Using Commas After Introductory Words, Phrases, and Clauses
... Note: This section includes some common examples that signal to a writer that a comma is usually needed after an introductory element. These examples are based on the ELAR TEKS for grades 6–8. This section does not represent all of the different types of introductory words, phrases, or clauses that ...
... Note: This section includes some common examples that signal to a writer that a comma is usually needed after an introductory element. These examples are based on the ELAR TEKS for grades 6–8. This section does not represent all of the different types of introductory words, phrases, or clauses that ...
Gerunds and Gerund Phrases - CMS-Grade8-ELA-Reading-2010
... The Bears are winning the game (main verb) The winning team scores the most points (adjective) Winning is ...
... The Bears are winning the game (main verb) The winning team scores the most points (adjective) Winning is ...
Text: Elements of Language
... A phrase is a group of words that function as a single part of speech and that does not contain both a verb and its subject. The Prepositional Phrase A prepositional phrase begins with a preposition and ends with a noun or pronoun (object of the preposition). Common Prepositions ...
... A phrase is a group of words that function as a single part of speech and that does not contain both a verb and its subject. The Prepositional Phrase A prepositional phrase begins with a preposition and ends with a noun or pronoun (object of the preposition). Common Prepositions ...
Handouts - Texas Gateway
... Note: This section includes some common examples that signal to a writer that a comma is usually needed after an introductory element. These examples are based on the ELAR TEKS for grades 6–8. This section does not represent all of the different types of introductory words, phrases, or clauses that ...
... Note: This section includes some common examples that signal to a writer that a comma is usually needed after an introductory element. These examples are based on the ELAR TEKS for grades 6–8. This section does not represent all of the different types of introductory words, phrases, or clauses that ...
Noun, Adjective, and Adverb Clauses
... Arctic winters, which are long and cold, are severe. The arctic is a region where life is difficult. She likes the guy who sits in front of her. ...
... Arctic winters, which are long and cold, are severe. The arctic is a region where life is difficult. She likes the guy who sits in front of her. ...
UNIVERSIDAD TECNOLÓGICA DE PEREIRA FACULTAD DE
... This course is part of the set of English courses contained in the Language Component of the B.A. in English Language Teaching program. It is intended for the students of the program who are supposed to have a solid foundation in the fundamentals of the English grammar component included in the prev ...
... This course is part of the set of English courses contained in the Language Component of the B.A. in English Language Teaching program. It is intended for the students of the program who are supposed to have a solid foundation in the fundamentals of the English grammar component included in the prev ...
2014 Grammar Rules Summary (GRS)
... 2. Capitalize all proper nouns {Shakespeare} and proper adjectives. {the Canadian actress} NOTE: Capitalize the names of compass directions only if they refer to a specific region or are part of an address. {Don’t visit the Southwest in August. If the museum is located at 75 East Huron, it is not on ...
... 2. Capitalize all proper nouns {Shakespeare} and proper adjectives. {the Canadian actress} NOTE: Capitalize the names of compass directions only if they refer to a specific region or are part of an address. {Don’t visit the Southwest in August. If the museum is located at 75 East Huron, it is not on ...
DRESS UP SENTENCES and SENTENCE OPENERS
... Dress Up Sentences are 6 different ways you can make your sentence structure different, so you’re not always writing sentences the same way. Sentence Openers are 6 different ways you can start your sentences differently, so you’re not always starting your sentences the same way. Your task will be to ...
... Dress Up Sentences are 6 different ways you can make your sentence structure different, so you’re not always writing sentences the same way. Sentence Openers are 6 different ways you can start your sentences differently, so you’re not always starting your sentences the same way. Your task will be to ...
Pronouns PP Notes
... An object pronoun is used as the direct/indirect object or the object of a preposition. Give the book to me. The teacher gave her a reprimand. I will tell you a story. Susan read it to them. ...
... An object pronoun is used as the direct/indirect object or the object of a preposition. Give the book to me. The teacher gave her a reprimand. I will tell you a story. Susan read it to them. ...
