Download Example - Harding Charter Preparatory High School

GRAMMAR
PUNCTUATING TITLES
 Minor Works-Titles that should
have quotations around them
are:
 Short story titles
 Poem titles
 Song titles
 Chapter titles
 Article titles
 Major Works-Titles that should
be italicized when typed and
underlined when handwritten
are:
 Book titles
 Epic Poem titles
 Movie titles
 Newspaper titles
 Album titles
 Magazine titles
 Domain titles
 Website titles
NOUN
Names a person, place, thing, or idea
Types of Nouns
Compound
Common Noun
includes more than one
(Mon. Notes)
word
Proper Noun
Collective
(Mon. Notes)
names a group
Concrete
something in the physical
Possessive
world
shows ownership
Abstract
an idea or quality that cannot
be sensed with one of the 5
senses
NOUN OF DIRECT ADDRESS
Person being spoken to in a sentence
Pip, go clean your room.
PRACTICE 1.1-LOOSE LEAF PAPER
#1-Write out the sentence below.
Underline the common nouns
once and proper nouns twice
Hilda works nights
and weekends at
Parker’s Restaurant
#2
 Concrete or Abstract
1. ocean
2. sorrow
3. Earth
4. grandmother
5. justice
PRACTICE-LOOSE LEAF PAPER
#3
 Sort the words into two
columns – collective and
compound
 Gang
 Home run
 Group
 Turtleneck
 Software
 Tribe
PRACTICE 1.1-LOOSE LEAF PAPER
#1-Write out the sentence below.
Underline the common nouns once
and proper nouns twice
Hilda works nights
and weekends at
Parker’s Restaurant.
#2
 Concrete or Abstract
1. ocean
2. sorrow
3. Earth
4. grandmother
5. justice
PRACTICE-LOOSE LEAF PAPER
#3
 Sort the words into two
columns – collective and
compound
 Gang
 Home run
 Group
 Turtleneck
 Software
 Tribe
ADJECTIVE
Modifies a noun or a pronoun by telling:
what kind, which one, how many, or how
much
ADJECTIVES- TYPES
 Articles
 A, an, the
 A comes before words
that begin with a
consonant
 An comes before words
that begin with a vowel
sound
 Proper
 Comes from a proper noun
 Shakespearean
 Comparative
 Adds er to the adjective or more
before the adjective
 Superlative
 Adds est to the adjective or most
in front of the adjective
 Compound
 Contains more than one
word
ADVERB
Modifies verb, adjective, or adverb by telling
how, when, where, or to what extent
Not and Never are always adverbs
PARTICIPLE
Verb acting like an adjective
Ends in –ing or-ed (or other past
tense ending.
PRACTICE 1.2-LOOSE LEAF PAPER
#1
#2
 Which words
are adverbs?
 Often
 Almost
 Great
 Nor
 Well
 Fast
 Too
 Windy
 For
 Also
 Yesterday
 Unexpectedly
 Carefully
 Bright
 Circle the proper adjectives,
and underline the compound
adjectives
 For dessert we’re having Boston
cream pie.
 The well-dressed woman ducked
into the French bistro.
PRACTICE-LOOSE LEAF PAPER
#5
 Underline the participle
 I ate burnt toast for breakfast this
morning.
 The motorcycle came to a
screeching stop.
 The staring koala was cute but
creepy.
PRACTICE-LOOSE LEAF PAPER
#3
#4
 Decide which article (a or an)
should come before each of the
following words.
 Decide which adjectives are
comparative and which are
superlative.
 Flower
 Fastest
 Orange
 Faster
 Hour
 More fun
 Beverage
 Most fun
 Performance
 More delicious
PRACTICE 1.2-LOOSE LEAF PAPER
#1
#2
 Which words
are adverbs?
 Often
 Almost
 Great
 Nor
 Well
 Fast
 Too
 Windy
 For
 Also
 Yesterday
 Unexpectedly
 Carefully
 Bright
 Circle the proper adjectives,
and underline the compound
adjectives
 For dessert we’re having Boston
cream pie.
 The well-dressed woman ducked
into the French bistro.
PRACTICE-LOOSE LEAF PAPER
#3
#4
 Decide which article (a or an)
should come before each of the
following words.
 Decide which adjectives are
comparative and which are
superlative.
 A Flower
 Fastest
 An Orange
 Faster
 An Hour
 More fun
 A Beverage
 Most fun
 A Performance
 More delicious
PRACTICE-LOOSE LEAF PAPER
#5
 Underline the participle
 I ate burnt toast for breakfast this
morning.
 The motorcycle came to a
screeching stop.
 The staring koala was cute but
creepy.
GERUND
Verb acting like a noun
Ends in -ing
VERBS
Action
Shows action
Passive
Shows a state of
being
VERB TENSES
 Present
 Present Perfect Progressive
 Past
 Past Perfect Progressive
 Future
 Future Perfect Progressive
 Present Perfect
 Past Perfect
 Future Perfect
 Present Progressive
 Past Progressive
 Future Progressive
 SEE INB Monday Notes
INFINITIVE
To+verb
Can act like a noun or adverb
HELPING VERB
“helps” an action verb or a linking verb
If a verb phrase has four verbs, the first
three are helping.
