Download Grammar Review: Chapters from McGraw

Grammar Review: Chapters from McGraw-Hill Handbook
I. Parts of Speech: Ch. 30
Verb: action or state, Noun: people, person, place, thing, Pronoun: replaces a noun, Adjective:
describes a noun, Adverb: describes a verb, adjective or adverb, Preposition: links a noun to
another word
II. Independent & Dependent Clauses: Ch: 30 & 31
(OWL)
Independent Clause
An independent clause is a group of words that contains a subject and verb and expresses a
complete thought. An independent clause is a sentence.
Jim studied in the Sweet Shop for his chemistry quiz.
Dependent Clause
A dependent clause is a group of words that contains a subject and verb but does not express a
complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked
by a dependent marker word.
When Jim studied in the Sweet Shop for his chemistry quiz . . . (What happened when he
studied? The thought is incomplete.)
III. Subject-Verb: Ch. 34
(MH) The appropriate pairing, in number and person, of a subject and a verb: The student looks
confused; The students look confused.
IV. Active – Passive Voice: Ch. 35
(MH)
Active Voice: The form of the transitive verb in which the subject of the sentence is doing the
acting. The crowd sang “Take Me Out to the Ballgame.”
Passive Voice: The form of a transitive verb in which the subject of the sentence is acted upon.
“Take Me Out to the Ballgame” was sung by the crowd.
“MH,” McGraw Hill Handbook, Second Edition
“OWL,” material/text/examples from online resource Purdue University Online Writing Lab (http://owl.english.purdue.edu/)
Grammar Review: Chapters from McGraw-Hill Handbook
V. Comma: Ch. 51
(OWL)
1. Use commas to separate independent clauses when they are joined by any of these seven
coordinating conjunctions: and, but, for, or, nor, so, yet. See Coordinating Conjunctions.
2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main
clause.
3. 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.
5. Use commas to separate three or more words, phrases, or clauses written in a series.
6. 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 non-coordinate adjectives.
VI. Semicolon: Ch. 52
(OWL)
Use a semicolon when you link two independent clauses with no connecting words.
Ex. I am going home; I intend to stay there.
You can also use a semicolon when you join two independent clauses together with one of the
following conjunctive adverbs (adverbs that join independent clauses): however, moreover,
therefore, consequently, otherwise, nevertheless, thus, etc. For example:
Ex. I am going home; moreover, I intend to stay there.
“MH,” McGraw Hill Handbook, Second Edition
“OWL,” material/text/examples from online resource Purdue University Online Writing Lab (http://owl.english.purdue.edu/)
Grammar Review: Chapters from McGraw-Hill Handbook
VII. Coordinating Conjunctions/FANBOYS: Ch. 44
(MH)
CCs are words that join words, phrases, or clauses and indicate their relation to each other.
Coordinating conjunctions (FANBOYS: For, And, Nor, But, Or, Yet, So) join words or ideas of
equal weight or function: The night grew colder, but the boys and girls kept trick-or-treating.
*If the FANBOYS/CC is between two independent clauses a comma must be added. If one
clause is dependent and the other independent, no comma is necessary.
Ex. (two independent): I am hungry, so we went to dinner.
Ex. (one independent + one dependent): I am hungry and want to go to sleep.
A, Subordinate Conjunctions: Ch. 30g
Subordinate means less than, so think of Subordinate Conjunctions as joining one
complete idea with a weaker one; however, once these two are joined, they make a
strong, complex sentence together. Subordinate Conjunctions can be used between
these two ideas/clauses or at the beginning of a sentence (which is sometimes called
an “inverted sentence”).
Ex. The author is able to evoke a very emotional and relatable tone because of his
personal experiences in Desert Storm.
Ex. (if flipped or inverted) Because of the author’s personal experiences in Desert Storm,
he is able to evoke a very emotional and relatable tone.
Common Subordinate Conjunctions: after, although, as, because, before, if, once,
since, that, though, till, unless, until, when, whenever, where, wherever, whether, while
VIII. Conjunctive Adverbs: Ch. 30e and Ch. 33 (pg. 532)
(MH)
A work or expression such as for example, however, or therefore that indicates the relation
between two clauses. Unlike conjunctions, conjunctive adverbs are not grammatically strong
enough on their own to hold two clauses together, requiring the clauses to be separated by a
period or a semicolon:
“MH,” McGraw Hill Handbook, Second Edition
“OWL,” material/text/examples from online resource Purdue University Online Writing Lab (http://owl.english.purdue.edu/)
Grammar Review: Chapters from McGraw-Hill Handbook
The night grew colder; however, the boys and girls kept trick-or-treating.
