structure and set the stage for a sentence by beginning some sentences with prepositions. 3. Students can add power to their writing by ending paragraphs with a prepositional phrase. (Conversely: Students can avoid ending sentences with prepositions so that their sentences are not weak or too informal.) 4. Students can avoid subject-verb agreement errors by recognizing prepositional phrases that intervene between the subject and the verb, as in “A box of matches (is, are) on the kitchen table.” 5. Students can create parallel structure by repeating prepositional phrases deliberately. 6. Students can select the appropriate pronoun case as the object of a preposition. (between you and me; for Joe and me) Subjective Team 1st Person: I 2nd Person: you he, 3rd Person: she, it who Objective Team we me us you you you they him, her, it them whom A Pronoun Poem As Mom and I walked homewardly, A puppy followed her and me. Both she and I were quick to see He had adopted Mom and me. At home we showed him where to pee And where the doggy bed would be. Then Mom and I made lunch for three, A feast for him and Mom and me. from Woe is I Jr: The Younger Grammarphobe’s Guide to Better English in Plain English. by Patricia T. O’Connor and Tom Stiglich. subject A Pronoun Poem, Analyzed As Mom and I walked homewardly, A puppy followed her and me. Both she and I were quick to see He had adopted Mom and me. subjects At home we showed him where to pee And where the doggy bed would be. Then Mom and I made lunch for three, A feast for him and Mom and me. Direct Object Object of adopted subject Objects of The preposition for Action verbs are modified by adverbs. bouncy shy friendly shyly vivaciously protectiveprotectively Pepper is… recklessly hungry silly Pepper behaves… cautiously jovially Pepper looks.. Pepper seems… Pepper became… playfully playful adventurously curiously Linking verbs are completed by adjectives. adventurous curious Linking verbs tell the nature of things. Linking verbs: BE, + sense verbs: look, sound, smell, feel; seem verbs: seem appear, become, grow Morphology Chart NOUNS: VERBS: ADJECTIVES: ADVERBS: They will fit into this frame: The_____. They will fit into this frame: To____ or Can____or Is____ They will fit into this frame: They will fit into this frame: The ________truck Do it ___________. This “Morphology Kit” is a great way to expand vocabulary because most Noun-Making of the words created by Suffixes these suffixes express abstract ideas. Morphology Kit -ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide Verb-Making Suffixes Adjective-making suffixes -ate -ify -ize -acious,icious -y -ous, ious -ant -able, ible -er; est Adverb-making suffix: -ly 5 GRAMMAR IN THE HEART OF THE WRITING PROCESS: Pre-writing experience: (non-sentence form) Drafting Sharpen your nouns Minimize your modifiers Replace BE verbs and weak verbs with strong action verbs Achieve parallel structure Combine sentences: create complex sentences use appositives use absolutes Expand and shrink noun phrases. Turn clauses into modifying phrases. Decide where to place modifiers for desired effect. Revising Publication Editing Point of intervention for substantial language improvement Point of intervention for surface error correction Learning the pattern of Standard English pronoun case: Establish the pattern of “Rusty and I went to the movies.” “Rusty and I went shopping.” “Rusty and I had dinner.” etc.