LINKING VERB
Links two words together
The following verbs are true linking verbs: any form
of the verb be [am, is, are, was, were, has been, are
being, might have been, etc.], become, and seem.
These true linking verbs are always linking verbs.
• Then you have a list of verbs with multiple personalities: appear,
feel, grow, look, prove, remain, smell, sound, taste, and turn.
Sometimes these verbs are linking verbs; sometimes they are
action verbs.
• If you can substitute am, is, or are and the sentence still sounds
logical, you have a linking verb on your hands.
• If, after the substitution, the sentence makes no sense, you are
dealing with an action verb instead.
PRACTICE 2.1
#1
 Action or Being-identify the verb
and decide if it is action or being
1) Kyle took his driver’s test last
week.
2) He made a mistake parking.
3) Kyle was upset that he didn’t
pass.
4) He plans on taking his test again.
5) He is excited to try one more
time.
#2
 Write Yes if a sentence contains a
1)
2)
3)
4)
5)
linking verb and No if it does not.
This trip has been long and
tiring.
She was at the game until it
ended.
You are late again.
I am tired of your excuses.
You should have been here four
hours ago!
PRACTICE
Present
Past
#3
 Complete the chart for the
verb play.
Future
Present Perfect
Past Perfect
Future Perfect
Present Progressive
Past Progressive
Future Progressive
Present Perfect Progressive
Past Perfect Progressive
Future Perfect Progressive
play
PRACTICE
#4
#5
 Identify the helping verb in the
 Write a sentence in which each
sentences.
1)
How well did your brother do
on the test?
2)
My brother must wear a back
brace.
3)
She will be coming home
tommorow.
word is used as a gerund.
A)
Painting
B)
Swimming
#6
 Change these to their infinitive forms
A) Running
B) Jumping
C) Hanging
PRACTICE 2.1
#1
 Action or Being-identify the verb and
decide if it is action or being
1) Kyle took his driver’s test last week.
Action
2) He made a mistake parking. Action
3) Kyle was upset that he didn’t pass.
Being
4) He plans on taking his test again.
Action
5) He is excited to try one more time.
Being
#2
 Write Yes if a sentence contains a
1)
2)
3)
4)
5)
linking verb and No if it does not.
This trip has been long and
tiring.Yes
She was at the game until it
ended. Yes
You are late again. Yes
I am tired of your excuses. Yes
You should have been here four
hours ago! Yes
PRACTICE
#3
 Complete the
chart for the
verb play.
Present
play
Past
played
Future
Will play
Present Perfect
Have played or Has
Played
Past Perfect
Had Played
Future Perfect
Will have played or
Shall have played
Present Progressive
Is playing, am playing,
are playing
Past Progressive
Was playing or Were
playing
Future Progressive
Will be playing or Shall
be playing
Present Perfect Progressive
Have been playing or
Has been playing
Past Perfect Progressive
Had been playing
Future Perfect Progressive
Will have been playing
or Shall have been
playing
PRACTICE
#4
#5
 Identify the helping verb in the
sentences.
1)
How well did your brother do
on the test?
2)
My brother must wear a back
brace.
3)
She will be coming home
tomorrow.
 Write a sentence in which each
word is used as a gerund.
A) Painting I hung the painting of
the garden in the living room.
B) Swimming Swimming is my
favorite sport.
#6
 Change these to their infinitive forms
A) Running to run
B) Jumping to jump
C) Hanging to hang
PREPOSITION
 Relates noun or pronoun to another word
 Anything a squirrel can do to a tree that is not a verb but a describing
word.
 The squirrel can go OVER the tree.
 The squirrel can be BY the tree.
 The squirrel can go Through the tree.
INTERJECTION
Expresses emotion
Set apart from the
sentence by a comma
or an exclamation
point
APPOSITIVE
Noun or pronoun that follows and
renames another pronoun or noun.
PREPOSITIONS, INFINITIVE, APPOSITIVE
PRACTICE-LOOSE LEAF PAPER
1) I asked you to speak
#1
 Write the sentences. Circle the
preposition, underline the
appositive once, and underline
the infinitive twice.
2)
3)
4)
5)
clearly.
I want to try surfing
when we go to Hawaii.
I have been known to
change my mind.
My brother, Tyrone, is
going to college in the
fall.
Have you read Great
Expectations, a book by
Charles Dickens.
COORDINATING CONJUNCTIONS
 Made up of one connection word
 For
Example:
 And
 Nor
 But
 Or
 Yet
 So
FANBOYS
Bring your sneakers
or your boots.
CORRELATIVE CONJUNCTIONS
Made up of 2 connecting words-such as
both / and
not only / but also
either / or
neither / nor
whether / or
Example:
We should decide
whether to stay or
go.