Indefinite Pronouns
... pronouns to show “mutuality of action: A does to B what B does to A.” In these cases the reciprocal construction appears in the same clause as its antecedents. For example “Bob and Joe ran into each other” but never “Bob went into town and Joe ran into each other.” • 5. Demonstrative pronoun: Indica ...
... pronouns to show “mutuality of action: A does to B what B does to A.” In these cases the reciprocal construction appears in the same clause as its antecedents. For example “Bob and Joe ran into each other” but never “Bob went into town and Joe ran into each other.” • 5. Demonstrative pronoun: Indica ...
REFLECTIONS ON THE MAIN SYNTACTIC PROCESSES OF THEMATIZATION IN ENGLISH IN SPONONO
... or adverbial group that receives emphasis. Grzegorek (1984:70) points out the following ideas about the use of cleft sentences: "Generally cleft constructions are used whenever the speaker wants to give special prominence to the new, most prominent information. He may also choose to put heavy stress ...
... or adverbial group that receives emphasis. Grzegorek (1984:70) points out the following ideas about the use of cleft sentences: "Generally cleft constructions are used whenever the speaker wants to give special prominence to the new, most prominent information. He may also choose to put heavy stress ...
Cl!IAPTER2 THEORETICAl" FRAMEWORK Definilioll of Modifier
... Please tell them I will be late. [The subordinate clause is the o ject ofthe verb tells.] I have no interest in what I am reading. [The subordinate clause is ...
... Please tell them I will be late. [The subordinate clause is the o ject ofthe verb tells.] I have no interest in what I am reading. [The subordinate clause is ...
Doc
... 2. “-ing” Fragments Example: Her expertise being in chemistry and biology. How to find an “-ing” fragment: If the only verb in the sentence ends in ‘–ing’ and does not have a helping verb, you have a fragment. While the word ‘being’ is a verb, in the above sentence, it is not properly formed. In the ...
... 2. “-ing” Fragments Example: Her expertise being in chemistry and biology. How to find an “-ing” fragment: If the only verb in the sentence ends in ‘–ing’ and does not have a helping verb, you have a fragment. While the word ‘being’ is a verb, in the above sentence, it is not properly formed. In the ...
Avoiding Run-On Sentences, Comma Splices, and Fragments
... 2. “-ing” Fragments Example: Her expertise being in chemistry and biology. How to find an “-ing” fragment: If the only verb in the sentence ends in ‘–ing’ and does not have a helping verb, you have a fragment. While the word ‘being’ is a verb, in the above sentence, it is not properly formed. In the ...
... 2. “-ing” Fragments Example: Her expertise being in chemistry and biology. How to find an “-ing” fragment: If the only verb in the sentence ends in ‘–ing’ and does not have a helping verb, you have a fragment. While the word ‘being’ is a verb, in the above sentence, it is not properly formed. In the ...
Writing and Grammar Exam Review
... Hikers will have (his, their) pick of trails in the Yukon. The boys have all brought (his, their) hiking boots. The girls knew (she, they) had to bring coats and hats. Andrew or Keith gives (his, their) report about the Gold Rush today. Joyce and Robert showed (their, his) father the drawing of the ...
... Hikers will have (his, their) pick of trails in the Yukon. The boys have all brought (his, their) hiking boots. The girls knew (she, they) had to bring coats and hats. Andrew or Keith gives (his, their) report about the Gold Rush today. Joyce and Robert showed (their, his) father the drawing of the ...
SPAG help booklet - Sprowston Junior School
... For example: The film was brilliant; I had a great time. A semicolon can separate longer phrases in a list that has been introduced by a colon, or which is more complicated than a simple list of words. For example: The children need to bring with them: a hotwater bottle or an extra blanket if the we ...
... For example: The film was brilliant; I had a great time. A semicolon can separate longer phrases in a list that has been introduced by a colon, or which is more complicated than a simple list of words. For example: The children need to bring with them: a hotwater bottle or an extra blanket if the we ...
clause - cloudfront.net
... and expresses a complete thought. An independent clause is a sentence all on it’s own. ...
... and expresses a complete thought. An independent clause is a sentence all on it’s own. ...