Conjunctive Adverbs may also appear at the beginning of sentence, but they will always be
followed by a comma:
The night grew colder. However, the boys and girls kept trick-or-treating.
A Conjunctive Adverb may not always be between two independent clauses. In this case, offset
with commas:
They will persist in proving their case, however, no matter the challenges.
Common Conjunctive Adverbs (MH), p. 490:
Addition: also, besides, furthermore, moreover
Compare/Contrast: however, instead, likewise, nevertheless, nonetheless, otherwise, similarly
Result: accordingly, consequently, hence, then, therefore, thus
Time: finally, meanwhile, next, now, subsequently, suddenly, then
Emphasis: certainly, indeed, still
IX. Comma Splice & Run-On Sentences & Fused Sentences: Ch. 33
(MH)
A comma splice is an error in which two independent clauses are joined by a comma without a
coordinating conjunction.
Ex. I am hungry, we went to dinner.
There are three primary ways to address a comma splice:
1.) Break the sentence in two: I am hungry. We went to dinner.
2.) Add a coordinating conjunction with comma: I am hungry, so we went to dinner.
3.) Add a semi-colon: I am hungry; we went to dinner.
“MH,” McGraw Hill Handbook, Second Edition
“OWL,” material/text/examples from online resource Purdue University Online Writing Lab (http://owl.english.purdue.edu/)
Grammar Review: Chapters from McGraw-Hill Handbook
IX. Comma Splice & Run-On Sentences & Fused Sentences: Ch. 33 (cont’d)
(OWL)
Run-ons and fused sentences are terms describing two independent clauses which are joined
together with no connecting word or punctuation to separate the clauses.
Incorrect: They weren't dangerous criminals they were detectives in disguise.
Correct: They weren't dangerous criminals; they were detectives in disguise.
Incorrect: I didn't know which job I wanted I was too confused to decide.
Correct: I didn't know which job I wanted, and I was too confused to decide.
X. Sentence Fragments: Ch. 32
(OWL)
Fragments are incomplete sentences. Usually, fragments are pieces of sentences that have
become disconnected from the main clause. One of the easiest ways to correct them is to remove
the period between the fragment and the main clause. Other kinds of punctuation may be needed
for the newly combined sentence.
Below are some examples with the fragments shown in bold. Punctuation and/or words added to
make corrections are highlighted in italics. Notice that the fragment is frequently a dependent
clause or long phrase that follows the main clause.
Fragment: Purdue offers many majors in engineering. Such as electrical, chemical, and
industrial engineering.
Possible Revision: Purdue offers many majors in engineering, such as electrical, chemical, and
industrial engineering.
Fragment: Coach Dietz exemplified this behavior by walking off the field in the middle of a
game. Leaving her team at a time when we needed her.
Possible Revision: Coach Dietz exemplified this behavior by walking off the field in the middle
of a game, leaving her team at a time when we needed her.
“MH,” McGraw Hill Handbook, Second Edition
“OWL,” material/text/examples from online resource Purdue University Online Writing Lab (http://owl.english.purdue.edu/)
Grammar Review: Chapters from McGraw-Hill Handbook
XI. Homonyms
(MH)
Words that sounds alike but have different meanings and different spellings.
There – refers to a place. Ex. I am going over there.
Their – indicates possession. Ex. This is their paper.
They’re – conjunction of they and are. Ex. They’re going over there.
Its – indicates possession. Ex. Society is responsible for its own demise.
It’s – conjunction of it and is. Ex. It’s society’s fault.
To – preposition or in an infinitive verb form. Ex. I want to go to there.
Too – means in addition, or excessive. Ex. I am too tired to go there.
Two – the number. Ex. I have two tickets.
Your – indicates possession. Ex. This is your day.
You’re – conjunction of you and are. Ex. You’re late.
Farther – length or distance, think physical distance, “miles, kilometers.” Ex. It’s the farthest
she’s ever run.
Further – depth in degree, "additional" Ex. With further examination, we can do better.
Effect – typically a noun, means “result.” Ex. The effects of Hurricane Katrina are still felt
today.
Affect – typically a verb, means “to influence.” Ex. Many are still affected by Hurricane
Katrina.
Where – place, position, circumstance. Ex. Where do we go from here?
Were – the simple past tense for the verb “be.” Ex. We were just there.
We’re – contraction of “we” and “are.” We’re not going there.
“MH,” McGraw Hill Handbook, Second Edition
“OWL,” material/text/examples from online resource Purdue University Online Writing Lab (http://owl.english.purdue.edu/)