SUBORDINATING CONJUNCTIONS
 Begins a subordinate clause and connects it to an independent clause
Here's a list of some of the most common
subordinating conjunctions:
after
than
although
that
as
though
because
till
before
until
how
when
if
where
once
whether
since
while
Example:
Since none of us
own bicycles, we
decided to rent
them there.
PRACTICE-LOOSE LEAF PAPER
Identify the type or types of conjunctions used.
1) I want to finish my homework, but I’d rather go to the mall.
2) After we had walked six miles, Frieda remembered where
she put the car keys.
3) First we will review the material, and then we will have the
quiz.
4) Please run and get your book out of your locker.
5) Either there should be free food or we should get paid.
PRACTICE-LOOSE LEAF PAPER
Identify the type or types of conjunctions used.
1)
I want to finish my homework, but I’d rather go to the mall.
Coordinating
2)
After we had walked six miles, Frieda remembered where she
put the car keys. Subordinating
3)
First we will review the material, and then we will have the quiz.
Coordinating
4)
Please run and get your book out of your locker. Coordinating
5)
Either there should be free food or we should get paid.
Correlative
CONJUNCTIVE ADVERB
 A conjunctive adverb is an adverb that connects two clauses.
Conjunctive adverbs show cause and effect, sequence, contrast,
comparison, or other relationships.
•accordingly
•additionally
•again
•almost
•anyway
•as a result
•besides
•certainly
•comparatively
•consequently
•contrarily
•conversely
•elsewhere
•equally
•finally
•further
•furthermore
•hence
•henceforth
•however
•in addition
•in comparison
•in contrast
•in fact
•incidentally
•indeed
•instead
•just as
•likewise
•meanwhile
•moreover
•namely
•nevertheless
•next
•nonetheless
•notably
•now
•otherwise
•rather
•similarly
•still
•subsequently
•that is
•then
•thereafter
•therefore
•thus
•undoubtedly
•uniquely
Punctuating the Conjunctive Adverb
•
Use a semicolon or period before the conjunctive adverb to
separate two independent clauses joined by a conjunctive adverb. A
conjunctive adverb is not strong enough to join two independent
clauses without the aid of a semicolon.
•
A comma may alternatively be used if a conjunction appears
between the first clause and the conjunctive adverb.
•
Use a comma following the conjunctive adverb when it appears at
the beginning of the second clause unless the adverb is one syllable.
 Like other adverbs, conjunctive adverbs may move around
in the clause (or sentence) in which they appear. When they
appear at the end of the clause, they are preceded by a
comma. If they appear in the middle of the clause, they are
normally enclosed in commas, though this rule is not
absolute and is not always applied to very short clauses.'
PRACTICE 3.1
Underline the conjunctive adverb and punctuate the sentences appropriately.
1.
Tuition increases say officials are driven by the universities costs
consequently tuition income typically covers less than 50% of college
budgets
2.
Nonetheless some colleges are making efforts to trim budgets and pass
along the savings
3.
Secretary Bennett however maintains that more federal aid would only
encourage universities to count on the government to meet any increases
they might impose
PRONOUNS
Takes the place of one or more nouns
PERSONAL
 1st Person
 Refers to one(s) speaking
 2nd Person
 Refers to one(s) spoken to
 3rd Person
 Refers to one(s) spoken about
REFLEXIVE PRONOUNS
 Refers to subject and directs action of verb back to subject.
INTENSIVE PRONOUNS
 Refers to and emphasizes noun or another pronoun
Myself, ourselves, yourself, yourselves,
himself, herself, itself, themselves
DEMONSTRATIVE PRONOUNS
Refers to specific one(s) of group
This, that, these, those
INTERROGATIVE PRONOUNS
Introduces questions
What, which, who, whom, whose
RELATIVE PRONOUNS
Introduces subordinate clauses and refers to
noun or pronoun outside of clause
That, which, who, whom, whose
INDEFINITE PRONOUNS
Refers to one(s) not specifically named
ANTECEDENT
The word a pronoun replaces
PRONOUNS AND ANTECEDENTS
 A pronoun agrees with its antecedent in number and gender.
 Singular pronouns refer to singular antecedents
 A few personal pronouns indicate gender-see pronoun charts
 NO plural pronouns indicate gender
 At times a phrase following singular pronouns can help you determine
gender.
 A singular pronoun is used to refer to two or more singular
antecedents joined by or and nor.
 A plural pronoun is used to refer to two or more antecedents.
 The number of a relative pronoun depends on the number of its
antecedent.
PRACTICE 3.2
 Write the type or types of each
pronoun.
1. Himself
2. Which
3. Everyone
4. These
5. Mine
6. Someone
7. Them
8. That
9. What
10.Another
11.Yours
12.Myself
COMPLEMENTS
A word or group of words that completes the
meaning of a verb.
 Subject Complement- completes the meaning of a linking verb and
that identifies or modifies the subject
 Direct Object- a noun or pronoun that receives the action of a verb
or that shows the result of the action.