Sentence Structure
... dancing), completed in the past (John has danced), or occurring in the future (John will dance). Auxiliaries may also express notions such as possibility (John may dance), necessity (John must dance), ability (John can dance), and so on. Lexical categories typically have particular kinds of meanings ...
... dancing), completed in the past (John has danced), or occurring in the future (John will dance). Auxiliaries may also express notions such as possibility (John may dance), necessity (John must dance), ability (John can dance), and so on. Lexical categories typically have particular kinds of meanings ...
Phrases and Clauses
... 3. Single underline the subjects. 4. Each separate section with a subject and verb is PROBABLY a different clause! 5. IDENTIFY INDEPENDENT OR DEPENDENT ...
... 3. Single underline the subjects. 4. Each separate section with a subject and verb is PROBABLY a different clause! 5. IDENTIFY INDEPENDENT OR DEPENDENT ...
Phrases and Clauses - Mrs. Kathleen Fischer
... 3. Single underline the subjects. 4. Each separate section with a subject and verb is PROBABLY a different clause! 5. IDENTIFY INDEPENDENT OR DEPENDENT ...
... 3. Single underline the subjects. 4. Each separate section with a subject and verb is PROBABLY a different clause! 5. IDENTIFY INDEPENDENT OR DEPENDENT ...
Run-on Sentences, Comma Splices and Fragments
... 2. “-ing” Fragments Example: Her expertise being in chemistry and biology. How to find an “-ing” fragment: If the only verb in the sentence ends in ‘–ing’ and does not have a helping verb, you have a fragment. While the word ‘being’ is a verb, in the above sentence, it is not properly formed. In the ...
... 2. “-ing” Fragments Example: Her expertise being in chemistry and biology. How to find an “-ing” fragment: If the only verb in the sentence ends in ‘–ing’ and does not have a helping verb, you have a fragment. While the word ‘being’ is a verb, in the above sentence, it is not properly formed. In the ...
AvoidingRun OnsCommaSplicesFragmentsJuly08
... 2. “-ing” Fragments Example: Her expertise being in chemistry and biology. How to find an “-ing” fragment: If the only verb in the sentence ends in ‘–ing’ and does not have a helping verb, you have a fragment. While the word ‘being’ is a verb, in the above sentence, it is not properly formed. In the ...
... 2. “-ing” Fragments Example: Her expertise being in chemistry and biology. How to find an “-ing” fragment: If the only verb in the sentence ends in ‘–ing’ and does not have a helping verb, you have a fragment. While the word ‘being’ is a verb, in the above sentence, it is not properly formed. In the ...
Español III – Los mandatos con pronombres
... A: “Dónelo” = “Donate IT (a DOP).” B: “Hágalo” = “Make it (DOP).” * (These are both Ud. Commands) With any POSITIVE command, attach the DOP, IOP or REFLEXIVE pronoun to the end of the command and attach an accent to the 3rd to last syllable (almost always the 3rd to last vowel) C: “No me digas.” = ...
... A: “Dónelo” = “Donate IT (a DOP).” B: “Hágalo” = “Make it (DOP).” * (These are both Ud. Commands) With any POSITIVE command, attach the DOP, IOP or REFLEXIVE pronoun to the end of the command and attach an accent to the 3rd to last syllable (almost always the 3rd to last vowel) C: “No me digas.” = ...
Grammar: using pronouns (74.6 KB)
... 2. Make pronouns agree with their antecedent A pronoun needs to agree with the word it is referring to (the antecedent). To achieve clarity and consistency in your sentences, make sure pronouns agree with the antecedent in number, gender and person. ...
... 2. Make pronouns agree with their antecedent A pronoun needs to agree with the word it is referring to (the antecedent). To achieve clarity and consistency in your sentences, make sure pronouns agree with the antecedent in number, gender and person. ...
Grammar
... know what they want to say – pupils need reasons to write, and suitable content to write about internalise the different stages of the writing process: planning, drafting and revising their work write with a reader’s eye, constantly rereading work to check that it makes sense and that the message is ...
... know what they want to say – pupils need reasons to write, and suitable content to write about internalise the different stages of the writing process: planning, drafting and revising their work write with a reader’s eye, constantly rereading work to check that it makes sense and that the message is ...