 Tells whom or what after a transitive verb.
 Indirect Object- a noun or pronoun that precedes the direct object
and that usually tells to whom or for whom or to what or for what
the action of the verb is done.
TYPES OF SUBJECT COMPLEMENTS
 Predicate Nominative
 Noun or pronoun that follows a
linking verb and renames or
identifies the subject of the verb.
 Predicate Adjective
 An adjective that follows a linking
verb that modifies the subject of
the verb.
 EXAMPLE:
 EXAMPLE:
 “The Most Dangerous Game” is an
exciting STORY.
 The necklace was
INEXPENSIVE.
PRACTICE-4.1
#1
#2
 Write the sentence. Label the verb,  Do Not write the sentence.
direct object, and indirect object of
each sentence
1)
Lila sent Mr. Hernandez an e-mail.
2)
The little girl made her father a
card for his birthday.
3)
Mrs. Adams read her
kindergarteners a story before
their snack.
1)
2)
3)
4)
Decide if the bolded words are
predicate nominatives or
predicate adjectives.
Sammy was the best dog.
Luisa is excited to see her
son.
You are an inspiration to us
all.
Tomorrow will be rainy.
CLAUSESA group of words that has both a subject
and verb that acts as part of a sentence
Independent Clause
Subordinate/Dependent Clause
 Adjective Clause
 Adverb Clause
 Noun Clause
INDEPENDENT CLAUSE
 Expresses a complete thought and can stand by itself as a sentence.
SUBORDINATE/DEPENDENT CLAUSE
 Does not express a complete thought and cannot stand alone
ADJECTIVE CLAUSE
A subordinate clause that modifies a noun
or pronoun
 Always follows the word it modifies
 Usually begins with a relative pronoun
 A relative pronoun is sometimes left out of adjective clause
 Occasionally an adjective clause begins with a relative adverb
 A relative adverb is an adverb that introduces a relative
clause
ADVERB CLAUSE
A subordinate clause that modifies a verb, an
adjective, or an adverb
 Begins with a subordinating conjunction
NOUN CLAUSE
A subordinate clause used as a subject, predicate
nominative, a direct object, an indirect object, or an
object of a preposition
 The word that introduces a noun clause may or may not have a
function within the noun clause.
PRACTICE-4.3
#1
#2
 Write I if it is an independent
 Decide which type each sentence
clause and S if it is subordinate
1)
because we were running late

2)
Devon brought a laptop to
class
1)
3)
He asked me to help him
4)
When the airplane landed
2)
3)
4)
contains
ADV.-adverb clause, ADJ.-adjective
clause, N-noun clause
I was late because I overslept.
We left as soon as the concert
ended.
How you want to pay me back is
up to you.
The man who is at the door wants
to see you.
ACTIVE VOICE - PASSIVE VOICE
 A verb in active voice expresses an action done by its subject
 A verb in passive voice expresses an action received by its subject
 Always a verb phrase that includes a form of be and the main verb’s past participle
 Active Voice: Rainsford surprised General Zaroff.
 Passive Voice: General Zaroff was surprised by Rainsford.
PRACTICE-4.2
 Active or Passive Voice
1)
The house was cleaned by the cleaning lady
2)
Keiko filled out her college applications.
3)
The lifeguard saved the drowning toddler’s life.
4)
The computer was fixed by Javon.
5)
Samson was bitten by the dog.
6)
The dog bit Samson.
SUBJECT / VERB AGREEMENT
 A verb should always agree in number.
 Singular subjects take singular verbs
 Plural subjects take plural verbs
 A compound subject, which is two or more subjects that
have the same verb may be singular, plural, or either.
 The title of a creative work, name of an organization, city, or
country even when in its plural form takes a singular verb
 Don’t and Doesn’t must agree with their subjects
 I and you & plural subjects-use don’t
 Other subjects –use doesn’t
 A collective noun takes a singular verb when the noun refers to the
group as a unit and takes a plural verb when the noun refers to the
individual parts or members of the group.
 A verb agrees with its subject, not with its predicate nominative
 A verb agrees with its subject even when the verb precedes the subject.
 EXCEPTION: a few words, although plural in form, take singular verbs.
 See Pronoun pages for lists as to what is plural and what is singular
HINT
Verbs do not form their plurals by adding an
s as nouns do. In order to determine which
verb is singular and which one is plural, think
of which verb you would use with he or she
and which verb you would use with they.
PRACTICE 5.1-LOOSE LEAF PAPER
 Correct any errors in subject-verb agreement in the following sentences by
rewriting the sentences correctly.
1. Neither of the buck-toothed crocodiles look promising.
2. The Corruption Committee were willing to review our shenanigans to see if
we could be eligible for Crazy Cook status.
3. The Earl of Earnest as well as the Duke of Daring were supposed to have
called by now.
4. None of my sneaky schemes has come to fruition!
5. There’s so many turkeys running around here!
PRACTICE 5.1-LOOSE LEAF PAPER
Correctly rewrite each sentence.
1.Each college student brings experience to their classes.
2.Derek and Daniel think that they saw a ghost, but he is not sure.
3. Wal-Mart competes with Amazon, but surveys show that it is winning
the competition.
4. Anyone can get his name in the news.
5. A person should insure their valuables.
PHRASES
Group of related words that is used as a single part
of speech and that DOES NOT contain both a verb
and its subject
 Appositive Phrase
 Prepositional Phrase
 Infinitive Phrase
 Gerund Phrase
 Participial Phrase
 See Tuesday notes
OBJECTS
 Object of Preposition
 Object of Infinitive
 Object of Gerund
PRACTICE-5.2
Underline the phrase, circle the object, and identify the type of phrase.
1. Take your feet off the desk.
2. To pass the test requires several hours of studying.
3. Driving to school, Raymond realized he forgot his homework.
4. I found my father outside raking the lawn.
5. I can pass the test with your help
6. Mrs. Goodman, walking up and down the aisles, lectured us on plagiarism.
7. Have you read The Bell Jar, a book by Sylvia Plath?
8. I think smoking cigarettes is disgusting.
9. The guitar, my favorite instrument, is easy to play.
10. I asked you to speak clearly.
USE OF NUMBERS IN WRITING
 A number is an abstract concept while a numeral is a symbol used to







express that number.
The small numbers, such as whole numbers smaller than ten, should be
spelled out.
Don’t start a sentence with a numeral.
Centuries and decades should be spelled out.
In formal writing, you should spell percentages out.
If the number is rounded or estimated, spell it out. Rounded numbers over
a million are written as a numeral plus a word.
Be consistent within the same sentence.
For dates you write out the name of the month and use numerals for the
day and year.
GOOD VS. WELL
 Good is an adjective
 Well is an adverb
 It is okay to use well as an adjective when you are talking about health.
PRACTICE-5.3
#1
 Fix the problems-Write the
sentence correctly.
1) 1996 is the year I was born.
2) Otto ate sixteen pizzas, 6
orders of fries, seventyseven cookies, and ½ a
pecan pie.
3) There are 2 2-toed sloths in
the zoo.
#2
 Fix the problems, -Write the
sentence correctly.
 mark the correct ones with
a C.
1) Did I do good on the last
test?
2) Are you feeling well enough
to stay in class?
3) The bbq sandwich was
really good.
4)You didn’t do very well on
your driving exam.
SUBJECTS & PREDICATES
 Simple Subject: the who or what of the verb
 Must be a noun, pronoun, gerund, or infinitive
 Can never be in a prepositional phrase
 There and here are never the subject of a sentence
 Can be an understood you
 Complete Subject: Simple subject plus its modifiers
 Dependent clauses modifying the subject are part of the complete subject of the independent clause
 Simple Predicate:Verbs
 Transitive-takes a direct object
 Intransitive: does not take a direct object
 Complete Predicate:Verb plus its modifiers
 Dependent clauses modifying the verb are part of the complete predicate of the independent clause
SUBJECTS & PREDICATES PRACTICE 5.4LOOSE LEAF PAPER
 Circle the SIMPLE Subject once and box in the SIMPLE
Predicate.
 Underline the COMPLETE Subject once and the COMPLETE
Predicate twice.
The dog with spots likes to bark loudly.
We love English.
Please sit down.
Bring me the remote control, please.
SENTENCE TYPES
 Simple Sentence= 1 independent clause
 I like chocolate.
 Compound Sentence = 2 or more independent clauses
 I like chocolate, and I like strawberries.
 Complex Sentence = 1 independent clause + 1 or more dependent clauses
 If I’m sad, I crave chocolate.
 Compound-Complex Sentence = 2 or more independent clauses + one or
more dependent clauses.
 The boy who sits between Rahul and me has forgotten his book today, yet I have mine.
SENTENCE TYPE PRACTICE6.1
 List what type each sentence is.You do not have to write the sentence
out.
1)
I love when my students do their homework.
2)
If you want to be successful in life, you will do your homework.
3)
Homework helps me learn new material, and it helps me review old
material.
4)
Learning is important to me, yet I struggle to make myself do work.
5)
As we prepare for final exams, some students are nervous, but I am
well prepared.
CAPITALIZATION RULES
 Capitalize proper nouns: days of the week, months,
holidays, historical events, names, companies, organizations,
states, countries, cities, islands, bodies of water, mountains,
streets, parks, stores, nationalities, races, religions, brand
names, titles, songs, ships, trains, monuments, planets
 Always capitalize the word I.
 Capitalize the first word of each sentence.
 Capitalize the first word of a quotation.
CAPITALIZATION PRACTICELOOSE-LEAF PAPER
 Write C for words or
phrases that should be
capitalized and U for
words or phrases that
should not be
capitalized.
5.
sentence
14. to kill a mockingbird
6.
january
15. story
7.
donorschoose.org
16. saturn
8.
oranges
17. new york times
9.
harvard
18. purple
1.
tuesday
10. halloween
19. i
2.
american
11. cup
20. you
3.
toothpaste
12. paper
4.
washington monument 13. battle of gettysburg
END MARKS
Period
 Periods come at the end of most sentences. They indicate
that a complete idea has come to an end.
 Periods are used for other purposes also — after numbers
in outlines and lists and in abbreviations.
 Note: If you mistakenly use a comma instead of a period at
the end of a complete thought, you create a common type
of run-on sentence called a comma splice.
 Correct: I watched the baby bird. He was learning to fly.
 Comma splice: I watched the baby bird, he was learning to fly.
END MARKS
Exclamation Point
 Exclamation points are used after interjections or exclamatory sentences. They
indicate strong emotion.
 Tip: Exclamation points are commonly overused by student writers. They should
appear only rarely in most types of formal writing. Students often use exclamation
points simply to add emphasis. If your words are chosen carefully and arranged
meaningfully, you can trust the emphasis will be clear. Save your exclamation points
for infrequent, genuine exclamations.
 One more thing: it is never necessary to use more than one exclamation point in
formal writing.
 Yuck: My hog won a blue ribbon and I was so excited!!!
 Yay: I was elated when my hog was awarded the blue ribbon.
 Yippy:When my hog won the blue ribbon, I shouted, “Yeehaw!”
END MARKS
Question Mark
 Question marks are used at the end of interrogative sentences. They
indicate a question (duh).
 Tip: Only use question marks after actual questions. They don’t belong
when you are merely talking about or referring to a question:
 Correct:
“Are you going to wear that salami on your head?” asked
Marzipan.
 Incorrect:
Marzipan asked Homestar if he was going to wear that
salami on his head?
 Correct:
Marzipan asked Homestar if he was going to wear that
salami on his head.
END MARK PRACTICE-6.3
 Indicate the correct end mark for each sentence with a P, E, or Q.
 You do not have to write out each sentence.
Studying is a good way to make sure I pass the class
2) How many questions will be on the test
3) Sheyar asked if the essay was due tomorrow
4) I am so excited to go to Greece this summer, woot
5) Is the test going to be multiple choice
6) I got my driver’s license and a bright, shiny red car
7) I made my flashcards this week
8) Javier and George go to school with me
9) Will you go to Prom with me
10) I can’t go to the Sia concert tonight, rats
1)
COMMAS
 Use commas to separate independent clauses when they are joined by any
of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.
 Use commas after introductory a) clauses, b) phrases, or c) words that
come before the main clause.
 Use a pair of commas in the middle of a sentence to set off clauses, phrases,
and words that are not essential to the meaning of the sentence. Use one
comma before to indicate the beginning of the pause and one at the end to
indicate the end of the pause.
 Use commas to separate three or more words, phrases, or clauses written
in a series.
COMMAS
 Use commas to separate two or more coordinate adjectives that
describe the same noun. Be sure never to add an extra comma between
the final adjective and the noun itself or to use commas with noncoordinate adjectives.
 Use commas to set off phrases at the end of the sentence that refer
back to the beginning or middle of the sentence. Such phrases are free
modifiers that can be placed anywhere in the sentence without causing
confusion.
 Use commas to set off all geographical names, items in dates (except
the month and day), addresses (except the street number and name),
and titles in names.
 Use a comma to shift between the main discourse and a quotation.
COMMA PRACTICE-LOOSE LEAF PAPER
 Write out each sentence, and add commas where they are needed.
1)
Sean likes cars but he can‘t drive yet.
2)
Susan can you come over after school and watch The Matrix with me?
3)
The French club traveled to Paris France this year.
4)
On Friday December 12 2015 we went to the One Direction concert.
5)
Sharon my best friend is getting a puppy this weekend.
SEMICOLONS & COLONS
 Semicolons
 It's no accident that a semicolon is a period atop a comma.
 A semicolon can replace a period if the writer wishes to narrow the gap
between two closely linked sentences.
 Examples:
Call me tomorrow; you can give me an answer then.
We have paid our dues; we expect all the privileges listed in the contract.
 Use a semicolon before such words and terms as namely, however,
therefore, that is, i.e., for example, e.g., for instance, etc., when they
introduce a complete sentence. It is also preferable to use a comma
after these words and terms.
 Example: Bring any two items; however, sleeping bags and tents are in short supply.
 Use a semicolon to separate units of a series when one or more of the
units contain commas.
 Incorrect: The conference has people who have come from Moscow, Idaho, Springfield,
California, Alamo, Tennessee, and other places as well.
 Note that with only commas, that sentence is hopeless.
 Correct: The conference has people who have come from Moscow, Idaho; Springfield,
California; Alamo, Tennessee; and other places as well. (Note the final semicolon, rather
than a comma, after Tennessee.)
 A semicolon may be used between independent clauses joined by a
connector, such as and, but, or, nor, etc., when one or more commas
appear in the first clause.
 Example: When I finish here, and I will soon, I'll be glad to help you; and that is a promise
I will keep.
 Do not capitalize ordinary words after a semicolon.
 Incorrect: I am here;You are over there.
Correct: I am here; you are over there.
SEMICOLONS & COLONS
 Colons
 Use a colon to introduce a series of items. Do not capitalize the first
item after the colon (unless it's a proper noun).
 Examples:
You may be required to bring many things: sleeping bags, pans, utensils, and warm clothing.
I want the following items: butter, sugar, and flour.
I need an assistant who can do the following: input data, write reports, and complete tax
forms.
 A capital letter generally does not introduce a word, phrase, or
incomplete sentence following a colon.
 Examples:
He got what he worked for: a promotion
He got what he worked for: a promotion that paid a higher wage.
 Avoid using a colon before a list when it directly follows a verb or preposition
that would ordinarily need no punctuation in that sentence.
 Not recommended: I want: butter, sugar, and flour.
Recommended: I want butter, sugar, and flour.
OR
Here is what I want: butter, sugar, and flour.
 When listing items one by one, one per line, following a colon, capitalization and
ending punctuation are optional when using single words or phrases preceded by
letters, numbers, or bullet points. If each point is a complete sentence, capitalize
the first word and end the sentence with appropriate ending punctuation.
Otherwise, there are no hard and fast rules, except be consistent.
 Example:
These are the pool rules:
Do not run.
If you see unsafe behavior, report it to the lifeguard.
Did you remember your towel?
Have fun!
 A colon instead of a semicolon may be used between independent clauses
when the second sentence explains, illustrates, paraphrases, or expands on
the first sentence.
 Example: He got what he worked for: he really earned that promotion.
Remember the old saying: Be careful what you wish for.
 Capitalize the first word of a complete or full-sentence quotation that
follows a colon.
 Example: The host made an announcement: "You are all staying for dinner.“
 Capitalize the first word after a colon if the information following the colon
requires two or more complete sentences.
 Example: Dad gave us these rules to live by:Work hard. Be honest. Always show up on time.
 Use a colon rather than a comma to follow the salutation in a business
letter, even when addressing someone by his or her first name. (Never use a
semicolon after a salutation.) A comma is used after the salutation in more
informal correspondence.
 Examples:
Dear Ms. Rodriguez:
Dear Dave,
SEMICOLON & COLON PRACTICE-LOOSE LEAF PAPER
 For each of the following, choose the sentence
3.
with the correct punctuation.
A) The American flag has three colors; red, white,
1)
and blue.
A) You asked for forgiveness, he granted it to you.
B) The American flag has three colors: Red, white,
B) You asked for forgiveness; he granted it to you. and blue.
C) You asked for forgiveness: he granted it to you. C) The American flag has: three colors. Red, white,
and blue.
D) You asked for forgiveness he granted it to you.
D) The American flag has three colors: red, white,
and blue.
2.
A) We ask; therefore, that you keep this matter
4.
confidential.
A) She said she loved the book; so, I gave it to her.
B) We ask, therefore; that you keep this matter
B) She said she loved the book, so I gave it to her.
confidential.
C) She said: she loved the book, so I gave it to her.
C) We ask, therefore, that you keep this matter
confidential.
D) She said she loved the book: so I gave it to her.
D) We ask: therefore, that you keep this matter
confidential.
HYPHENS, DASHES, & PARENTHESIS
 Hyphens-are used to connect two or more words (and numbers) into a
single concept, especially for building adjectives. Likewise, some married
women use hyphens to combine their maiden name with their spouse’s
name:
 There are fewer Italian-American communities these days.
 The family’s money-saving measures have been helping them to build their savings.
 She has stopped buying 2-liter bottles and has started buying 0.5-liter bottles,
instead.
 I had a conversation with Mrs. Skinner-Kcrycek this morning.
 They are also a necessary component of the numbers 21 through 99:
 Before the exam, Tomas studied for thirty-three hours without sleep.
 Although they (hyphens) can be used as substitutes for the word “to”
when discussing value ranges and scores in games, it is better to use the
word in formal writing situations than the punctuation:
 The high temperature will be 87-89 degrees.
 Hyphens are also used in syllable breaks when words cannot fit
completely on a line, and must be continued on the following line.
 This opinion is based on sales figures for the past few months, and con-
versations I have had with customers.
HYPHENS, DASHES, & PARENTHESIS-CONT.
 Dashes
 To set off parenthetical material that you want to emphasize; in other
words, if you want to include information that is not absolutely
necessary in forming a complete sentence but that is important to the
idea you are communicating, introduce this information into the main
sentence between dashes. Eg:
 Her taste in music–from country to rap–exemplifies her eclectic personality.
 Use dashes to set off appositives that contain commas; in other words, if
you are renaming a nearby noun with something that contains commas,
use dashes to set if off. (For more on using commas for appositives, see
"Commas.") Eg:
 Joe–a student who is also an athlete, actor, and writing coach–does not have enough
time to join the committee.
 Use a dash to prepare for a list, a restatement, an amplification, or a
dramatic shift in tone or thought. Eg:
 The vegetarian gasped in horror when he saw lining the wall of the cabin a collection
of animal heads–moose, deer, bears, squirrels, all dead.
 Notes: Do not overuse dashes or use them in place of other
punctuation. Do not leave space before or after a dash.
HYPHENS, DASHES, & PARENTHESIS-CONT
 Use parentheses to enclose supplemental material (including in-text
citations), minor digressions, and afterthoughts. Eg:
 We read Austen’s Northanger Abbey (her first novel) in our Eighteenth-Century
Literature class.
 Use parentheses to enclose letters or numbers labeling items in a
series.
 When driving to and from school, she always made sure to have the following in her
glove compartment: (a) registration, (b) first-aid kit, (c) AAA card, (d) a phone card,
and (e) gas money.
HYPHENS, DASHES, & PARENTHESIS-PRACTICE
ON LOOSE-LEAF PAPER
 Highlight or underline the main clauses in each sentence. Each sentence contains non-
restrictive elements (clauses, phrases, etc) that require some sort of punctuation: neutral,
strong, or weak. Based on the information in the main clause, decide how you should
emphasize the elements.
1.
Barney Fife I know this for a fact only carried one bullet in his gun.
2.
The exquisitely adorned chandelier is an elegant addition to your dining room.
3.
Winter nights can be cold, lonely affairs especially if you forgot to pay the gas bill.
4.
My English teacher who is totally awesome has taught me more about writing
than any teacher I have ever had.
5.
Sarah could not bite her tongue in time, so the flippant remark flew from her
mouth.
QUOTATION MARKS
 Rule 1. Use double quotation marks to set off a direct (word-for-word) quotation.
 Correct: "I hope you will be here," he said.
Incorrect: He said that he "hoped I would be there." (The quotation marks are incorrect because
hoped I would be there does not state the speaker's exact words.)
 Rule 2. Quotation marks are used for components, such as chapter titles in a book,
individual episodes of a TV series, songs from a Broadway show or a music album,
titles of articles or essays in print or online, and shorter works such as short stories
and poems.
 It is customary in American publishing to put the title of an entire composition in italics. Put the
title of a short work—one that is or could be part of a larger undertaking—in quotation marks.
 A "composition" is a creative, journalistic, or scholarly enterprise that is whole,
complex, a thing unto itself. This includes books, movies, plays, TV shows, newspapers,
magazines, websites, music albums, operas, musical theater, paintings, sculptures, and
other works of art.
 Example: Richard Burton performed the song "Camelot" in the 1960 Broadway musical Camelot.
 Although the word is the same, "Camelot" the song takes quotation marks because it's part of a
larger work—namely, a full-length show called Camelot.
 Rule 3a. Periods and commas ALWAYS go inside quotation marks.
 Examples:
The sign said, "Walk." Then it said, "Don't Walk," then, "Walk," all within thirty seconds.
He yelled, "Hurry up."
 Rule 3b. Use single quotation marks for quotations within quotations.
 Example: Dan said: "In a town outside Brisbane, I saw 'Tourists go home' written on a wall.
But then someone told me, 'Pay it no mind, lad.' "
 Note that the period goes inside both the single and double quotation marks. Also
note that, as a courtesy, there is visible space between adjacent single and double
quotation marks.
 Rule 3c. Always capitalize the first word in a complete quotation, even
in midsentence.
 Example: Bill said, "That job we started last April is done."
 Rule 4a. Quotation marks are often used with technical terms, terms used
in an unusual way, or other expressions that vary from standard usage.
 Examples:
It's an oil-extraction method known as "fracking."
He did some "experimenting" in his college days.
I had a visit from my "friend" the tax man.
 Rule 4b. Never use single quotation marks in sentences like the previous
three.
 Incorrect: I had a visit from my 'friend' the tax man.
 The single quotation marks in the above sentence are intended to send a message to the
reader that friend is being used in a special way: in this case, sarcastically. Avoid this invalid
usage. Single quotation marks are valid only within a quotation, as per Rule 3b, above.
 Rule 5. When quoted material runs more than one paragraph, start each
new paragraph with opening quotation marks, but do not use closing
quotation marks until the end of the passage.
 Example:
She wrote: "I don't paint anymore. For a while I thought it was just a phase that I'd get over.
"Now, I don't even try."
QUOTATION MARKS PRACTICE ON
LOOSE-LEAF PAPER
 In the following sentences put in quotation marks wherever they are
needed.
1. Mary is trying hard in school this semester, her father said.
2. No, the taxi driver said curtly, I cannot get you to the airport in fifteen
minutes.
3. I believe, Jack remarked, that the best time of year to visit Europe is in
the spring. At least that's what I read in a book entitled Guide to Europe.
4. My French professor told me that my accent is abominable.
5. Flannery O'Connor probably got the title of one of her stories from the
words of the old popular song, A Good Man Is Hard to Find.